SOKOTO
EDUCATIONAL
REVIEW
V o l. 
December 2©17
IBADAN UNIVERSITY LIBRARY
SOKOTO
EDUCATIONAL
REVIEW
ISSN:079436653
Vol. 17 (1 & 2): December 2017
Copyright: Faculty of Education and Extension Services,
Usmanu Danfodiyo University,
Sokoto, Nigeria
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SOKOTO
EDUCATIONAL
REVIEW
Vol. 17 (1 & 2): December 2017
Published by:
Faculty of Education and Extension Services, 
Usmanu Danfodiyo University,
Sokoto, Nigeria
IBADAN UNIVERSITY LIBRARY
Sokoto Educational Review, 17 (1 & 2): December 2017 
© Faculty o f Education and Extension Services. UD.US. 
EDITORIAL BOARD
Prof. M. M. Jagaba Editor-in-Chief
Prof. A. A. Tukur Member
Prof. A. M. Isah (mfr) Member
Prof M. G. Mahuta Member
Dr. M. Ibrahim Member/Secretary
CONSULTING EDITORS
Dr. M. Musa Ahmadu Bello University, Zaria
Prof. A. 0 . Enoh Cross River State University of 
Science and Technology, Calabar
Prof. A. I. Idowu University of Ilorin, Ilorin
Prof. C. O. Daramola University of Ilorin, Ilorin
Dr. A. Umar National Teachers’ Institute, Kaduna
Prof. A. A. Olowu Obafemi Awolowo University, 
Ile-Ife
Address for Correspondence: The Editor-in-Chief
Sokoto Educational Review,
Faculty of Education and Extension Services, 
Usmanu Danfodiyo University,
Sokoto, Nigeria.
E-Mails: sokotoedureview@udusok.edu.ng
ibrovsi@yahoo.com
ii
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Sokoto Educational Review, 17 (1 & 2): December 2017 
© Faculty o f Education and Extension Services, UDUS
a. JOURNAL ARTICLE
Salawu, A. A. (1999). “A Cross-Cultural Study of Adolescent Self-Concept”, 
Sokoto Educational Review, 3 (4): 25 -  32.
b. TEXTBOOK
Fafunwa, A. B. (1974). History of Education in Nigeria. London: Allen and 
Unwin.
e. UNPUBLISHED ARTICLE/THESIS
Kalgo, F. A. (1993). “Cognitive Style, Personality and Academic 
Achievement Among Junior Secondary Students in Sokoto State”, 
unpublished Ph.D. Thesis, Usmanu Danfodiyo University, Sokoto.
d. TEXTBOOK CHAPTER
Salawu, A. A. and Jumare, A. M. (2000). “History and Development of 
Education in North -  Western State of Nigeria,' in M. A. Iliya; A. A. 
Salawu, and W. A. Hassan (eds.), Usmanu Danfodiyo University, Sokoto at 
25: Progress, Problems and Prospects, Kaduna: The University Press Ltd 
and Master Printers.
e. NEWS PAPER
Maitafsir, M. G. and Bagudo, A. A. (2003). “Islamic Philosophy and 
Intellectualism”, The Path, October 24th front page.
f. WORLD WIDE WEB (www) page
Salawu, A. A. and Kalgo, F. A. (2009). “Effectiveness of Rational-Emotive- 
Behaviour Therapy on Examination Anxiety among B. Ed. (Part Time) 
students of Usmanu Danfodiyo University, Sokoto. Retrieved November 
24th, 2009 from http://www.rtc.nant.grp/theraphv/rec.htiTil
g. UNPUBLISHED MANUSCRIPT WITH A UNIVERSITY CITED, NOT
SUBMITTED FOR PUBLICATION
Bagudo, A. A. (2008). Lecture notes on EDU 105. Unpublished manuscript, 
Usmanu Danfodiyo University, Department of Education, Sokoto -  
Nigeria.
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Sokoto Educational Review, 17 (1 & 2): December 2017 
___________________© Faculty o f Education and Extension Services. UDUS__________________
h. IN PRESS (BOOK and JOURNAL ARTICLES)
Tukur, A. K. and Wasagu, M. A. (in press), Universal Basic Education. The 
Journey So Far: In A. A. Salawu, and A. M. Inuwa (eds.) Handbook on 
Contemporary Education. Kaduna: Nasara Press.
The Editorial Board made it a condition of publication that manuscripts 
submitted to this Journal should not have been simultaneously submitted or 
published elsewhere.
Direct all editorial correspondence to:
Editor-in-Chief
Sokoto Educational Review,
Faculty of Education and Extension Services,
Usmanu Danfodiyo University,
P. M. B. 2346,
Sokoto, Nigeria.
