EXPLORING THE CHALLENGES IN TEACHING ENGLISH GRAMMAR TO BILINGUAL SECONDARY SCHOOL STUDENTS IN ODEDA LOCAL GOVERNMENT AREA

Abstract

This study explored the challenges in teaching English grammar to bilingual secondary school students in Odeda Local Government Area, Ogun State, Nigeria. Given the linguistic diversity of the region, where many students are bilingual or multilingual, the study investigated how linguistic interference, cultural identity, and limited exposure to English language impacted the study of English grammar through language acquisition. Data was collected from 50 English language teachers through questionnaires and analyzed using descriptive statistics. Key findings indicated that students struggle with verb tenses, sentence structures, and complex grammar rules, often due to interference from their first language. The study also revealed that the prevalent teaching methods, including the focus on grammar rules and teacher-centered approaches, do not adequately address the needs of bilingual students. Moreover, the lack of practice opportunities in speaking and writing English hindered the students' ability to apply grammatical rules effectively. Recommendations included incorporating relevant teaching materials, increasing practice opportunities, and employing diverse assessment methods to capture students’ understanding of English grammar. The study underscored the need for targeted strategies to improve grammar teaching in linguistically diverse classrooms.