Indigenous Languages and the Role of Translation in Skill Acquisition and Entrepreneurial Development

Article Citation: Doofan Bulaun (2019). Indigenous Languages and the Role of Translation in Skill Acquisition and Entrepreneurial Development. DEGEL: The Journal of the Faculty of Arts and Islamic Studies, Vol. 17, No. 1. ISSN 0794-9316

INDIGENOUS LANGUAGES AND THE ROLE OF TRANSLATION IN SKILL ACQUISITION AND ENTREPRENEURIAL DEVELOPMENT

By

Doofan Bulaun

Department of Political Science, University of Mkar, Mkar

doojimmy2008@yahoo.com

Abstract

The saying goes that people learn best in their mother tongue, the state of our economy in Africa and Nigeria today calls for a think outside of the box. Time has come when we should look more inward for survival and less outward by projecting government employment (white cola jobs). This study from this background considers the fact of the level of literacy of the majority of members of the society where most of the people are not educated. Educating them on the need to acquire skills and develop entrepreneurially calls for serious attention in the area of translating entrepreneur knowledge into indigenous languages, through text and verbal communication for a better understanding of the indigenous people. The study seeks to review the importance of indigenous languages in entrepreneurship skill acquisition, unravel the necessary need for the use of indigenous language for skills acquisition and suggest way forward. This study adopts the system theory (manipulation theory) of translation and Max Weber’s entrepreneur theory in analyzing translation of foreign language entrepreneur practices to better the life of the indigenous people of Africa and Nigeria using the Mbagar and Wannune Tomato and Pepper Women Farmers Association as the source of data. Analysis of the data collected from these associations was analysed using simple percentage table. The result reveal that translation and interpretation if put in place it will seriously enhance the entrepreneurship skill acquisition in the study area and Nigeria at large. This study strongly recommends serious efforts towards translating to the minimum understanding of the target audience in order to achieve the desired result which is to stimulate and enhance skill acquisition and entrepreneur development thereby enhancing the status of the people economically.

Introduction

Language and skills acquisition issues are becoming very alarming especially in Nigeria many indigenous languages exist. The use of this language is entrepreneurship is not other encouraging but English is rather used. This has a lot of effects on many entrepreneurship programmes by discouraging the illiterate with powerful entrepreneurship spirit.

Language is central to the sustenance of a group of people for it is the vehicle through which other constituents of cultures are communicated. In fact, it is the primary vehicle through which human culture is acquired, shared and transmitted (Hammound 1975 in Ademowo 2012). Without language, there is bound to be problem in the society for thoughts, ideas, information, etc would be incommunicado. Hence, Richard Schaefer (2000) sees language as the foundation of every culture. To him, it is “an abstract system of word, meaning and symbols for all aspects of culture which includes speech, written characters, numerals, symbols, and gestures and expressions of non-verbal communication”. Language is therefore ‘central to the interactive process’ (Bewaji 2002). Lugraham (1975), cited in Ademowo (2012) identified four ways by which language is used in the society, namely, as a means of expression, for the purposes of record, to set matter in motion and as an instrument of thinking. Based on these functions that it performs, some scholars are of the view that language, a mean of communication, is as vital to human socialization and existence just as blood is vital to the human body. In fact, to them, we will not be wrong if we describe culture as inconceivable outside of language for it is with it that such non-material aspects of cultures, which give identity to a group, such as folklore, proverbs, etc are conceived, shared and transmitted. This explains why languages are “sometimes regarded as a reservoir of culture which controls human thought and behaviour and sets the boundaries of the worldview of its users” (Alamin 2001). Language is also so important to the growth and sociability of a people that it is among the very first forms of behavior that we learn as children, and later when we learn other skills and acquire more knowledge, much of this reaches us only through the medium of language (Ademowo 2012).

Entrepreneurship is a form of education commonly recognized by every society, a job provider for the jobless and drop out from our institutions in Nigeria. It is used as a strategy to solve social problems of unemployment, poverty, and unbalanced technological development. Entrepreneurship is the process of creating something new, something of value by devoting necessary time and effort, assuming the accompanying financial psychic and personal satisfaction and independence (Hisrich and Peter, 2002). Adegun and Akomolafe (2013) cited in Ifeanacho and Ifeanacho (2014) explained the concept of entrepreneurship development as a gradual growth of creative, economic and social venture. It involves setting up an individual to explore opportunities successfully through making him a profitable or suffering loss of invested capital. The fundamental “principle” of entrepreneurship is that it deals with the organization of knowledge in a particular subject, in such a way that it commands more of the hidden potential in the subject area of self-employment and job creation. It has to do with a system of ideas and values given attention recently as part of the tertiary institution curriculum (Mkpa, 2014).

