MOTHER-TONGUE INSTRITCTION IN NIGERIAN PRIMARY SCHOOLS: CHALLENGES FOR READING ASSOCIATION OF NIGERIA AND EDUCATIONAL EVALUATORS
DR (MRS) CHRISTIANA AMAECHI UGODULUN‘VA
DEPARTMENT OF ARTS AND SOCIAL SCIENCE EDUCATION.
FACULTY OF EDUC ATIOM UNIVERSITY OF JOSH,
JOS. PLATEAU STATE
HELEN EBUNOLUWA OYENEYE
KARATU PROGRAMME NIGERIA
JOS. PLATEAF STATE.
This paper is focussed on mother—tongue instruction in Nigerian primary’ schools. its problem and challenges for the Reading Association of Nigeria(RAN) and educational evaluation. The paper maintains that the state of the arts of MT instruction leaves- much to be desired. Hornet-u tongue instruction varies across primary schools and that there are problems of inadequate number of bilingual teachers, poor teacher training, non-development of many of the Nigerian languages, as well as lack of materials for MT instruction. The challenges of these problems for RAN and educational evaluators were highlighted. These include cooperation between RAN and educational evaluators in monitoring the implementation of MT instruction, organisation of workshops and seminars for primary school teachers, initiation of enlightenment programmes by RAN and development of validation of instrument for monitoring an evaluation of MT instruction by educational evaluators. it was concluded that if RAN and educational evaluators work together to complement the effort of the federal government, the problems of MT instruction will minimize.