The Integration of English Language into the Tsangaye System and Public School Systems in North Western Nigeria

This paper addresses the integration of the Tsangaya system into the public education system in Northwest Nigeria. The primary aim is to identify the challenges impeding the successful incorporation of Islamic education into formal schooling structures. The paper starts with an overview of the historical context of the Almajiri system, followed by an exploration of previous integration attempts and current efforts to incorporate the system. The relationship between the failure of past integrations and the English language curriculum’s role in the system is also analyzed. Using the imperial nature of educational reforms, the paper is guided by the Long Bulge Theory and employs a descriptive survey design. Data was collected from 180 participants through questionnaires, with the results analyzed using both descriptive and inferential statistical methods. Findings reveal a lack of evidence-based integration and insufficient identification and mapping of the languages used in the Tsangaya system. Despite these challenges, the paper concludes with hope, citing a recent initiative by the Nigerian government. The study recommends conducting a situational analysis to ensure effective integration, proper language identification, and the development of teaching materials.