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Contribution to Knowledge and Professional Practice
Fr. Vice Chancellor Sir, my contribution to knowledge and professional practice have been defined and shaped by my belief in the centrality of language (English) and literacy for learning and living. I have therefore focused most of my research endeavours on English literacy and literacy in English. This is because learners need to understand the linguistics of English in order to manipulate the language properly to meet their needs which constitute the core of English literacy. At the same time, one needs to know how to do what with English and how to use English as a resource which constitutes literacy in English.
Consequently, I have made contributions on the impact of how new media especially mobile phones and social networking tools affect reading and literacy learning among staff and students in Nigerian universities. In that study, it was concluded that since literacy is deictic and therefore a moving target, teachers and students must keep their eyes on the moving target. This means, constantly and continuously rethinking classroom resources and practices (see Egbe & Muodumogu, 2014; Egbe, 2016). Earlier, I had investigated literacy in English using ‘News on the Board’ as an integrative strategy for ESL learners (Egbe, 2009). I have also examined new literacy, new English and aspects of the grammar of SMS text messages (Egbe & Ekpe, 2009). What these studies point out is that whether at the tertiary or primary school levels, ELLs need literacy in English instruction to enhance learning. English language teachers cannot wait until students come to the university before overloading them with academic English literacy activities. Instruction in academic English literacy should start as soon as learners start school because the language used in instruction and in school subjects, at whatever level, is academic in vocabulary, syntax, and discourse/text features. Mastery of academic vocabulary, syntax, conventions, and tone are critical for constructing, communicating and comprehending content at any level. The importance of this understanding is documented in Egbe & Ayeni-Daniyan (2016) who investigated comprehension blocks of English Language Learners (ELLs) and how academic English literacy can come to the rescue.
In addition to making contributions on the importance of academic English literacy, I have also made contributions on how to rescue struggling readers through exposure to positive literacy practices. For example, Egbe, Ekpe & Nta (2007), Uwatt & Egbe (2010), Uwatt & Egbe (2011) and Egbe & Ukpak (2015) are studies which demonstrate how through literacy intervention and immersion, struggling readers can be rescued to become independent readers.
Fr. Vice Chancellor Sir, part of my professional practice has been the development of pedagogic materials for schools. I am one of the lead authors in the development of government-supported English language texts for use in primary schools in Cross River and Rivers states as well as English language textbooks for secondary schools in Cross River State. In fact, since 1991 when I cut my teeth on literacy matters, I have participated in and facilitated over 60 workshops and trainings across the six geo-political zones in Nigeria and in some African countries notably, Ghana, Kenya, South Africa and Tanzania. It has been my strong conviction that children cannot learn optimally if their literacy skills are not developed in whatever language they learn in especially in the early grades. Between 2013 and now, I have served as a resource person with the Federal Ministry of Education, READ Campaign Unit for the Reading Facilitator’s MDGs workshops for primary school teachers in Nigeria. My passion for literacy development for living and learning earned me the 2010 Constance McCullough Grant from the International Literacy Association (formerly International Reading Association, Newark, USA) for the project: “Literacy Shelters for Hailstorm Displaced Communities in South-South Nigeria” and in 2013, the Pan-African Leadership grant for the project: “Reading Empowerment and Literacy Intervention in Nigeria”. As the president of the Reading Association of Nigeria (2014-2016), I facilitated the “Literacy Enhancement and Achievement Project (LEAP) with other members of the Reading Association of Nigeria currently running in Anambra and Ekiti states. This project has made a lot of significance in the educational enterprise in the two states notably in Anambra State. As the project manager (2015-2018) of the Reading Association of Nigeria, I laid the foundation for the establishment of school reading rooms and community literacy centres in 20 local government areas of Bauchi and Sokoto states. This is a project delivered by the Northern Education Initiative Plus and supported by the United States Agency for International Development (USAID). It is project aimed at increasing access to education and improving reading outcomes in Northern Nigeria. I am currently working with a team to develop the literacy skills of pupils and teachers of the LEA Nomadic Primary School, Zuma, Bwari, Abuja through a literacy intervention initiative. Mr. Vice Chancellor, it is my strong belief in the power of literacy that led to the establishment of the Egbe Literacy Foundation envisioned as a platform to transform human lives through literacy especially for those living in challenging circumstances and conditions. Literacy in new Englishes as well as other languages remains my yearning and passion.
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