Abstract
The
Hausa language is not only a tool for communication but also a medium for
creative writing, rhetorical expressions and language art mastery by schooled
children. This research aims to investigate primary pupils’ competence in the Integrated
Language Core (ILC). The ILC helps pupils to develop sound communicative skills
if seriously handled. In addition, the
research in question is to investigate a more comprehensive language art usage
and a more complex grammatical structure regarding children's language
development in the classroom with Hausa as their first language (L1). Being an
“action research”, the methodology used in this study involved field research
whereby four selected primary schools – as our case study – were visited; also,
participants’ observation and questionnaires were administered to have a fact-finding
report of Hausa-teaching-learning inadequacy. Using qual-quan analysis, the
result of the study discovered certain problems that hinder children’s ability to
the appropriate language development. It is also reported that the poor
conditions of both teachers and pupils coupled with the poor facilities encountered
and at the same
time lack of interest towards the subject as a whole are the factors
responsible for the setback in both teaching and learning of Hausa language. It
is worth noting that the rationale behind conducting this research work is to recommend
ways of ameliorating or improving the teaching and learning of the
Hausa language especially in primary school classes (PSCs) as an L1.
Keywords: Hausa language, L1, PSC,
pupils, applied linguistics
DOI: www.doi.org/10.36349/tjllc.2024.v03i01.014
author/Umar, A.U., Bashir, A., Muhammad, A.U. & Hammi, U.A.
journal/Tasambo JLLC | 15 February 2024 | Article 14