GSM_No. 08035952956
E_Mail: sokotoedureview@,udusok.edu.ng: ibroniger@gmail.com
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Sokoto Educational Review, 17 (1 & 2): December 2017
__________________ © Faculty o f Education and Extension Services. UDUS______________ _
ABOUT THE CONTRIBUTORS
1. Aminu Isah, Department of General Studies, Unit of Mathematics, Shehu
Shagari College of Education, Sokoto State, Nigeria, E_Mail:
Isahaminu38@mail.com; Bashirat Kikelolo Hamza, Federal College of 
Education, Zaria, Kaduna State, Nigeria, E_Mail: bashirat@gmail.com and 
Malami Bello, Department of Mathematics, Shehu Shagari College of 
Education, Sokoto, EJMail: kasarawamb@gmail.com
2. Araromi Maxwell Olakunle and Yinusa Aminat Oladunni, Department of
Teacher Education, University of Ibadan, Ibadan, Nigeria,
araromimaxwell@gmail.com +2348054312075, +2348036157547 and 
solace wealth@rocketmail.com. 08038309490
3. Ogumogu Excellent Augustine (PhD), Department of Curriculum and 
Instructional Technology, Faculty of Education, University of Benin, 
excellent.ogumogu@uniben.edu. 08026428655
4. Telia, A. PhD, Department of Science, Mathematics and Technology 
Education, Faculty of Education, University of Ibadan. EJMail: 
deitell@vahoo.com; 08037235517
5. Chinyere Onyebuchi, Gamji Girls College, Rabah, Sokoto State, E_Mail: 
chi4fme@gmail.com. and Mohammed Ibrahim (Ph. D), Department of 
Curriculum Studies and Educational Technology, Usmanu Danfodiyo 
University, Sokoto, EJMail: ibroniger@gmail.com
6. Dr. (Mrs.) Rabi Muhammad, Department of Science and Vocational 
Education, Usmanu Danfodiyo University, Sokoto; Mrs. Rebecca Ugbonji 
Ibrahim, Sokoto State Teachers’ Service Board, Sokoto State, 
ivaboibro@gmail.com and Gana, Baba Kubo, Department of Biology, Niger 
State College of Education, Minna, kubogggmust@gmail.com
7. Abdullahi Nasiru and Afees Akanni Amuda, Department of Science and
Vocational Education, U sm anu Danfodiyo University, Sokoto, EJMail: 
galadim anasiru@ gm ail.com . afizam uda@ gm ail.com : GSM No.:
08068626391; Dahiru Audu Moh’d, Department of Biology Education, 
Faculty of Science, Umar Suleiman College of Education, P.M.B. 2, Gashua’ 
Yobe State, GSM_No.: 08030515140 and Ashiru Saidu, Department of 
Biology, School of Science Education, College of Education Maru, P.M.B. 
1002, Maru, Zamfara State, EJMail: saiduashir2017@gmai1.com GSM No • 
08068623291.
8. Osawaru, Arasomwan Endurance, Department of Educational Foundations, 
Faculty of Education, University of Benin, Benin City. EJMail: 
endurance osawaru@vahoo.com and Prof. (Mrs.) B.O.J. Omatseye, Institute 
of Education, University of Benin, Benin City, ’ E Mail- 
bigbetus2001@vahoo.com
9. Ojewumi A. K. and Olasupo, M. 0., Department of Psychology, Obafemi 
Awolowo University, Ile-Ife, Nigeria, E-mail: oiewumikehinde@vahnnr.nm
Vll
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Sokoto Educational Review, 17 (1 & 2): December 2017
__________________ © Faculty o f Education and Extension Services. UDUS-------------------------
10. Bolatito, Abdulrafiu Omotayo, Department of Educational Foundations,
Faculty of Education & Extension Services, Usmanu Danfodiyo University, 
Sokoto, E_Mail: abdulrafiubolatito008@gmail.com. GSM_No.:
08138053813,08094299317.
11. Muhammad Ladan Bello and Bello Dange Hadiza, Department of 
Curriculum Studies and Educational Technology, Usmanu Danfodiyo 
University, Sokoto, E_Mail: ladan bello@vahoo.com. GSM_No.: 
08037417461 and 07035153610
12. Takpi, Samuel Orshio, Department of Education Foundation, Faculty of 
Education and Extension Services, Usmanu Danfodiyo University, Sokoto 
E_Mail: takpisamuel@gmail.com, GSM_No.: 08060919101
13. Danbuba Jummai Muhammad, Department of Educational Foundations
Usmanu Danfodiyo University, Sokoto. Nigeria, E_Mail:
jmdanbuba@gmail.com, GSM_No.: 08060767225
14. Sani, Isah Dantani; Nma Aliyu Ibrahim, Niger State College of Education, 
Minna and John Saidu, Federal College of Education Technical, Potiskum.
15. Yisa, Madami Habibatu (PhD); Fasasi, Y. A. (PhD), Department of 
Educational Management, University of Ilorin. E_Mail: 
habibatyisa@gmail.com; fasasiadebunmi@gmail.com GSM_No.: 
08063066649; 08034290122 and Kwashabawa, B. B. (PhD), Department of 
Educational Foundations, Faculty of Education and Extension Services, 
Usmanu Danfodiyo University, Sokoto, E_Mail: bakwaibala@gmail.com 
GSM_No.: 08035448236
16. Gambo, Nura Dutsin-Ma, Department of Adult Education and Extension
Services, Faculty of Education and Extensions Services, Usmanu Danfodiyo 
University, Sokoto, E_Mail: atmuhsin@gmail.com. GSM_No.:
08031850648 and Haruna, Maryam Illo, Faculty of Education and 
Extensions Services, Department of Educational foundations and Extension 
Services, Usmanu Danfodiyo University, Sokoto, E_Mail:
Marvamharuna78@vahoo.com. GSM_No.: 08036165110
17. Auwal Muhammad, Department of Educational Foundations, Faculty of
Education and Extension Services, (FEES), Usmanu Danfodiyo University, 
Sokoto (UDUS), E_Mail: auwalmohammad2@gmail.com, GSM_No. +234 
8064983641 and Umar Mohammed Kani, Department of Educational 
Foundations, School of Education, Aminu Saleh College of Education Azare, 
Bauchi State, E_Mail: philosopher305@yahoo.com, GSM_No.
