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The success of a mother tongue instruction policy depends on people’s attitudes towards the first language and English L2.
And to understand how attitudes towards a language develop, it is necessary to consider the social and political history of a nation, since such historical forces play a significant role (Bamgbose, 1991; Robinson, 1996).
Thus, the colonial and the post-colonial language and educational policies obviously provide a solid basis of the explanation of attitudes towards African languages, and English L2 (Ngugi wa Thiongo, 1986; Bamgbose, 1991; Roy- Campbell, 1996; Adegbija, 1994; Robinson, 1996).
Attitudes can be created through functions that people perceive particular languages as performing.
In the African context, Robinson (1996) is of the opinion that official and local languages are regarded as opposed to each other, rather than as complementary as evidenced by the fact that one of the two languages may be regarded as a more suitable language for certain domains, and the characteristic functions are seen in dichotomous terms.
The author was born in January, 1982 in HumboTebela, Wolaita Zone in SNNPR of Ethiopia.
He attended his primary education in Tebela and his secondary school in Soddo Comprehensive High School.
He completed his B.Ed degree in English at Haramaya University.
After two years of teaching English, he joined Haramaya University in 2009 to pursue MA.
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