This situation, however, is not so with the Nigeria Pidgin. Tracing the history of Pidgin English, Quirk et al pointed out that “Pidgin historically began as simply a language mar ked by traditional interference used chiefly by the prosperous and privileged section of a community represents by the unskilled and illiterate class of the society” (28). The convolutions in the Nigerian linguistics ecology as Otagburuagu (99) noted, has made the use of Nigerian Pidgin a more universal and inconclusive language, inevitable in both formal and informal domains. Emenanjo cited in Otagburuagu and Okorji (2003) notes that Nigerian linguistic geography is so complex that language communities can fall into small language groups called chontonolects. This makes communication among neighbours difficult. Some Nigerian communities have more than six distinct butmutually unintelligible languages. Despite the central role the English language has been playing in communication process nationwide, the language excludes the majority of uneducated Nigerians who live in rural communities. Although Nigeria is believed to have more than four hundred (400) languages with over two hundred and fifty (250) ethnic groups, (Emenanjo, 73), the English language is the only language used for all forms of official transaction. The English language, to a large extent, functions as a second language in Nigeria. Language policy, the fact that for a long time to come, English will continue to play a prominent role in the socio-economic and political development in Nigeria as the language of administration, politics, industry, education, science and technology is of paramount importance,’ (21). This is the basis for Olaore’s comments, “… in the countries

The medium of instruction in all Nigerian educational institutions at all levels. Language in multilingual societies such as Nigeria has always been a matter of concern to educators, educational planners and parents especially with regard to its appropriate use in communication. The researcher, therefore, concludes that the use of Pidgin English creates a form of identity among students and hence recommends that constant monitoring and evaluation of language use in teaching and learning in Nigeria will help check the trend of usage of Pidgin English which will guide policy making aimed at addressing this ugly trend. However, the finding that students do not use Pidgin English in their written essays were largely contradicted by the avalanche of Pidgin English usage found in the written essays of the students which also reveal an adverse effect of Pidgin on Standard English both in spelling and contextual usage. Findings reveal that the use of Pidgin English is traceable to the students’ homes. Also, copies of the written essays of the selected students were analysed to complement results from the questionnaire. Using the descriptive research design and the questionnaire as the research instruments, data were collected from a sample of 200 students and 35 teachers from four selected secondary schools in Eha-Amufu. This above scenario necessitated this study which investigates the effects of Pidgin English on Standard English usage among selected secondary schools in Eha-Amufu in Isi-Uzo L.

The use of Pidgin English in the Nigerian context has gone beyond verbal communication to become more of a mode of behaviour as its expression has moved from informal conversation to formal situations.

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