+2348060296390
18. Dr. Adamu Ibrahim and Lillian B. Marcus, Department of Vocational and
Technical Education, Faculty of Education, Ahmadu Bello University, Zaria, 
Kaduna state, E_Mail: adamugadabs@gmail.com, GSM_No.:
+2348036830544
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Sokoto Educational Review, 17 (1 & 2): December 2017
__________________ © Faculty o f Education and Extension Services. UDUS________________
19. Fakolade, Olufemi Aremu PhD and Oloruntoba Bamidele, Department of 
Special Education, University of Ibadan, E_Mail: fakolade 1 @,yahoo.com, 
GSM_No.: +2348023504549 and GSM_No.: +2348052177986
20. Umar, Maimuna Rabo, Department of Educational Foundations, Faculty of 
Education and Extension Services, Usmanu Danfodiyo University Sokoto, 
E_Mail: maimunarabo2013@gmail.com
21. Ukoh, Edidiong E. (PhD), Department of Teacher Education, Faculty of 
Education, University of Ibadan, ee.ukoh@,ui.ng +2347063088079 and 
Okeke, Uchenna K., Department of Teacher Education, Faculty of 
Education, University of Ibadan, uchennaokeke02@gmail.com 
+2347032361955.
22. Maruff Akinwale Oladejo & Muhideen Adewale Oladejo, Department of 
Educational Management, University of Lagos, Akoka.
23. Ahmad Abdullahi Abdallah and Lawan Mustafa Usman, Department of 
Adult Education and Extension Services, Faculty o f Education and 
Extensions Services, Usmanu Danfodiyo University, Sokoto.
24. Dr. A. F. Mohammed; Dr. Adeshina E. Adeniyi; Dr. (Mrs.) Grace Uyagu; 
Buhari Yahya, Department of Curriculum and Instruction, Federal University 
of Education, Zaria and Risikatu Mohammed, School of Education, Shehu 
Shagari College o f Education, Sokoto.
25. Dr. B. M. Liman, School of General Education, Shehu Shagari College of 
Education, Sokoto, E_Mail: BashirulimandingyadiatgmaiLcom. GSM_No.: 
08069102478, 08065878471 and Dr H. S. Abubakar, Department of 
Educational Foundations, Faculty of Education and Extension Services, 
Usmanu Danfodiyo University, Sokoto, GSM_No.: 08035276470
26. Sowho, P. O. (PhD); Abaukaka, T. O. and Oba, U.O., Federal College of 
Education, Okene, Kogi state, Nigeria.
27. Deborah K. Magaji (PhD), Government Secondary School Tudun Jukun, 
Zaria, Kaduna State, Nigeria, 08038291929
28. Onyeoghani, Lucky, Department of Science and Vocational Education, 
Faculty o f Education and Extension Services, Usmanu Danfodiyo University, 
Sokoto, E_Mail: Onylucky2013@gmail.com, GSM_No.: +2348142310201
29. Ahmadu Makau, Primary Education Department, Shehu Shagari College of 
Education, Sokoto, E_Mail: makauahmadou@vahoo.fr GSM_No.: 
08160847874; Bello Wadata and Murtala Dole Saidu, Department o f Modem 
European Languages and Linguistics (French Unit), Usmanu Danfodiyo 
University, Sokoto.
