TOWARDS A FUNCTINONAL PEDAGOGICAL APPROACH TO LANGUAGE: A CRITICAL ARGUMENT

Languages and Linguistics

Abstract This paper argues on the centrality of indigenous variety in language pedagogy. It follows the Descriptive Theory of linguistics, which “is aimed at descripting [sic] the facts of linguistic usage as they are” (Omachonu, 2011: 152) – i.e. as they occur in the linguistic environment -, to explain that such approach could serve as a better tool for teaching and learning of language theories. It instances Nigeria English (NE), presenting its uniqueness and adequacy for describing language theories. Without adulation, it contends that the variety exists, and goes further to explicate that theory should walk side-by-side with practice. An aspect of phonology (sounds) as well as an aspect of supraphonology (primary stress pattern) are used as the basis for the argument, which are also used to contrast Received Pronunciation (RP) with General American English (GA) and Nigerian English (NE) to expound that (NE) is sufficient enough to be used as a pedagogical tool in its context.

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