Fish out of Water: Linguistic outsiders in a Nigerian University Setting: Impact on information access, learning and social wellbeing

1. Introduction

A fish outside of its natural habitat would naturally find it difficult to breathe and depending on how long it stays outside, it could eventually die; though one might not accept such analogy in totality for humans who have the capacity to adapt in new environment. A human being would not die as a fish would, but would have the tendency to be imbalanced psychologically (Bingham & Okagaki, 2012; Jensen, 2013; Krieger, 2011; Massimiliano & Prue, 2009). The ability to understand information and express oneself is a fundamental human right; therefore where there is difficulty in communication, there is tendency for struggle in interaction; just as a fish would struggle to breathe. Learning among students involves interactions and communication in a uniform language and this could occur either in a classroom or outside a classroom (Kuh, 2004). This means that where there is no uniform way of communicating, students would not be able to learn. Astin (1984) and Thomas (2012) have asserted that students would lose interest in their studies, have a limited access to information and would not be able to socialize well due to certain factors found in their environment. According to Astin (1984) and Thomas (2012), students from different background gain admission into universities and in turn have to face with factors in their university environment which might not align well with the attributes they have imbibed in their different backgrounds. Some of these factors are multiculturalism, different social classes and behavior and different languages; they also face the campus cultural capital with which they could create ease in their new environment.

Nigeria is a country of multiple languages, ethnic groups, and diversity of culture (Akinnaso, 1990). Nigeria has over 250 ethnic groups that speak different languages and practice different culture and ideology (Anukaenyi, 2019); however each of the ethnic groups has their environments of dominance where their culture, language, and ideology rule. As well, in each academic environment, there is an ethnic group which dominates and has large population compared to others (Igbafe, 2021; Mustapha, 2005). Their dominance involves the institutionalization of their language and culture; which in turn makes such language and culture normative and people from other ethnic groups try to adjust in such environment in order to create ease in interaction and communication (Igbafe, 2021). Indigenous language has always been a means of ethnic group affiliation and segmentation; as such it portrays that those who speak it share the same ancestors and deserve preferential treatment when they are in their ethnic environment or among their ethnic group (Van Den Berghe, 1971; Igbafe, 2021). As such, indigenous languages of communities are used unofficially and accorded recognition in the communities in which they are spoken (Ajepe & Ademowo, 2016; Sani, 2021). As a result of this, they have become ingrained in communication and in interaction to such an extent that even when English language is used in interaction, indigenous language of predominance in such community is intermittently used making it difficult for those who do not understand it to comprehend the whole conversation (Shamman, 2021).

Nigerian Universities are spread across diverse ethnic environments (Igbafe, 2021) to ensure equal distribution of government benefits (Achimugu, Ata-Agboni & Abdullahi, 2013). As a result, there are not only state universities in different ethnic environments but also federal universities in almost every state in Nigeria (Sasu, 2022). The Federal Universities have their catchment areas which are States that have proximity with them (Schoolnews.com, 2021). As a result, students that fall into the catchment areas have better chances of gaining admission by reason of their states of origin (Omenka, 2014; Sam, Souriyavongsa, Zain, & Jamil, 2013); while those outside the catchment areas would not be given any preferential treatment but must be able to meet the criteria provided for students of their category. As a result, the population of students from a University catchment area is made up of students from the same ethnic group, who speak the same indigenous language; and they form the large population of students in such university (Danladi, 2013; Igbafe, 2021; SchoolNewsNG, 2021). In South – West Universities, the catchment areas are Lagos, Ekiti, Osun, Oyo, Ondo, and Ogun states. These are the six states that make up south–west Nigeria; and they share the same culture and language. Although Nigerian State Universities do not have catchment areas, but they are autonomous and established their state universities for the benefit of students from their ethnic base; hence cultural dominance is inherent in their establishment. Ekiti State University is in South-West Nigeria and hence shares the same boundary, culture and language as Lagos, Osun, Oyo, Ondo, and Ogun states. In the same way, other universities in other parts of Nigeria also have states they share the same boundary, culture and language with, thereby creating diversity in culture and language. As a result of these, Nigeria has adopted English language as a legal unifying language to be used in all public places (Ventures Africa, 2018).

