THE EFFECTS OF USING HAUSA LANGUAGE IN TEACHING ENGLISH AS A SECOND LANGUAGE IN PRIMARY SCHOOLS OF KEBBI STATE, NIGERIA

Abstract

This paper investigates the effects of using the Hausa language as a pedagogical tool for teaching English as a Second Language in primary schools within the Kebbi State context. English language teachers in the state often aim for an English-only classroom but face a significant communication barrier, as pupils, who are predominantly native Hausa speakers, struggle to comprehend English instructions. The study employed a mixed-methods design, with a sample of 30 participants (teachers and pupils) selected through random sampling from primary schools in the Birnin Kebbi educational zone. Data was elicited using questionnaire surveys and classroom-based assessments. The findings indicate that using Hausa as a facilitating tool in English classes has a dual effect—both positive and negative—on the teaching and learning process. The study concludes by recommending a strategic, limited use of Hausa and calls for further research into specific scaffolding techniques suitable for the Kebbi State context.