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Sokoto Educational Review, 17 (1 & 2): December 2017 
© Faculty o f Education and Extension Services. UDUS 
TABLE OF CONTENTS
Cover page:........................................................................................................................... i
Editorial Board:.................................................................................................................... ii
Consulting Editors:............................................................................   ii
Address for Correspondence:..............................................................................................ii
Editorial Note:..................................................................................................................... iii
Call for Papers:.................................................................................. iv
About the Contributors:..................................................................................................... vii
Table of Contents:...............................................................................................................ix
Impact o f Team Teaching Strategy on Primary School Students’ Academic 
Performance and Interest in Mathematics Sign Operation: A Case Study of Alfijir 
International Schools Sokoto State, Nigeria: By Aminu Isah; Bashirat Kikelolo 
Hamza and Malami Bello:.........................................  1
Foreign Language Education in Nigeria and the Development of Entrepreneurial 
Skills among Learners: By Araromi Maxwell Olakunle and
Yinusa Aminat Oladunni:........................................................................ ...........................9
Gender Imbalance in Physics: The Role of Socialization: By Ogumogu Excellent 
Augustine (PhD):............................................................................................................... 19
Self-Regulated Learning Strategies as Predictors of Senior Secondary School 
Students’ Chemistry Achievement in Ondo State, Nigeria: By Telia, A. PhD:...28
Effect o f Multimodal Strategies on the Learning of Listening Skills among Junior 
Secondary School Students in Sokoto Metropolis, Sokoto State, Nigeria: By Chinyere 
Onyebuchi and Mohammed Ibrahim (PhD):................................................................... 39
Appraising Animation As An Instructional Strategy for Enhancing Quality Education 
in Biology: By Dr. (Mrs.) Rabi Muhammad; Mrs. Rebecca Ugbonji Ibrahim and 
Gana, Baba Kubo:............................................................................................................. 48
Appraising Instructional Materials Utilization in the Course of Science Teaching in 
Senior Secondary Schools in Zamfara State: By Abdullahi Nasiru; Dahiru Audu 
Moh’d; Ashiru Saidu and Afees Akanni Amuda:............................................................ 58
An Ethical Dimension to Discipline and the Teachers use of Power:
By Osawaru, Arasomwan Endurance and Prof. (Mrs.) B.O.J. Omatseye:................... 66
Unemployment Challenge in Nigeria: Vocational Education Through Open and 
Distance Learning Model to the Rescue: By Ojewumi A. K. & Olasupo, M. O.:...... 76
Appraising New Approaches to the Funding of Tertiary Education for Sustainable 
National Development in Nigeria: By Bolatito, Abdulrafiu Omotayo:....................... 87
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Sokoto Educational Review, 17 (1 & 2): December 2017
__________________ © Faculty o f Education and Extension Services, UDUS___________________
Revitalizing Education through: Integrating Telegram as Corrective Feedback in 
Language Teaching: By Muhammad Ladan Bello and Bello Dange Hadiza:.............99
Creating a Positive Classroom Climate to Address Disciplinary Problems in 
Secondary Schools for Quality Education: By Takpi, Samuel Orshio:..................... 105
Appraisal of Qualitative and Productive Entrepreneurship Education for Sustainable 
National Development in Nigeria: By Danbuba Jurnmai Muhammad:..................... 115
Transformation of Early Childhood Education in Nigeria for National Development: 
By Sani, Isah Dantani; Nma Aliyu Ibrahim and John Saidu:..................................121
Appraising the Level of Participation in Early Childhood Education by Public and 
Private Schools in North Central Nigeria: By Yisa, Madami Elabibatu (PhD); Fasasi, 
Y. A. (PhD) and Kwashabawa, B. B. (PhD):................................................................134
Appraising the Level of Youths’ Involvement in Self-Help Community Development 
Project in Sokoto North Local Government Area, Sokoto State: By Gambo, Nura 
Dutsin-Ma and Haruna, Maryam Illo:..............................;.............................................144
Appraising the Quality of Education in Nigeria: A Philosophical View:
By Auwal Muhammad and Umar Mohammed Kani:. . . . : ............................ ............. 155
Influence of Parents and Peer-Group on Choice of Business Education Programme 
among Secondary School Students in Zaria Metropolis, Kaduna State: By Dr. Adamu 
Ibrahim and Lillian B. Marcus:......................................................................................164
Self-Esteem and Peer Influence as Predictors of Learning Outcomes in Mathematics 
Among High Ability Students in Ibadan, Oyo State, Nigeria: By Fakolade, Olufemi 
Aremu PhD and Oloruntoba Bamidele:........................................................................ 173
Relationship between Parental Occupation, Home Environment and Academic 
Performance of Public Senior Secondary School Students in Sokoto State, Nigeria: By 
Umar, Maimuna Rabo:...................  186
Locus of Control, Study Habits and Gender as Predictors of Senior Secondary School 
Students Attitude to Physics in Ibadan Metropolis: By Ukoh, Edidiong E. (PhD) and 
Okeke, Uchenna K.:.........................................................................................................199
Correlation of Extra-Curricular Activities With students’ Study Habits in University 
of Lagos, Akoka: By Maruff Akinwale Oladejo & Muhideen Adewale 01adejo:....211
'k i >
Revitalizing Behaviour Modification Techniques for Effective Teaching/Leaming in 
Primary Schools in Nigeria: By Ahmad Abdullahi Abdallah and Lawan Mustafa 
Usman:.............................................................................................................................. 222
Teacher Education: An Imperative for Nigeria’s Vision 2020: By Dr. A. F. 
