The Impact of Bilingualism on German Language Learning Among Fulfulde-English Bilingual Students in Adamawa State

This study examines the influence of pre-existing bilingualism in Fulfulde and English on the acquisition of German as a third language among undergraduate students in Adamawa State, North East Nigeria. Research in third language acquisition suggests that prior multilingual experience may confer cognitive and linguistic advantages, including enhanced metalinguistic awareness and greater tolerance for ambiguity in new language structures. However, the specific dynamics of German acquisition in Fulfulde-English bilinguals within Nigerian academic settings have not been empirically examined. The study employs a comparative descriptive design, testing the German language proficiency of 80 bilingual Fulfulde-English speakers enrolled at Adamawa State University, Mubi, against a comparison group of 80 predominantly monolingual Hausa-English speakers from the same institution. Both groups are at equivalent stages of German language study. Proficiency is assessed using a composite test measuring grammar, reading comprehension, and writing. Findings indicate that bilingual students demonstrate a modest but statistically significant advantage in grammatical morphology and written accuracy, consistent with theoretical predictions about cross-linguistic transfer. The study contributes to third language acquisition theory and has practical implications for how German language programmes in multilingual northern Nigerian contexts are designed. Keywords: bilingualism, German language acquisition, Fulfulde, third language, Adamawa State.