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The State of Ịzọn in Bayelsa State Schools



Author(s)

God’spower Tamaraukuro Prezi

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DOI:10.17265/1539-8080/2014.04.002

Niger Delta University, Wilberforce Island, Nigeria

In this paper, we look at language and its communicative roles, mother-tongue, Ịzọn, and Ịjọ. We observe efforts made by authors to revitalize Ịzọn by writing an orthography, numeracy, metalanguage, and discuss the current state of teaching and learning Ịzọn in Bayelsa State Schools. We look at the similarities and differences between English and Ịzọn consonants and vowels, and tones in Ịzọn. We note the responsibilities of government, teachers, parents, and students in the revitalization of Ịzọn. We conclude by asking Ịzọns to use their language or lose it; noting the duty of Ịzọn linguists and literary artists to keep Ịzọn alive by publishing in it; advocating a common orthography for Ijọ languages. We recommend to Bayelsa State Government, the immediate compulsory teaching and learning of Ịzọn, Epie, Nembe, and Ogbia as school subjects in all Universal Basic Education schools in Bayelsa State; the establishment of an Ịzọn Language Academy; the revitalization of Kay Williamson Language Centre, and appointment of a new Director; the establishment of a Bayelsa Readers Project and a Department of Linguistics and Nigerian Languages at Niger Delta University; payment of scholarships, bursaries, and research grants to students of linguistics and Ịzọn, Epie, Nembe, and Ogbia.

Bayelsa, Ịzọn, orthography, metalanguage, numeracy