Mohammed; Dr. Adeshina E. Adeniyi; Dr. (Mrs.) Grace Uyagu; Buhari Yahya and 
Risikatu Mohammed:...................................................................................................... 232
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Sokoto Educational Review, 17 (1 & 2): December 2017
___________________©Faculty of Education and Extension Services. UDUS__________________
Stress and Depression as Correlates of Retirement Phobia among Secondary School 
Teachers in Sokcto State, Nigeria: By Dr. B. M. Liman and Dr H. S. Abubakar:.. .240
Human Capital Development and the Management of Unemployment Crises in
Nigeria: By Sowho, P. 0 . (PhD); Abaukaka, T. 0 . and Oba, U. O.:...................250
Environmental Determinants of Nutritional Status of Children in Northern States, 
Nigeria: By Deborah K. Magaji (PhD):........................................................................255
Appraising Senior Secondary Schools’ Mathematics Curriculum (SSSMC) For its 
Quality on Summative Evaluation of Students in Nigeria: By Onyeoghani, Lucky:.267
Apprentissage et Comprehention du cours de la langue Franchise dans les ecoles 
Primaire: Learning and Understanding of French Language Teaching in Primary 
School: By Ahmadu Makau; Bello Wadata and Murtala Dole Saidu:..... ................. 276
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SER VOLUME 17 (1 & 2): December 2017
FOREIGN LANGUAGE EDUCATION IN NIGERIA AND THE 
DEVELOPMENT OF ENTREPRENEURIAL SKILLS AMONG LEARNERS
ARAROMI MAXWELL OLAKUNLE AND YINUSA AMINAT.OLADUNNI 
Abstract
Foreign language education has not been given a pride o f place in Nigeria due to poor policy 
implementation and negative attitude towards the teaching and learning o f the languages. The rate o f  
unemployment experienced by graduates o f  foreign languages has reached an alarming level and this 
has generated a concern among stakeholders in the field o f foreign languages in Nigeria. Graduates o f  
foreign languages are not expected to be redundant, jobless or unemployed or rely entirely on teaching 
jobs to survive as some people in some quarters frequently claim. Stakeholders in foreign language 
education have failed to take critical look at the curriculum content o f  the various foreign languages 
on the curriculum to. see whether they are relevant to the socio -  economic realities and values in 
Nigeria. This paper hbwever seeks to examine the curriculum content o f the foreign languages on the 
curriculum with the view to ascertaining their relevance to the socio economic realities and values in 
Nigeria. It was affirmed that the content o f  the foreign language curriculum should be able to meet the 
vocational and entrepreneurial needs o f the teeming unemployed youths in Nigeria. There is urgent 
need to disabuse the mind o f people on the erroneous belief that the only career available for  
graduates o f foreign languages is teaching career. We therefore recommended that government should 
focus more attention on the teaching o f  foreign languages for specific, technical and vocational 
purposes in order to resolve the problem o f unemployment ravaging Nigeria as a country and African 
continent in its entirety.
Keywords: Re positioning, re- engineering, foreign language curriculum,
vocational needs.
Introduction
Languages are not only prerequisites for international commerce, they are also 
business drivers. They drive economic growth, creates job and foster global 
competitiveness, (Fenstermacher & Lawless, 2012). Human language is a 
phenomenon that differentiates humans from animals even though animals are said to 
have their language or code o f communication which varies from one species o f 
animal to the other. In this world o f globalization and information and communication 
technology, the ability to communicate in diverse world languages is a great asset that 
is unquantifiable. The problem o f mass unemployment o f teeming population o f the 
youth has engineered people’s mind towards revitalization and overhauling o f the 
existing curriculum at all levels o f education to incorporate vocational and 
entrepreneurial studies. However, the knowledge o f varieties o f languages especially 
languages that are internationally recognized will further strengthens the chances o f 
unemployed graduates either to be self-employed or get appointments with 
multinational firms.
General overview of language and entrepreneurial skills
Nigeria exhibits high level o f entrepreneurship which led to the creation o f business 
enterprises, both new and old industries. Entrepreneurship cannot be achieved without 
effective language and communication skills. Product, services, information emerging 
from entrepreneurship which generates interest and economic value is possible 
through the use o f a language that has world-wide appeal. Rosendahl, Randolph and
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Foreign Language Education in Nigeria and the Development o f Entrepreneurial Skills among
_____________________________________________________________________________ Learners
Sloof (2012) and Shehu and Shittu (2015) posit that entrepreneurship is a key factor to 
increase economic growth and innovation. Therefore, English language brings about 
economic security o f  most countries in Africa as they depend on it for their 
negotiation and marketing skills. Shehu and Shittu (2015) assert that the use o f 
English has become a critical factor in the success o f any enterprise.
Shehu and Shittu affirm that the economic security o f African countries depend on 
negotiation and marketing skills, this means that their effectiveness or otherwise in 
the global market may be determined by the extent to which their entrepreneurs 
possess a good command of English. Entrepreneurial activity as well as better 
communication in English can boost economic prospects and open the doors to the 
world market.
Entrepreneurs in Africa strive to find a place in global commerce and trade, so adopt 
English as their preferred language o f communication. Therefore, entrepreneurship 
education is essential not only to shape the mindset o f  young people but to provide the 
skills and knowledge that are central to developing an entrepreneurial culture, 
(Rosendahl, Rosendal & Sloof, 2012).Ozdemir (2015) says studying: a passage which 
contains some messages about entrepreneurship m ay be inspired to students in 
language class and using reading passages which gives the idea o f entrepreneurship or 
innovation.
Ozdemir (2015) concludes that no matter what the level and the complexity o f the 
activities are, the focus is on both teaching English and creating an entrepreneurial 
mindset. It is extremely important that students not only have the qualifications to 
survive in today's highly competitive world but also to think and behave like an 
entrepreneur, having the necessary qualifications and using them to create new 
ventures which makes the future o f the nation get the welfare they deserve. However, 
entrepreneurship is seen as one o f the life buoys to save the world's economy in the 
future, it is vital to provide students with skills to think and behave like entrepreneurs. 