English language is the official language in Nigeria, a lingua franca which though adopted, has become uniform language with which all ethnic groups interrelate (Ventures Africa, 2018). It has overtime become widely used in Nigeria in so much that it has influenced practical deviation from the provision of Nigerian National Policy on Education (2004, s.4, p.19(e) which states different educational levels where English language should be used in teaching and where indigenous language of a community is to be used (Anukaenyi, 2019; Danladi, 2013). Nigerian National Policy on Education provides that indigenous language is to be used in teaching at nursery, and first 3 years of primary school while English language is taught at the same time as a subject in such levels (Anukaenyi, 2019; Danladi, 2013; Faloye & Olaniyan, 2020). While English language is to be used in teaching at the next 3 senior years of primary school (Primary 4, 5 and 6) and throughout secondary school while indigenous language is taught as a subject in such levels (Nigerian National Policy on Education, 2004, s.4, p.19 (e)). These provisions on education policy has however been deviated from as reality show that children who were to learn English language as a subject in nursery and primary schools start speaking it right from home as it becomes language of communication alongside with their indigenous language (Sani, 2021). More so, the indigenous languages of communities meant to be taught as a subject in mid primary and throughout secondary schools in Nigeria with the intent that students will learn it and be able to communicate with it before university education is not impactful because of the brief period in teaching it. Thus, English language becomes the language they are conversant with for communication. However this is only rampant in urban environment and not in rural environments where universities are mostly situated. In rural universities, indigenous languages have become institutionalized to such an extent that it has become a cultural capital which provides ease in a university environment (Adeniyi, 2019). This study uses embodied cultural capital (Bourdieu & Passeron, 1990; Bourdieu, 2016) to show how indigenous language can impact on information access, wellbeing and learning of undergraduates in a Nigerian university environment.

2. Literature Review

The populations of students who are from surrounding communities in Nigerian universities are always very high in number (Okoroma, 2008; Omeje, Egwa & Adikwu, 2016, Ogunnika 1988; Thomas, 2012) due to the proximity their communities share with their institution of learning; although the policy of catchment areas in federal universities also contribute to this. This is also the reason behind the employment of university staff from almost the same ethnic environment (Omeje, Egwa & Adikwu, 2016). This fosters a mutual relationship between such university and its surrounding community (Akindola &Ojo, 2020; Ajepe & Ademowo, 2016; Olajire, 2021). Such relationship extend to the extent that the language of such community is naturally spoken and the culture implemented mostly because of the population of students and staff from the same geo-political zone (IGBINEWEKA & Anukaenyi, 2017; Omeje, Egwa, & Adikwu, 2016; Okorie, 2022). This brings up the concept of an insider and outsider in language as those who speak and understand the indigenous language of such university community are insiders while those who do not are outsiders (SureFaze, 2019).

Nero (2015) asserts that the feeling of being a linguistic outsider affects the confidence level and self-dignity of outsiders who have to abandon their own mother tongue and strive to learn and communicate in the indigenous language of another ethnic group. However McCrudden (2008) have asserted that self-dignity is context specified as the opportunity to learn a new language other than one’s mother tongue cannot be said to directly affect self-dignity since such individual would always have an opportunity to speak their mother tongue when they come in contact with members of their ethnic group. As a result of this, Yusuf (2012) have asserted that Nigerian indigenous languages have become a tool for integration as well as disintegration; while also becoming a tool for inclusion, exclusion, or marginalization.

Bingham and Okagaki (2012), Krieger (2011), Massimiliano and Prue (2009), Sheridan (2011) found that students who are not able to socialize and be accepted in a group have psychological issues; language is an instrument of socialization and integration. Although in Massimiliano and Prue (2009), Krieger (2011), language was not a factor of exclusion but rather academic grades, argumentative skills, oratory skills and student’s knowledge of law. Despite this, Massimiliano and Prue (2009), Krieger (2011) showed that law students who were not accepted felt excluded and got depressed because they did not possess certain requirements that could have qualified their inclusion in such group. These requirements were institutionalized capital that could have made legal education easeful for those who possessed them. In support of this conclusion, Thomas (2012) found that students who were not able to acclimatize to the spoken language and culture in their environment of learning had issues with their social interaction; this in turn affected their information access. This was also the same finding in Shamman (2021) where intermittent use of an indigenous language in between a uniform language affected information flow. It was also found in Shamman (2021) that apart from the impact intermittent use of a non-uniform language had on information flow, there was also an effect on the social wellbeing of individuals who couldn’t understand such language as they felt like strangers; more so since the language was not interpreted. Although Bryne (2015) found that there could always be a way of navigating an environmental factor which is by acquiring the requirements needed to be accepted in such group. Possessing such requirement does not only enhance social wellbeing but also free flow of information. Social wellbeing is defined as the ability to develop meaningful relationship with others which in turn elucidates positive emotions like happiness, excitement, contentment, and a feeling of belonging (Sinclair, 2021). Hence social wellbeing elucidates ease and continuity in information sharing thereby enhancing access. Social wellbeing has also being found to be contributory to information access as students who refused to seek the assistance of their institutional library officers because they termed them as harsh, were not able to get the assistance they required in their area of information need Ogba (2013).

