The Effects of Bilingualism on Learning the English Language
Chapter One
Objective of the study
The main objective of this study is to examine the effects of bilingualism on the learning of the English language.
The specific objectives are to:
- Investigate the influence of bilingualism on students’ acquisition of English vocabulary.
- Examine the effect of bilingualism on students’ comprehension and reading skills in English.
- Assess the impact of bilingualism on students’ English writing proficiency.
- Determine the role of bilingualism in students’ oral communication and speaking fluency in English.
- Identify challenges faced by bilingual learners in learning English and how instructional practices address them.
CHAPTER TWO
REVIEW OF RELATED LITERTURE
Bilingualism
Bilingualism refers to the ability of an individual or a community to use two languages for communication. Traditionally, bilingualism was defined simply as “native-like control of two languages” (Bloomfield, 1933), but more contemporary scholars adopt broader definitions that recognize varying levels of proficiency and use. Grosjean (2010) emphasizes that bilinguals are not necessarily equally proficient in both languages but instead use their languages in different domains depending on communicative needs. Thus, bilingualism exists on a continuum ranging from receptive competence (understanding two languages) to productive competence (speaking, reading, and writing in both).
Researchers generally distinguish between different types of bilingualism. Simultaneous bilingualism occurs when a child acquires two languages from birth, while sequential bilingualism arises when a second language is learned after the first has already been established (De Houwer, 2021). Moreover, bilingualism can be categorized into balanced bilingualism (roughly equal proficiency in both languages) and dominant bilingualism (greater competence in one language over the other). These distinctions are critical when examining how bilingualism influences the learning of English, since learners’ proficiency levels and acquisition trajectories vary widely.
Theoretical perspectives on bilingualism have evolved significantly. Cummins’ (1979) developmental interdependence hypothesis posits that proficiency in a first language (L1) provides a foundation for learning a second language (L2), as skills such as literacy and metalinguistic awareness can transfer across languages. Recent studies support this view, showing that bilingual children often demonstrate enhanced phonological awareness and vocabulary learning strategies that facilitate English acquisition (Crespo, 2023; Oshchepkova, 2023). Similarly, Bialystok (2022) highlights cognitive benefits of bilingualism, such as improved executive control, attention, and problem-solving, which indirectly contribute to second language learning.
CHAPTER THREE
Research Methodology
Research Design
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This study adopted a descriptive survey design. The design was considered appropriate because it enables the researcher to collect data from a representative sample of respondents in order to describe the existing situation regarding the effects of bilingualism on learning the English language. According to Creswell and Creswell (2023), survey research is effective for gathering data on attitudes, opinions, and practices across large populations. This design allowed the researcher to investigate how bilingualism influences English vocabulary acquisition, comprehension, reading, writing, and oral proficiency among students in Uyo.
Area of the Study
The study was conducted in Uyo Local Government Area of Akwa Ibom State, Nigeria. Uyo, being an educational and administrative hub, is linguistically diverse, with Ibibio, Annang, and Oron languages commonly spoken alongside English. The area was chosen because of its bilingual environment where English serves as the official language and medium of instruction, while indigenous languages dominate family and social interactions. This makes it a suitable case study for examining the effects of bilingualism on English language learning.
Population of the Study
The population of the study comprised all senior secondary school students in Uyo Local Government Area. These students were selected because they have been formally exposed to English language instruction for several years while simultaneously maintaining use of their first languages (L1) in informal domains. According to the Akwa Ibom State Ministry of Education (2024), there are approximately 4,850 senior secondary school students across public schools in Uyo.
CHAPTER FOUR
Data Presentation, Analysis, and Discussion of Findings
Introduction
This chapter presents the analysis of data collected to answer the research questions raised in the study. The data were obtained through a structured questionnaire based on a 4-point Likert scale: Strongly Agree (SA = 4), Agree (A = 3), Disagree (D = 2), and Strongly Disagree (SD = 1). Descriptive statistics such as frequency, percentage, mean, and standard deviation were used to analyze the responses. The findings are presented according to the research questions.
CHAPTER FIVE
Summary, Conclusion, and Recommendations
Summary of the Study
This study investigated the effects of bilingualism on learning the English language in Uyo Local Government Area of Akwa Ibom State. Specifically, the study examined how bilingualism influences students’ acquisition of English vocabulary, and its effects on students’ comprehension and reading skills. The research employed a descriptive survey design, and data were collected from 360 senior secondary school students selected through stratified random sampling. The instrument for data collection was a structured questionnaire designed on a 4-point Likert scale, while data were analyzed using descriptive statistics (mean, standard deviation, frequency, and percentage).
The findings revealed that bilingualism positively influences English vocabulary acquisition by enhancing metalinguistic awareness, word-learning strategies, and code-switching practices. However, L1 interference was noted as a challenge in vocabulary retention. Similarly, the study found that bilingualism improves students’ comprehension and reading skills by enabling them to apply inferencing strategies and utilize prior linguistic knowledge. Yet, reliance on mental translation from L1 to English slowed reading fluency, while limited English exposure outside school reduced comprehension development.
The findings are consistent with Bialystok (2022) and Castro et al. (2025), who emphasize the cognitive and linguistic benefits of bilingualism, as well as Qiu Journal (2024), who noted the challenges of translation in bilingual reading.
Conclusion
Based on the findings, the study concludes that bilingualism is a double-edged phenomenon in English language learning. On the positive side, it enhances vocabulary growth, comprehension, and cognitive flexibility. On the negative side, it introduces interference, overreliance on L1, and reduced fluency when instructional practices fail to support learners adequately.
Thus, while bilingualism is not inherently a barrier to English learning, its benefits are maximized only when students receive structured guidance, consistent exposure to English, and instructional scaffolding that leverages their bilingual skills.
Recommendations
In light of the conclusions, the following recommendations are made:
- Teachers should adopt pedagogical strategies that allow students to use their first language (L1) as a scaffold for English learning rather than suppressing it.
- English teachers should consciously highlight similarities and differences between L1 and English vocabulary to minimize interference and strengthen word retention.
- Schools should provide bilingual learners with diverse English reading materials (storybooks, newspapers, and magazines) to improve comprehension and reduce reliance on translation.
- Professional development programs should equip teachers with strategies to manage code-switching productively and to encourage effective bilingual learning.
- Educational policymakers should design curricula that recognize the bilingual reality of Nigerian classrooms, incorporating dual-language or translanguaging practices where beneficial.
REFERENCES
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