EFL classes with a rich mixture o f activities present golden opportunities to achieve 
the aim. It must not be hard to redesign some o f  the activities in an English class in 
such a way to create an entrepreneurial mindset and to contribute to the welfare o f  not 
only a person, a country, or maybe the whole world, (Ozdemir, 2015). Therefore, 
language is undoubtedly the blood of entrepreneurship, (Shehu & Shittu, 2015).
Proficiency in English according to Roshid and Chowdhury (2013) is needed for 
employees to advance in both local and international companies and to compare their 
technical knowledge and skills. It provides a foundation for what has been called 
process skill, problem solving and critical thinking skills that are needed to cope with 
the rapidly changing environment o f the global workplace where English plays an 
increasingly important role, (Roshid & Chowdhury, 2013). Ekpe (2010) says the 
ability to speak English enhances one’s opportunity in securing good employment in 
Nigeria. Interviews for employments are conducted in English language no matter the 
nature o f the work. Roshid and Chowdhury, 2013 state that proficiency in English has 
deep influence on job market, especially in a country where English is the main 
language o f the host country. Studies have established that across a wide range of 
settings, English language fluency is associated with higher salary. English language 
aptitude works as one o f the important determining factors to get a job, to earn higher
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salary, and get other advantages in employment market. Therefore, English is a ticket 
for securing employment, (Ekpe, 2010).
Status of English language in Nigeria
English plays an important role in the formation o f the national expectation and 
integration o f the Nigerian nation through its ‘official language’ status. It enjoys its 
primacy in the formation o f political and educational system as a medium of 
instruction in schools along with the three crucial indigenous languages Yoruba, 
Hausa and Igbo languages (Danladi, 2013). English has been the most unifying 
factors in Nigeria and has been the means o f socio-economic uplift for many 
individuals (Diri, 2011).English in Nigeria is seen as a weapon because it provides an 
excellent representation o f politics supremacy (Danladi, 2013). Olofm (2012) states 
that the status o f English as a world language provides various avenue for global 
communication, science and technology, international business, diplomatic relations 
and human development, which could have been difficult to achieve if  Nigeria has not 
adopted English as a second language.
Im portance of English language
The world is an increasingly globalized place where individuals are communicating 
among multiple cultures. English in Nigeria is experienced in the domains o f politics, 
education, legal matters, administration, mass media, art, leisure, publication and 
quest for national unity. This is why Danladi (2013) posits that English language 
gives an individual the sense o f oneness, unity and loyalty. It is a weapon that 
provides an excellent representation o f political supremacy.
In academic development, English plays a crucial role in empowering learners with 
the capabilities necessary for lifelong learning, critical thinking, problem-solving, 
creativity and innovation for adapting to the rapid changes and demands o f society. 
English opens up a world o f  leisure and entertainment o f learners, (Curriculum 
Development Council and the Hong Kong Examination and Assessment Authority, 
2007). English is the only language given prominence by both teachers and pupils. 
Speaking English language by primary school pupils is encouraged by parents at 
home and teaching in schools. This is seen as a symbol o f  knowledge o f western 
education and indication o f class and status of the pupils and parents (Ekah, 2012).
Ezeokoli (2013) posits that English Language is one o f the core subjects taught at the 
various levels o f the Nigerian education system, especially the primary, secondary 
and even the pre-primary grades. In all levels o f education in Nigeria, the English 
Language is the most widely used language o f instructions in schools. This has been 
given backing by the Nigerian Educational Policy (2013) which makes it mandatory 
for the English to be the language o f instructions in schools especially at the 
secondary and the tertiary levels.
English language is a compulsory subject from the pre-nursery to the university level 
(Ekpe, 2010; Fakeye, 2012; Ezeokoli, 2013; Kolawole, 2013). Obiegbu and Njemanze 
(2015) note that the essence o f language teaching in school is to improve the 
communicative competence o f students in English Language. Fakeye (2012) states 
that the knowledge o f English language help students in understanding other school
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subjects since it is used to teach all other subjects except indigenous languages. 
English language serves as a filter o f  entry into any tertiary institution in Nigeria 
(Ekpe, 2010). Good command o f English is a sign o f good education and anyone who 
does not speak the language is regarded as uneducated. The essence o f studying any 
language is to enable the language learners to be competent in the language and to be 
able to communicate in the language effectively (Vero-Ekpris, 2012). Y usuf (2012) 
conclude that English is the language o f integration in Nigeria amidst the 
compounding complexity indigenous languages and the only language that indexes 
the spirit o f togetherness.
Econom ic V alue o f learning English Language
Economists in Nigeria believe that English is crucial for economic growth, as it helps 
to trade on an international scale (Obiegbu, 2015).The international community can 
easily and comfortably be reached because o f the prestigious language - English. 
English language skills enhance business and trade and improve an individual's 
economic conditions. An individual’s economic empowerment in Nigeria is closely 
linked with good command o f English. A wide range o f business categories in Nigeria 
including the banking industry, technology, the pharmaceutical industry and even 
vocational workers such as carpenters and electricians see increased need for English 
language skills. Obiegbu (2015) posits that a professional with good English language 
skills can earn an average o f thirty percent (30%) more than someone with no English 
language skill in Nigeria. The government o f  Nigeria firmly recognized that English 
is a key element o f business communication and it is essential for attracting new 
investments. Thus, English language is a tool for sustained national development.
