Reading can act as a source of relaxation for adolescents as it helps them to develop, maintain their self-confidence, and expand the breadth and vitality of their interests. (Bernard, 1971: 259). For the above gains to apply, particularly for Nigerian adolescents who live in a bilingualĀ  setting (both al home and school), there is need to include bilingual reading instruction in the Junior secondary school (JSS) curriculum. instituting a bilingual programme especially in Efik and English is likely to face certain problems such as lack of bilingual reading teachers, and adverse criticism from parents who would not want their children to read anything written in any other language but, English. However, the few suggestions offered here could be of help towards the success of the program.

  • training the bj-1ingua1 reading teachers,
  • provision of adequate lnstructlonal maleriafs 1n form of translated
    verslons of some Elik story books,
  • writlng of story books in the indigenous language (Eflk) that may
    reflect our cullure, and
  • using of lhe slandardlzed Eflk orthography in all Efik lexlbooks.