Efik Cultural Context in Language Acquisition: A Comparative Study of Immersion Versus Traditional Methods

Authors

  • Elizabeth Akpanke Odey

    Department of Religious and Cultural Studies, University of Calabar, Calabar 540271, Nigeria
  • Emmanuel E. Etta

    Department of Philosophy, University of Calabar, Calabar 540271, Nigeria
  • Louis Ajom Edet

    Department of History and International Studies, University of Calabar, Calabar 540271, Nigeria
  • Ikike I. Ufford

    Department of Theatre and Media Studies, University of Calabar, Calabar 540271, Nigeria
  • Columba Apeh Apeh

    Department of Theatre and Media Studies, University of Calabar, Calabar 540271, Nigeria
  • James Ajang Aboh

    Department of History and International Studies, University of Calabar, Calabar 540271, Nigeria
  • Essien Udoka Edem

    Department of Commercial and Industrial Law, Faculty of Law, University of Calabar, Calabar 540271, Nigeria
  • Alex Abang Ebu

    Department of Public Law, Faculty of Law, University of Calabar, Calabar 540271, Nigeria
  • Eni Eja Alobo

    Department of Public Law, Faculty of Law, University of Calabar, Calabar 540271, Nigeria
  • Miebaka Nabiebu

    Department of Jurisprudence and International Law, Faculty of Law, University of Calabar, Calabar 540271, Nigeria
  • Gabriel Etim-Ben Inyang

    Department of Commercial and Industrial Law, Faculty of Law, University of Calabar, Calabar 540271, Nigeria

DOI:

https://doi.org/10.30564/fls.v7i11.11425
Received: 1 August 2025 | Revised: 8 August 2025 | Accepted: 21 August 2025 | Published Online: 21 October 2025

Abstract

This study examines the role of the Efik cultural context on language acquisition, comparing the effectiveness of immersion-based methods with traditional classroom instruction. Grounded in sociolinguistic and cultural theory, the research investigates how cultural elements such as storytelling, communal participation, oral traditions, and indigenous knowledge systems impact learners’ proficiency, retention, and communicative competence in the Efik language. Using a mixed-methods approach, the study draws on qualitative interviews, participant observation, and standardized language assessments among two groups of learners: those engaged in culturally immersive environments and those following conventional curriculum-based learning. The study also underscores the importance of using immersion to achieve a higher level of proficiency in the Efik language. The study participants’ spoken languages are both English and the Efik language. This study draws on Cultural Transmission Theory (Hockett’s design feature of traditional transmission), which posits that language is learned socially and culturally across generations, not innately acquired. It also engages with Krashen's Comprehensible Input Hypothesis and the Socio-cultural Theory of second language acquisition, which emphasizes language learning as a mediated social activity within cultural contexts. The study is also underpinned by the theory of Whorfian linguistic relativity, which posits that language and culture mutually shape cognition and expression, thereby influencing understanding how Efik cultural forms influence linguistic behavior. Findings reveal that immersion methods, deeply embedded in Efik cultural practices, significantly enhanced language acquisition by fostering deeper contextual understanding and emotional connection to the language. In contrast, traditional methods, while structured, often lack the cultural depth necessary to sustain long-term fluency and engagement.

Keywords:

Language; Efik; Culture; Immersion; Traditional Method; Cultural Transmission Theory

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How to Cite

Akpanke Odey, E., E. Etta, E., Ajom Edet, L., I. Ufford, I., Apeh Apeh, C., Ajang Aboh, J., Udoka Edem, E., Abang Ebu, A., Eja Alobo, E., Nabiebu, M., & Etim-Ben Inyang, G. (2025). Efik Cultural Context in Language Acquisition: A Comparative Study of Immersion Versus Traditional Methods. Forum for Linguistic Studies, 7(11), 569–581. https://doi.org/10.30564/fls.v7i11.11425

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Vol. 7 , Iss. 11 (November 2025): In progress

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Copyright © 2025 Elizabeth Akpanke Odey, Emmanuel E. Etta, Louis Ajom Edet, Ikike I. Ufford, Columba Apeh Apeh, James Ajang Aboh, Essien Udoka Edem, Alex Abang Ebu, Eni Eja Alobo, Miebaka Nabiebu, Gabriel Etim-Ben Inyang

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