Project Abstract

Abstract
This study investigates the role of Nigerian Pidgin English at Army Day Secondary School in Sokoto. Nigerian Pidgin English has become a significant language in Nigeria, serving as a lingua franca in various settings. The research aims to explore how Nigerian Pidgin English is used among students at Army Day Secondary School in Sokoto. The study employs a qualitative research approach, utilizing interviews, observations, and document analysis to gather data. The findings reveal that Nigerian Pidgin English plays a crucial role in communication among students at Army Day Secondary School. It is used for various purposes, including social interactions, informal discussions, and expressing emotions. The students find Nigerian Pidgin English easy to understand and use, making it a preferred language for daily communication. Additionally, the study highlights the influence of Nigerian Pidgin English on the students' linguistic repertoire and identity formation. Moreover, the research explores the attitudes of teachers and school authorities towards the use of Nigerian Pidgin English among students. While some teachers perceive Nigerian Pidgin English as a hindrance to academic performance and advocate for standard English use, others acknowledge its importance as a means of expression and social cohesion. The findings suggest a need for a balanced approach that recognizes the value of Nigerian Pidgin English in students' lives while also promoting proficiency in standard English. Furthermore, the study investigates the impact of Nigerian Pidgin English on the school environment and educational practices at Army Day Secondary School. It examines how the use of Nigerian Pidgin English influences classroom dynamics, teacher-student interactions, and overall school culture. The research also considers the role of Nigerian Pidgin English in shaping students' attitudes towards language learning and their cultural heritage. In conclusion, the study sheds light on the multifaceted role of Nigerian Pidgin English at Army Day Secondary School in Sokoto. It underscores the importance of recognizing and understanding the dynamics of language use among students to create inclusive and effective learning environments. The research contributes to the broader discourse on language diversity, education, and identity in Nigeria, emphasizing the need for a nuanced approach to language policy and practice in schools.

Project Overview

This study was carried out to find out the role of Nigerian pidgin English. The Nigerian Pidgin English is a type of English used and understood by so many people in Nigeria regardless of ethnic, cultural, and socio-economic background. Even though some people now use it in social communication, pidgin English is not only used in places like market local community and so on, but also Nigerian secondary and tertiary institutions’ students now use pidgin English to communicate with each other. The continued use of Pidgin English in Nigeria made the number of interest of its speakers to continue to expand and this encouraged the growth of Nigerian pidgin. Therefore, this project attempts to study the role of Nigerian Pidgin English especially in Army Day Secondary School, Sokoto.