Re-Engineering the English Language Teacher Education Programmes in Nigerian Universities

Abstract

The paper examines the over-arching importance of the English language to the fulfilled life of a typical Nigerian at home and at the global level, hence the need to pass English Language as a school subject. It is, however, noted that the perennial failure recorded in the subject in various examinations is indicative of the precarious condition of the students as far as the much-needed mastery of the language is concerned. The paper recognises the fact that there are various factors responsible for this but argues that adequate teacher education could produce a significant change. The issues identified as requiring urgent attention are lack of enthusiasm of the pre-service English Language teachers for the teaching profession, the English language itself, and the students they are being trained to teach; unimpressive ICT content of English Language teacher preparation programmes; lack of access to research findings on language pedagogy, especially those conducted on Nigerian learners of English; inadequate exposure to pre-service teaching practice; non-provision of first-hand experience in interaction with native speakers of English; and the questionable integrity of in-service training for English Language teachers. Appropriate suggestions are then made.