ABSTRACT
This project examined the sociolinguistics Analysis of Language Used in Nigerian Markets: Implication of Language Education Policy in Sokoto metropolis in Sokoto North. Data collected were subjected to the descriptive analysis and sociolinguistics elements in the market discourse were pointed out. The data were obtained through questionnaire administered in the selected markets in Sokoto metropolis. Two markets were randomly selected for this research, questionnaire were administered to the respondents and the buyers and sellers responded to fifteen (15) point questionnaire respectively which formed the data analysis and discussion in the project, and the researchers was able to find out some valid factors. Finally, the scores of the respondents to the questionnaire were subjected to statistical analysis using tabulation and descriptive techniques which involve the comparison of frequencies of response were expressed as percentage of total frequency. Investigation revealed that approximately 53% of the sellers are using Hausa, English and Pidgin language to reach the suppliers of their goals and thereby developed more interest in it. Majority of the buyers that were randomly 10 selected indicated that they find it very difficult to understand each others, because they are not speaking the same language, while some find it easier. For instance 25% are using Hausa language to communicate in the markets while 17% are using English language and 11% are using Pidgin while 47% are using other languages. The research concluded that those who are literate individual among the buyers and the sellers should be given encourage to put more effort on the speaking of English and Pidgin language most of the time, while parent, educational policy markers, society and community should support the government to established Adult literacy servicer and awareness should be given to the buyers able the sellers in the markets to attend this programme after come back from the markets etc. In addition the teacher to be employed should not based on qualifications alone, but on their interest and competence of being able to speak fluent and teach them in fluent manner, making use of appropriate instructional materials.
