Consequently, the author recommends that pidgin should be approved as a national language in Nigeria, and incorporated into the Nigerian school curriculum to be used as another means of communication, taught in schools so as to improve learners’ knowledge exposing them to the distinctive peculiarities existing between the English and the Pidgin language respectively. This collaboration is based on the belief. It also examines the impact of the recognition of Pidgin as well as the functions of Pidgin in a multilingual nation, as Nigeria. Linguists with diverse theoretical orientations collaborate with one another at the UvA in research and teaching. It is on this note, that the author examines the role of Pidgin language in the achievement of national unity, peace and security in Nigerian. Sadly though, Pidgin continues to suffer outright neglect, absolute disregard, viewed as a jargon or “auxiliary situational language, broken, basterdized tongues, haphazard Inferior, and consequently, not accepted as a standard means of communication. The inborn tendency to claim that one’s tribe and tongue is better than others continues to cause disunity, absence of peace and security. Over the years it has been very challenging for Nigerians to cohabit in peace and unity because of the multiplicity of language. With language rights as the organizing principle of the course, students will learn about Pidgin speakers’ rights in education, media, face-to-face communication, creative expression, and various real-world contexts.Pidgin language in Nigeria is an important language that has achieved wide recognition and has become a language of contact among people from different groups and languages. While more than 500,000 people in Hawaiʻi speak Pidgin, there are many myths and misconceptions about this language that call for further attention, all of which are ultimately tied up in the concept of language rights. Comparisons will also be made with the language rights and language discrimination experienced by speakers of other languages in Hawai‘i. To engage students in learning about the breadth of language rights issues in Asia-Pacific contexts, the course will frequently compare language rights of Pidgin speakers with the experiences of speakers of other languages, including Hawaiian and other creoles of the Pacific. Phonetics more fun with pidgins and creoles lin 211 for questions go to the online version of the atlas of pidgin and creole language structures pointing. et al., A Bibliography of Pidgin and Creole Languages, Oceanic Linguistics Special Publication No. Students will learn about the social, political, and economic issues related to Pidgin, and they will engage with perspectives on Pidgin from Native Hawaiians, local people in Hawai‘i, and newcomers to Hawai‘i. This course introduces students to Pidgin, the creole language of Hawai‘i, through examining an intersection of issues and perspectives related to language rights. This work examines the place of Nigerian Pidgin among Osun State University students in Nigeria with a view to drawing some generalizable conclusions.
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