Multilingualism and multi-ethnicity realities in Nigeria informed the existence of regional Nigerian films (Yoruba, Hausa and Igbo films as majors), apart from English Nollywood films. These regional Nollywoods mainly portray the experiences and lives of people of their regional affiliates and are mostly patronised by indigenes of the regions. As such, this study investigated if such ethnic mindset matters in Nollywood reception preferences among Nigerian undergraduates that are proficient in English and at least two major Nigerian languages. The study, guided by two research questions, adopted the qualitative research design. Fifteen (15) multilingual undergraduate students of the University of Ibadan were purposively selected for a semi-structured interview. The interviews were recorded, transcribed and thematically analysed. Findings revealed that the selected multilingual Nigerian undergraduates, despite their linguistic reality, showed preferences for Nollywood produced in English and/or pidgin above regional ones produced in indigenous languages. The reasons for this, emanating from the sub-themes, were far from ethnicity. Ethnicity, therefore, does not influence Nollywood reception preferences among undergraduates. On this basis, recommendations were made on how Nollywood could be better improved to showcase the nature of Nigeria's unity in diversity.
Textbooks are essential resources in the teaching-learning process. The integration of English language and literature called English Studies at the junior secondary schools in Nigeria has brought about textbooks incorporating both language and literature (oral and written) components. This study was carried out to analyze the content adequacy of oral literature incorporated in New Oxford Secondary English Course for Junior Secondary Schools and New Concepts English Textbooks and investigate teachers' perceptions. Book one to three of the two textbooks was purposively selected because they were used in the selected junior secondary schools for this study. The study, hence, adopted a mixed-methods of data collection and analysis. The textbooks selected were content analyzed by drawing out their oral literature components. Quantitative data were collected using a self-constructed questionnaire from 50 teachers of English studies randomly selected across 25 junior secondary schools in the Ibadan metropolis. The content analysis done of the selected textbooks was compared with the teachers' perception of the adequacy of the textbooks in inculcating moral values into students. The study recommended, among others, that English teachers at the junior secondary school level should actively implement the oral literature content of the English studies textbook with the use of appropriate teaching methods, strategies, and instructional materials.
This essay (re)views the development of Yoruba films according to the Yoruba traditional worldview about time: a term used synonymously with life, season or period, for it is not linear but cyclical, just as life, it is not straight. Therefore, the present trend in the Yoruba film industry, whereby skilled film producers now have their films premiered at and release to only cinemas where they could be watched legally and piracy is prevented, is seen in this paper as a return to the origin of the development of the Yoruba films. The Yoruba films started in 1976 at the cinema (past), metamorphosed into video mode in the 1990s which is still in place (present) and gradually going back to the cinema and the stage mode (future from now), which was its origin because the Ogunde dramatic tradition: a stage medium, is agreed as Yoruba film precursor.
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