Chinese Language Teacher Training Needs in Lagos State Primary Schools

Lagos State has been at the forefront of Nigeria's effort to introduce Mandarin language instruction into the formal school system, with pilot programmes in selected primary schools creating demand for qualified Chinese language teachers. This study examines the professional training needs of Nigerian teachers assigned to deliver Chinese language instruction in Lagos State primary schools. A professional needs assessment design was adopted, with questionnaires administered to 45 teachers currently teaching Mandarin in Lagos primary schools, supplemented by interviews with ten school heads and four officials from the Lagos State Ministry of Education. Participants represent schools across Lagos Island, Mainland, and Ikeja LGAs. Findings indicate that 62 percent of Mandarin-teaching primary school teachers lack formal qualifications in Chinese language or education methodology. Pedagogical preparation for teaching tonal languages to young learners is the most significant identified gap. Classroom management techniques for large primary school classes with limited Mandarin exposure are also cited as training needs. Continuing professional development opportunities are accessed by only 28 percent of respondents. The study concludes that Lagos State's Chinese language primary school initiative requires a dedicated teacher training programme, including in-country Mandarin upgrading, primary school pedagogy modules, and structured mentoring by experienced Chinese language educators. A formal partnership with a Chinese provincial teacher training university is recommended as the most efficient capacity development pathway.

Keywords: Chinese language teacher training, Lagos primary schools, Mandarin pedagogy, professional development, South West Nigeria