EXPLORING THE CHALLENGES AND STRATEGIES IN TEACHING ENGLISH GRAMMAR TO BILINGUAL SECONDARY SCHOOL STUDENTS IN ODEDA LOCAL GOVERNMENT AREA

This study explores the challenges and strategies involved in teaching English grammar to bilingual secondary school students in Odeda Local Government Area, Ogun State, Nigeria. Given the linguistic diversity of the region, where many students are bilingual or multilingual, the study investigates how linguistic interference, cultural identity, and limited exposure to English impact grammar acquisition. Data was collected from 50 English language teachers through questionnaires and analyzed using descriptive statistics. Key findings indicate that students struggle with verb tenses, sentence structures, and complex grammar rules, often due to interference from their first language. The study also reveals that current teaching methods, including the focus on grammar rules and teacher-centered approaches, do not fully address the needs of bilingual students. Moreover, the lack of practice opportunities in speaking and writing English hinders students' ability to apply grammar rules effectively. Recommendations include incorporating more authentic materials, increasing practice opportunities, and employing diverse assessment methods to better capture students’ understanding of English grammar. The study underscores the need for targeted strategies to improve grammar teaching in linguistically diverse classrooms.