The Influence of Social Variation on English Language Learning in Nigerian Air Force Settings

Abstract

This study investigates the influence of social variation on English language learning within the Nigerian Air Force (NAF), focusing on how social variables—such as class, gender, educational attainment, and duration of stay—affect language acquisition and communicative performance among military personnel and civilian staff. Drawing upon Basil Bernstein’s Code Theory, the research explores the distinction between restricted and elaborated language codes in the hierarchical, regimented context of the Kaduna NAF Base. Employing a descriptive survey design, data were gathered from 200 participants through structured questionnaires. The responses were quantitatively analysed using tabular presentations and single-factor ANOVA tests to evaluate statistical significance across key social categories. The findings revealed that individuals of higher social status, particularly commissioned officers, demonstrated greater proficiency in Standard English, attributable to enhanced access to formal education and professional training. Duration of stay at military installations significantly impacted language development, with longer residency correlating with higher linguistic competence. Moreover, the quality of instructional personnel emerged as a vital determinant of language learning outcomes, especially for individuals engaged in structured educational programmes within the base. Gender-based disparities also surfaced, with societal biases favouring male linguistic competence, particularly in military contexts characterised by patriarchal structures and occupational role expectations. This study offers fresh perspectives in military sociolinguistic research by underscoring the implications of social hierarchy, institutional training, and cultural norms on language acquisition. It further advances scholarship in Code Theory by demonstrating how elaborated and restricted codes are unequally distributed among different strata within a controlled, professional community. The work advocates for equitable access to language instruction, gender-sensitive policy reforms, and the promotion of inclusive communicative practices within military settings. These insights are crucial for informing language policy in structured environments and improving overall communication efficiency among diverse occupational and social groups within the armed forces.