In Nigeria, the ability to interact in an indigenous language of a host community or group of people has overtime become easy criteria to friendship or closeness (Igbafe, 2021; Olajire, 2021). Omusonga, Kazadi and Indoshi (2009), Melesse and Molla (2018) conclude that Indigenous language has become an issue of concern as students are affected in their academics due to their inability to interact freely in their academic environment. This was also the same conclusion in Sheridan (2011) where students who were not able to conform to the campus way of life struggled in their relationship as well their studies. Although studies in Faloye and Olaniyan (2020) show that students in Nigerian universities interact in both English language and indigenous language; it is not however known the extent to which they use them.

In Nigeria, the ability to interact in an indigenous language of a host community or group of people has overtime become easy criteria to friendship or closeness (Igbafe, 2021; Olajire, 2021). Omusonga, Kazadi and Indoshi (2009), Melesse and Molla (2018) conclude that Indigenous language has become an issue of concern as students are affected in their academics due to their inability to interact freely in their academic environment. This was also the same conclusion in Sheridan (2011) where students who were not able to conform to the campus way of life struggled in their relationship as well their studies. Although studies in Faloye and Olaniyan (2020) show that students in Nigerian universities interact in both English language and indigenous language; it is not however known the extent to which they use them.

The cultural capital of Bourdieu and Passeron (1990) is majorly a reflection of dominance occasioned by possession of an institutionalized social attribute or what is termed “capital” in an environment. In Nigeria, studies have shown that there is much use of English language in communication to such an extent that indigenous languages have been relegated to the background (Ajepe & Ademowo, 2016). However, this has not made English language a cultural capital in Nigerian society as it does not possess any social attribute in any Nigerian community. Although a uniform language enhances social interaction and learning (Jain, 2017); however Nigerian situation is such that each ethnic group with its culture and indigenous language protects its heritage which is seen as distinct and unique to other cultures. As a result, English language which is Nigeria’s lingua franca is not a cultural capital in Nigeria’s rural communities (Adeniyi, 2019) where universities are mostly situated.

Social interaction has been found to be a factor to learning (Kuh, 2004). This was also the same conclusion in Gatwiri (2015), The Educator (2018), Obanya (2006), Young, Sercombe, Sachdev, Naeb and Schartner (2013). These studies found that there cannot be learning without seamless communication. In describing communication, Reverso dictionary (2021) states that communication is a cord and one communication combines with another for a smooth flow and understanding of a message. Thus, any snap occasioned by introduction of a strange language while conveying a message leads to confusion and collapse of everything initially understood. This happens when there is a bridge in communication (Agarwal, 2012), occasioned by sudden introduction of foreign items. Dervin and Huesca in Agarwal (2012) explained in communication theory that communication is not about homogeneity of language, but about the ability to dialogue, providing interpretation when there is an introduction of a different language. Hence the introduction of a different language does not halt communication but the inability to interpret the new language introduced; this is the same case with learning that take place in a class room and outside a classroom. As a result information can be seen to be shared but not communicated due to introduction of new language that creates a bridge communication and affects learning.

3. Methodology

This study investigated the impact Yoruba language usage has on non-Yoruba students’ learning, information access, and wellbeing. A case study design was used for the study. Judgmental sampling technique was used to select 50 non-indigenous students and it cut across 5 faculties; ten across faculties of Arts, Law, Economics, Tourism and Psychology. This study used a structured interview. Face and content validity of the interview were ascertained by experts in library and information science and a Law Librarian. Fifty copies of instruments were administered by the researcher but only 33 were returned. Thematic content analysis was used to analyze the data collected by grouping responses according to the topical concepts. Responses that answer the items in this study were given codes that reflect them and grouped under concepts while like responses were assigned the same numbers in accordance with their category. This continued until the data were analyzed and evidences of the result from different categories were selected.

4. Results

One research instrument which was used to obtain data answered the questions in this study. Content analysis and report of findings for this study has been arranged under the categories: demographic details, information access, learning and well-being. It is under these categories that the research questions were answered.