C aree r prospects in the learning of F rench  Language
The first trading company to be established in Nigeria is CFAO which was 
established in 1902.The trade relationship between France and Nigeria has started 
since the attainment o f political independence in 1960 especially during the period o f 
oil boom. It is on record that the French exports to Nigeria had reached 13.2 billion 
Naira in 1993. Nigeria government has signed numerous trade and corporation 
agreement with France over the years. One o f the trade agreement signed by Nigeria 
and France was the agreement signed between Obafemi Awolowo University and 
University o f Bordeaux France in 1979 which would promote the mutual exchange o f 
personnel in the field o f administration, history, sociology and political science.
Suffice to say that France, as one o f the advanced countries o f the world, contributes 
immensely to the economic development o f Nigeria in view o f the number o f 
multinational firms such as Elf, Michelin, Total, Peugeot, Berliet Saviem Nigeria 
limited, the Societe Generate Bank, la Compagnie Francaise de l’Affique Occidentale 
(CFAO), just to mention a few (Mbuko,2000). Mbuko further reiterated th a t. the 
Nigerian Government must pay special attention to commercial, technical and 
scientific French in order to facilitate the technological and economic development of 
the country through the medium o f the French language. Araromi (1981) noted that 
the advocacy for the teaching o f Science and Technology would be aided by the 
teaching of functional French to the regular and the professional learners at the 
elementary level.
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French is indispensable to Nigerians and Nigeria as a nation. One o f the reasons is 
that Nigeria is surrounded by Francophone West African countries and to crown it all, 
Nigeria is a member o f  many notable international organizations such as ECOWAS, 
AU, OPEC, where the Francophone countries constitute the larger percentage o f the 
member states, in which Nigeria plays dominant roles and French is used as a 
language o f communication (Mbuko, 2000). French language is also important in 
Nigeria because o f the cultural value embedded in it. It could bring the rich culture of 
France and Francophone countries to the doorsteps o f Nigerians.
In furtherance o f the adoption o f French as the second official language in Nigeria, 
the Federal government o f Nigeria signed an agreement with the French government 
on Friday 20th July 2008. This agreement saw the French government doling out the 
sum o f 319.6 million naira for the support o f French teaching and learning in the 
Nigerian system o f education. According to the then Minister o f Education, similar 
sum valued at 248 million naira was provided by the French government in 2002 
bringing the total sum to 567,760,000 naira committed by the French government to 
the enhancement o f the teaching and learning o f French language in Nigeria (Saturday 
Tribune, 21st o f June, 2008, Page 9).
There is no gainsaying the fact that communication through the medium o f language 
aid to a large extent human development. This, is because humans cannot 
communicate without the instrumentality o f language. Information which is also vital 
and important in sustaining human existence is acquired through the medium of 
language. Access to opportunities that will open door for sustainable development and 
full development o f one’s potential both individually and collectively could only be 
acquired if  one is knowledgeable in as many languages as possible.
As regard the teaching and learning o f French as a language o f international repute, 
different aims and purposes are discemable in the teaching and learning o f the 
language. French as a liberal art subject is not only learnt for academic purpose. There 
might be some specialized or specific purpose o f imparting the basic skills or 
knowledge in the language into the intending learners. Learners are equipped with the 
skills o f listening, speaking, reading and writing in order to be able to perform certain 
duties or obligations. There is urgent need to disabuse the mind o f people that 
learning French language could not only offer the learners teaching career.
There are two specific purposes for learning French as a foreign language i.e. 
occupational purpose and academic purpose. French could be taught under the 
domain o f French for occupational purposes (FOP) to some professionals who are 
engaged in specific jobs such as pilots, hotel personnel, immigration officers, business 
men or women, engineers and other artisans. In a situation where French is taught to 
learners for academic purpose, emphasis is placed on competencies or skills in 
language such as academic writing, listening, note taking, making oral presentation 
etc (Owoeye, 2010).
The nature o f global labour market requires the learning o f additional languages, 
multilingualism is a viable pre-requisite or credential to get a job at the international 
market. Suffice to say therefore that monolingualism is no longer in vogue. It is 
gradually fading out in the present day labour market. The chances o f getting job both 
locally and internationally will be enhanced with the ability to speak more than one
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international language and more importantly it opens up new horizons both personally 
and professionally. Therefore, speaking an additional language is great asset.
Looking critically at the significant value o f learning French language and the career 
prospect inherent in the language, it would be expedient to examine the status o f  the 
language at the international level. It is important at this juncture to state that over 200 
million people speak French language world over in about five continents o f the 
world. The language is taught in all continents and it is the most widely learned 
foreign language after English language. The ‘Trancophonie”  which is the 
organization o f all the French speaking countries o f the world comprises sixty eight 
member states and government. The economic influence o f France as one o f the 
advanced nations o f the world is found almost in all nations o f the world. France is 
the world fifth biggest economy which attracts entrepreneurs, researchers and top 
foreign students. There are many multinational companies whose working language is 
French language established in areas o f business such as retailing, automotive, luxury 
goods and aeronautics. Graduates o f  French both at NCE or degree levels stand the 
chance o f working in all the above mentioned multinational companies sited in 
Nigeria and thereby build a career in various fields o f human endeavour.