Education on the other hand is the vital transformational tool and formidable instrument for socio-economic empowerment of individuals and the society at large. This means that the goals of wealth creation, employment generation, poverty reduction, and value reorientation can be effectively pursued, attained, and sustained only through an efficient, relevant and functional education system.

Studies appreciate the fact that the advent of the English language led to our acquisition of western education and the bedrock for national development and exposure to the outer world (Afolayan, 2006). These developments that accorded English language a prestigious position in Nigeria have placed a big question mark on Nigerian’s independence and nationhood. It is against this background that this study calls for the use of indigenous languages for sound entrepreneurial education, if Nigeria must attain its objectives of Vision 20:20:20. In other words, the use of indigenous languages for our educational system becomes a necessity if Nigeria must be joined to the league of top 20 economies in the world.

The importance of language in entrepreneurial skills acquisition cannot be overemphasized as it provides the opportunity to be well equipped. Language is a veritable tool for the acquisition of knowledge. Not much, if any form of knowledge can be acquired without a good linguistic base. Language as a socio-cultural phenomenon has serious implications not just because of its communicative role but also more importantly because of its place as an index of group identity. Language is an integral part of culture as it cannot be expunged from the culture of its users. Thus, we cannot trifle with such possession in our national identity (Mkpa, 2014). Indigenous languages should be mounted, enriched and taught as the necessary tool of acquiring the knowledge that will elevate entrepreneurship education in Nigeria.

Objectives of the Research

The study seeks to review the importance of indigenous languages in entrepreneurship skill acquisition, unravel the necessary need for the use of indigenous language for skills acquisition and suggest way forward.

Indigenous Languages: Conceptualization

According to Afolayan (2006) indigenous languages are the native or local languages spoken. The languages would be from a linguistically distinct community that has been settled in the area for many generations. Research results have shown that all developed and developing countries make use of their indigenous languages for development.

Language is the most important vehicle through which the soul of man can be imprisoned. Language as a socio-cultural phenomenon, has serious implications not just because of its communicative role but also more importantly, because of its place as an index of group identity. Language is a veritable tool for the acquisition of knowledge. Not much, if any form of knowledge or skills can be acquired without a good linguistic base. According to Afolayan (1982), cited in Afolayan (2006) says: ‘‘Language is the means of identifying entities, categorising objects and concepts, perceiving ideas and things, grasping the abstract, the concrete as well as the super natural, and thinking of anything in whatever form’’. This means that language is a powerful tool irrespective of its status as indigenous language, foreign or minor. Bello and Ige (2006:16) cited in Balagbogbo (2007), observed that every language is unique and important as every language is adequate for its culture.

Research has shown that any language is capable of being developed to the highest levels, provided its owners have a patriotic will to do so (Tarugarira 2009). When indigenous languages are used as many scholars have contended that it is capable of enhancing cognitive understanding and removing pedagogical barriers in learning. Mazrui & Mazrui (2002) opine that no nation can develop without the use of its native language(s). Also Daura (2014), cited in Ugochukwu (2016) "experiences from Philippines, Mexico, Wales, Canada, Russia, Yugoslavia and Japan have shown that indigenous languages are fit for all rung and levels of education as effective media of instruction. In the words of Emenanjo (1996), "The training of the mind in the understanding of the world around is best done and realised in the language in which the students are most familiar". Toeing the line of Emenajo, Ezikeojiak (2007) observes that people think more productively in their indigenous languages and posits that, "a scientific impetus, skills or technology acquired in a learner’s indigenous language becomes second nature to the person". He reiterates that Nigeria and indeed Africa can only achieve mass scientific literacy needed for her technological and scientific development through the medium of indigenous languages. In order to enable a child to develop curiosity, manipulative ability, industry, mechanical comprehension etc. more easily, Fafunwa (1975) argues that the mother tongue remains the most natural way to learn.

Entrepreneurship Skills Acquisition

According to Maigida, Saba and Namkere (2013), private sector is what drives the world today, and economic prosperity in the 21st century needs the functioning of entrepreneurial skill. Entrepreneurship skill acquisition can be defined as not just about acquiring skill but also acquiring knowledge and driving towards enterprise in skills that enhance personal livelihood through enduring business startups, enhancing employment opportunities, and promoting economic development and growth. According to Nkechi, EJ and Okechukwu (2012), entrepreneur success depends on an entrepreneurial ability to identify opportunity in the environment, take initiatives towards desirable change and ensure value based solution in the market place. Uzochuwu, et al., (2015), Tijani-Alawiye (2004), observed that entrepreneurs successfully run innovative enterprises, nurture them to grow and sustain them, with a view to achieving broad socio-economic development goals. In essence entrepreneurs through entrepreneurial development such as in skill acquisition create job opportunities or become self-employed. Entrepreneurial skill acquisition is the ability to learn or acquire entrepreneurial skills.