5. Discussions

The major results of this study show that:

• (1) Students from Igbo background have more population than other non-Yoruba indigenes.
• (2) There is the practice of multilingualism made up of mixture of English language. Pidgin English and Yoruba language on one side and pure Yoruba indigenous language on another side.
• (3) There is no seamless communication in English language without mixture of Yoruba language or Pidgin English in the university environment.
• (4) English language and Yoruba language are both used predominantly in different environments. In the classroom, English language is used predominantly while outside the classroom, Yoruba language is used predominantly.
• (5) Intermittent use of Yoruba indigenous language during lectures delivered in English language cuts the flow of information access for students.
• (6) Yoruba indigenous language has negative impact on the information access of students who do not understand it.
• (7) Inability to speak and understand Yoruba indigenous language is not the only factor affecting the social wellbeing of students as inability to have one’s indigenous language spoken predominantly and inability to have benefits accruing to Yoruba indigenes were found to be factors contributing to negative wellbeing.
• (8) Indigenous language usage does not affect majority of the students in their learning since students can take the lead in their own academic learning.
• (9) All the respondents agreed that English language should be used predominantly to carry everyone along.

The revelation that there are students from diverse ethnic background reiterates the fact that students from diverse ethnic groups gain admission into universities outside their ethnic base (Omenka, 2014). Although, the result of this study has brought in new addition by showing that apart from Yoruba students who are the host in the study environment, students of Igbo origin have large population outside their ethnic base. Thus, they will have opportunity to speak their indigenous language or mother tongue in the university environment more than other students.

It was also revealed that there is multilingualism practice in the study area with mixtures of English language, Pidgin–English language and Yoruba language. This further supports the conclusion in earlier studies that there is multilingualism in Nigeria (Frances Ayenbi, 2014). However, where Frances Ayenbi (2014) concludes that there is multilingualism of ethnic languages, this study found that the multilingualism in a typical Nigerian university is made up of the indigenous language of that campus community as dominant language, then English language and Pidgin-English language as neutral languages and other indigenous languages which are silent. More so, the dominant Yoruba language and the neutral languages are mixed up while communicating; thereby making it difficult for a linguistic outsider to be fully involved in conversation. This result also enhances Frances Ayenbi (2014) conclusion by showing that when English language is used in classrooms during lectures, it is not used seamlessly as there are mixtures with Yoruba language. Further revelation showed that between English language and Yoruba language, both rule in different environment. English language is used more in classroom environment with intermittent use of Yoruba language which is not interpreted; and Yoruba is used more outside the classroom environment. This brings support to the conclusion in Omeje, Egwa and Adikwu (2016) that the population of students from a campus surrounding environment influences a campus cultural capital; and in this case, Yoruba language.

The result showing that the respondents are cut off from communication due to their inability to understand Yoruba indigenous language has also shown that they suffer in their information access and social wellbeing. This reiterates the conclusion in Jensen (2013), Massimiliano and Prue (2009) that students who cannot relate in a group suffer psychologically. Although the factor responsible for non-acceptance in Jensen (2013), Massimiliano and Prue (2009) was social class and not language. Although previous literature showed that indigenous language brings advantage to learning as it makes understanding easy for students. However more revelation from the result of this study has showed that use of indigenous language in a heterogeneous setting does not bring any general advantage but a partial one as those who are not able to understand it are cut off from academic information flow; more so, all the participants recommends that English language be used predominantly to enhance learning and interaction. In conclusion, this study has some limitations.

The first limitation is getting large number of non-Yoruba indigenes to take part in the survey; hence the population was fifty. This is because of the use of qualitative method which was necessary due to scarce literature on linguistic outsider among Nigerian students. Subsequent studies would need to use quantitative method in order to have large participants. The second limitation is the scarcity of literature on the impact of language among Nigerian students; this study has covered this limitation and gap.

6. Conclusion

In an environment dominated by one ethnic group, the language of such ethnic group normally forms part of cultural capital of that university. Such language is also used predominantly for social interaction thereby making it difficult for those who do not understand such language to interact and access certain information. Although such language barrier could be navigated through interpretation; however there is no assurance that such would happen each time an indigenous language is used among non-indigenes. There is also no assurance that the information access, social wellbeing and learning of such students would not suffer. Although it is ideal for groups to show their identity through their indigenous language usage; however it is even better where their language is always interpreted to enhance communication and learning. Nigerian universities are learning environments and so there is a need to ensure that students are not cut off from information flow intentionally or unintentionally. Ensuring this would make it easier to not only relate but to also acquire additional languages with ease.

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