Learning French language opens up a new and rich cultural horizon. It is an 
established fact that culture and language are two entities that are inseparable. 
Language is a vehicle that drives the culture o f  a given community and it is a medium 
through which the culture is showcased and expressed. The language could also serve 
as an instrument for codifying this cultural content o f a language. Knowledge o f 
French language is a voyage into the world o f fashion, gastronomy, the arts, 
architecture and arts. The knowledge o f French language gives access to the literary 
works o f  French writers such as Victor Hugo, Marcel Proust and Poets such as 
Charles Baudelaire and Jacques Prevert in the original. The entertainment industry is 
one o f the lucrative industries not only in Nigeria but the world over. The Nigerian 
Hollywood has produced eminent artists and entertainers whose gift has thrown them 
into limelight. A great number o f  artists or theatre practitioners in Nigeria film 
industry earn their living in the industry without necessary relying on government for 
white collar jobs which are not readily available. One would not be surprised to know 
that a great numbers o f francophone African novels by writers o f French expressions 
have been converted to home videos. Example o f such novels are Xala and Le Mandat 
by Sembene Ousmane and l’enfant Noir by CamaraLaye, Une vie de Bouy by 
Ferdinand Oyono. Artists from francophone countries participated actively in these 
movies because o f their ability to communicate effectively in French language. A 
Nigerian graduate o f French can also build a career in the entertainment industry. He 
or she can showcase his or her artistic potentials in the field o f theatre, performing art, 
music, poetry, comedy and play writing. An ability to communicate both in English 
and French will automatically project the person into world o f entertainment at the 
international scene. Furthermore, knowledge o f additional foreign language will earn 
the individual concerned an international fame, versatility and flexibility to explore 
his or her potentials fully.
Re-engineering foreign language curriculum for entrepreneurial development
The aims, goals and objectives o f learning languages at various levels of Nigeria 
educational system in Nigeria has been a major concern among experts and
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stakeholders in language education. The expectation o f stakeholders in education is 
that learners should be able to use language beyond the school system and acquire 
competence in the language academically, linguistically and communicatively. 
Obanya (2002) is o f the opinion that there should be a match between what is 
prescribed in the curriculum and what is practiced. He further affirmed that English 
language has been a restricted code among students in both tertiary and secondary 
school level and there is decline in the communicative competence and linguistic 
competence o f the students.
The case o f French language in Nigeria is even more pathetic because the students 
who studied French language while in school can only regurgitate the few sentences 
ttiey memorized while studying French language in school but they cannot claim that 
they understand the meaning o f the memorized sentences and they cannot hold 
conversation in the language for a long time . The use o f French language beyond the 
school system is still a mirage among secondary schools graduates in Nigeria.
• o
The students’ ability to understand and use language in varied situations in real 
communicative situation is more important than describing and mastering the 
grammatical structures o f the language. The emphasis placed on passing examination 
which has reduced curriculum to examination- oriented curriculum has denied the 
, students opportunity to acquire communicative competence in the language. The need 
' analysis o f the students’ communicative requirements should be o f prime importance 
while designing language curriculum. The student-centered curriculum should be 
adopted as a viable approach to the teaching o f language. The academic and 
communicative purposes o f leaning language are both important and fundamental but 
emphasis being placed on academic purpose o f learning language to the detriment of 
communicative purpose is not healthy for the inculcation o f communicative 
competence in the learners. This is the reason why students who obtained credit pass 
in language in public examinations cannot express themselves in the language. There 
is advocacy for the use o f authentic materials such newspapers and magazines as 
enrichment materials while teaching languages in schools. Over-reliance on textbooks 
for presenting language content to the students should be grossly discouraged. 
Classroom activities should be based on meaningful interaction in the language.
There is need for the stakeholders in education to reach consensus o f opinion on the 
content o f curriculum of foreign languages on the school curriculum. The curriculum 
planners should diversify the curriculum content to meet the entrepreneurial and 
vocational needs o f the students. The language curriculum content appears to be too 
academic in nature. As a result o f this, graduates o f foreign languages always search 
Tor teaching appointments in schools after their graduation which attracts meager 
salary or remunerations. Graduate teachers o f foreign languages always have the 
erroneous belief that teaching appointment is the only career opportunity available for 
them after graduation. Language curriculum should incorporate technical and 
vocational study or language for specific purposes. Curriculum planners should begin 
to look critically into training students o f language for technical and vocational 
careers such as engineering, hotel management and carpentry etc. so that they can 
build career outside the teaching profession.
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Conclusion
The significant value o f learning foreign languages such as English and French 
language to career development cannot be over- emphasized. One cannot undermine 
the prospect o f language skills in the realization o f human potential most especially 
languages that have international recognition and status. Government at all levels 
should invest massively in the teaching and learning o f foreign languages so that the 
high rate o f  unemployment ravaging the entire population o f the youths can be out 
rightly be reduced to the barest minimum through the instrumentality o f  language 
skills. It should be noted that knowledge of language opens a wide a range o f 
opportunities to explore a wealth o f  experience documented in the languages that are 
uncommon to people.
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