IS 'EVERYBODY' SINGULAR OR PLURAL: THE MISCONCEIVED PRONOUN IN A BILINGUAL CLASSROOM

Abstract

In bilingual classrooms, the pronoun "everybody" is often misconceived as either singular or plural due to linguistic differences between languages, cultural nuances, and varying grammatical rules. This confusion complicates the acquisition of proper English grammar for non-native speakers. By exploring the singular nature of "everybody" in English, juxtaposed with its plural interpretations in other languages, this paper examined how these misconceptions arise and what pedagogical strategies can be implemented to foster a clearer understanding among bilingual students. Initially, the research focused on well-prepared students from private schools, proficient in English and preparing for standardised tests such as the Scholastic Aptitude Test ( SAT),  Test of English as a Foreign Language (TOEFL), Graduate Record Examination (GRE), and Graduate Management Admission Test (GMAT). However, a shift to teaching at a public tertiary institution in a rural area highlighted the significant differences in student preparedness and linguistic background. The students, aiming for technical certifications, often relied on code-switching and code-mixing between their native languages and English to communicate effectively. This study employed these bilingual strategies as a pedagogical tool, particularly in addressing linguistic nuances such as the conceptual differences in pluralisation between Yoruba and English. The findings indicate that incorporating code-switching and code-mixing, explicit instruction, contextual learning, repetition and reinforcement, and multilingual teaching aids are strategies that will facilitate better comprehension but also bridge the gap between students' native linguistic frameworks and the English language. The research underscores the importance of considering sociolinguistic factors, such as students' linguistic backgrounds, social class, and gender, in teaching English as an additional language. Ultimately, this approach emphasizes the need for a communication-focused teaching.