THE ROLE OF NIGERIAN PIDGIN ENGLISH: A CASE STUDY OF ARMY DAY SECONDARY SCHOOL, SOKOTO

Thesis Abstract

Abstract
Nigerian Pidgin English (NPE) is a widely spoken creole language in Nigeria, serving as a lingua franca for communication among people from diverse linguistic backgrounds. This study investigates the role of Nigerian Pidgin English among students at Army Day Secondary School in Sokoto. The research explores the extent to which NPE is used in various communication contexts within the school environment and its impact on students' linguistic abilities and social interactions. Through surveys, interviews, and observations, data was collected to analyze the prevalence and functions of NPE among the students. The findings reveal that Nigerian Pidgin English plays a significant role in the daily interactions of students at Army Day Secondary School. It serves as a means of fostering solidarity and inclusivity among students, regardless of their ethnic or linguistic backgrounds. NPE is utilized in informal conversations, jokes, and social gatherings, creating a sense of camaraderie and belonging within the school community. Moreover, the study highlights how the use of NPE has influenced the linguistic skills of students, with many demonstrating proficiency in both standard English and NPE. The research also delves into the perceptions of teachers and school authorities regarding the use of Nigerian Pidgin English among students. While some educators view NPE as a hindrance to the development of proper English language skills, others recognize its cultural significance and communicative value. The study suggests that a balanced approach to language education, incorporating both standard English and Nigerian Pidgin English, can enhance students' communicative abilities and cultural awareness. Overall, this research contributes to the understanding of the role of Nigerian Pidgin English in educational settings, particularly in northern Nigeria. By examining the dynamics of language use among students at Army Day Secondary School, the study sheds light on the complex interplay between language, identity, and social relationships. The findings underscore the importance of recognizing and valuing diverse linguistic practices within the school environment, promoting a more inclusive and culturally responsive approach to language education.