Entrepreneurship skill acquisition is a strong force in pushing self-employability. This has become among other things part of the policy thrust of the Nigerian Government. In order to promote self-employability by reducing high unemployment rate among Nigerian youths, entrepreneurial programmes were established in the country by various leaders including former President Olusegun Obasanjo, through the establishment of the National Empowerment and Development Strategy (Needs), while the Directorate of Food, Roads and Rural Infrastructure (DEFRI), the National Directorate of Employment (NDE), and the People’s Bank of Nigeria were established under the government of General Ibrahim Badamasi Babangida (Maigida, Saba & Namkere, 2013). According to Odia and Odia (2013), “entrepreneurship skills acquisition can be obtained through various avenues such as: attending entrepreneurship training classes, development programmes, seminars, workshops, etc. universities, job rotation, special (intensive) training, article ship or apprenticeship, organizational learning, research and development institutions, consultants, national and international agencies and bodies, non-governmental organizations (NGOs) and professional bodies.” That is to say, once training have been obtained by the Nigerian youth from the various avenues as stated above, this would help one acquire the necessary skill to be self-employed. Mullins (2010), cited in Ogundele, Akingbade and Akinlabi (2012), observe that “training is the process of systematically acquiring job related knowledge, skill and attitude in order to perform with effectiveness and efficiency specific tasks in an organization.” Maigida, Saba and Namkere (2013), assert that competencies of individual’s entrepreneur skill acquisition in Technical Vocational Education and Training (TVET) are tailored in a way that it will bring about self-employability, employment generation and economic self-sufficiency to Nigerians. Through short and long-term training, many African countries including Nigeria have been made to understand that there is no substitute for training in TVET as it is necessary for the alleviation of poverty and to foster self-employability through skill acquisition. In describing TVET, it is any form of education whose primary purpose set Nigeria towards gainful employment. It was revealed through a study of entrepreneurship development and growth of enterprises in Nigeria, that several policy interventions in Nigeria that were aimed at improving entrepreneurship development via small and medium scale enterprises have not been successful. But the focus should have been on building an in-country entrepreneurial capacity, instead of the situation where entrepreneurs have been found to be distribution agents of imported products (Ebiringa, 2012). There is need for the government and organized private sector to employ more efforts to support entrepreneur training programs in indigenous languages either by translation or interpretation process.

Entrepreneurship Skills Acquisition using Indigenous Language

According to Okonkwo (1983) cited in Ugochukwu (2016), indigenous languages play a very important role in the process of formal and informal education. This will be made possible by translating and interpreting entrepreneurship information into indigenous languages for extension workers to use for educating the rural dwellers thus transforming new skills to the rural people. The rural dwellers are the producers of agricultural resources of the nations. Encyclopedia Britannica Macromedia Knowledge (2007) defines rural society as a place where there is low population, high level of illiteracy and lack of commercial institutions. Thus, the translation of skills such as cultivation, preservation, processing, etc. to be acquired into the indigenous languages help the rural people or those who lack information and skills and are not learned but have the spirit of the entrepreneur to partake in entrepreneurship. Translating or interpreting this knowledge to the indigenous language makes the people more committed knowing that they are given attention boost sense of belonging in them. Lack of the use of indigenous languages makes most local people shy away from entrepreneurship practices, giving way to poverty. For instance, non-school attendant who have the spirit of entrepreneurship may find difficult to attend seminars or workshops if surely away that the language use there in the workshops is not the one he/she may understand.

Importance of indigenous language in entrepreneur skills acquisition cannot be over emphasize, been able to communicate effectively in an individual’s first or home language connects a person to his or her ethnic group and helps to shape a persons’ identity (AIATSIS and FATSILC, 2005). Deducing from the above, it nets in mind the power of indigenous language, by using the indigenous language, many people communicate better and understand better than the use of the foreign language which is mostly used in impacting the knowledge of entrepreneur in the teeming indigenous people who value their language more that the foreign.

