ANALYSIS OF JUNIOR SECONDARY ENGLISH READERS ADOPTED FOR TEACHING SPOKEN ENGLISH IN AKWA IBOM STATE — ANY PEDAGOGICAL IMPLICATIONS?
DR. 1M RSJ SUSANNA .I, UMOH
INSTITUTE OF EDUC ATION
INIVERSITY OF CALABAR.
AKWA IBOM STATE (AKS) is a state with a peculiar language problem. To some, it is a monolingual state: to others, it is a multilingual one. Since the language issue usually has some political connotations, it becomes necessary to adopt a neutral stand by regarding AKS as multi-dialectal. Even though the state has many dialects, it adopts Ibibio alongside English for educational purposes, as stipulated in the National Policy on Education (1981). it is an established fact that wherever English as a second Language of instruction and a subject of study. In AKS, the teaching of English whether spoken or written especially at the Junior Secondary School (JSS) level depends mainly on text books prescribed by the State Ministry of Education. Since this is the practice, the need arises to examine the textbooks to determine the extent to which they are adequate for the teaching of Oral English bearing in mind that varying linguistic backgrounds of the learners. it is hoped that the findings of the study will have certain implications for language teachers and textbooks writers alike.