Acceso usuarios
[1]
;
Matthew Amoniyan, Oluwasegun
[2]
Nigeria
City of Pittsburgh, Estados Unidos
While linguistic diversity is an asset to Nigeria, it poses challenges, especially in the educational sector. English, serving as the official language and language of instruction in schools, often overshadows the numerous indigenous languages, forming barriers for students who lack proficiency in English. Despite the importance of multilingual education, instructors in Nigerian schools are confronted with difficulties navigating multilingual classrooms, affecting teaching practices and students’ performances. This research investigates the challenges teachers face in Nigerian classrooms, focusing on how linguistic barriers impact students’ academic achievements and examining reliable strategies for managing these challenges. Bronfenbrenner’s Ecological Model provided the theoretical backing for the study. This study sampled 706 teachers’ responses across regions and used a mixed-method research design to analyze the data. The findings showed, among other factors, that over 80% of the responses identify language-associated challenges in Nigerian classrooms, and many struggle with inadequate resources and skills to manage these problems. This study concludes by recommending tailored instructional aids, teaching culturally relevant methods, and supportive policies to improve the academic performances of learners in Nigerian multilingual classrooms.
