| Teacher support for mixing | broad agreement on language mixing (BELIEF_1 M = 3.57 public, M = 3.81 private); no significant sector difference (p = .529, exploratory) | Teachers value mixing but fear sanction: “Na wa o.If HM is passing and hears me mixing Pidgin ... they may sack me o.” | need for official protection and professional development |
| Written literacy | no significant difference in written-task performance across home-language groups (p > .05 on Tasks 1, 2, and 4) | lesson notes kept in English; uniform textbook drills | written assessment formats do not appear to disadvantage particular groups in this sample |
| Oral-auditory processing variance | near-significant group difference on the Pidgin Auditory Summarisation task (omnibus p = .065; unprotected pairwise Other-vs-Edo p = .050) | Teachers switch to Pidgin to explain complex science and mathematics concepts because English-only instruction “demotivates” students | Oral comprehension may benefit from deliberate bilingual support (pending confirmation with larger sample) |