According to AIATSIS and FATSILC (2005), cultural heritage and knowledge is passed on throughout each generation by language. Language is integral in affirming and maintaining wellbeing, self esteem and a strong sense of identity. Here also, it can be learned from the above that passing the entrepreneur skills acquired by the indigenous people from one generation to another or from one group to another will be perfectly done if they also acquire the skill in their local language.

Indigenous languages keep people connected and this strengthens feelings of pride and self worth, implying the use of indigenous language for inculcating skills will keep the people connected and sustain their feeling of self worth which will bring about better entrepreneur results (AIATSIS and FATSILC, 2005).

Theoretical Framework

This paper herein employed theoretical framework in other to bring the different views of scholars on this subject of discussion.

Sociologist Views of Entrepreneurship

Sociologist views Entrepreneurship as a social system, which opens up opportunities for creative facilities. The forces of custom, values, the rigidity of status and the district of new ideas and of the exercise of intellectual curiosity, combine to create an atmosphere inimical to experiment and innovation. Sociologists argue that entrepreneurship is most likely to emerge under a specific social culture. According to them social sanctions, cultural values and role expectations are responsible for the emergence of entrepreneurship. Social-cultural values channel economic action that gives birth to entrepreneurship. The theories of Weber and Cochran (1889) cited in Weber (2013) in this context are mainly sociological in nature and worth mention. According to Cochran (1889) in Weber (2003), the entrepreneur represents society’s model personality. His performance depends upon his own attitudes towards his occupation, the role expectations of sanctioning groups and the occupational requirements of the job. Society’s values are the most important determinant of the attitudes and role expectation. According to Weber (2013), religious beliefs produce intensive exertion in occupational pursuits, the systematic ordering of means to end, and the accumulation on assets. It is these beliefs that generate a drive for entrepreneurship growth. Hoselitz (1989) in Weber (2013) suggests that culturally marginal groups promote entrepreneurship and economic development. Such groups, because of their ambiguous position, are peculiarly suited to make creative adjustments and thereby develop genuine innovations (Weber, 2003). In several countries entrepreneurs have emerged from particular socio-economic class. According to Stokes in Weber (2013) socio-cultural values channel economic action. He suggests that personal and social opportunity and the presence of the requisite psychological distributions may be seen as conditions for an individual’s movement into industrial entrepreneurship.

Max Weber’s Theory of Entrepreneurial Growth

Max Weber (1889) cited in Weber (2013) says that religion has a large impact on entrepreneurial development. According to Weber some religions have basic beliefs to earn and acquire money and some have less of it. He calls them a ‘spirit of capitalism’ and ‘adventurous spirit’. The spirit of capitalism will be generated when mental attitude in the society is favourable to capitalism. According to Max Weber (1889) cited in Weber (2013), driving entrepreneurial energies are generated by the adoption of exogenously-supplied religious beliefs. It is these beliefs that produce intensive exertion in occupational pursuits, the systematic ordering of means to ends, and the accumulation of assets. His theory suggests the belief systems of Hinduism, Buddhism ad Islam do not encourage entrepreneurship. His stand has been challenged by many sociologists (Weber, 2003).

Max Weber’s theory suited the colonial rulers who wanted to encourage European entrepreneurship in India. But it has been criticised by subsequent researchers. The theory is based on the invalid assumptions, which are: (a) there is a single system of Hindu value, (b) the Indian community internalised those values and translated them to day-to-day behaviour, and (c) these values remained immune to and insulated against external pressures and change. The rapid growth of entrepreneurship in India since independence proves that Hinduism is not averse to the spirit of capitalism and to adventurous spirit. Many thinkers have accepted the Weber’s (2013) analysis of linkage between religious belief and entrepreneurial growth. But this view is not accepted universally. Samuelson in Weber (2013) criticised Weber’s view on the ground that capitalism also developed in those societies where protestant ethic was not prevalent. Hoselitz argued that protestant could not develop industries in France because they were not given political security. It can be concluded in the words of Carroll in Weber (2013) that “ethical values have some effect on entrepreneurial growth but to consider them all in all would be unrealistic.”

Manipulation Theory of Translation

This theory is adopted by a group of scholars associated with a particular mindset to the translation of literature, and to what is known as ‘Manipulation School’ and also as the ‘Descriptive, Empirical or Systemic School (Hermans, 1995 in As-Safi, 2009). According to this theory, translation implies a degree of manipulation of the source target (ST) for a certain purpose, because the translation process brings the translation types (TT) into line with a particular model which should secure social acceptance in the target culture. “The approach to literary translation,” Hermans (in As-Safi, 2009) asserts, “is descriptive, target-oriented, functional and systemic.” Accordingly, translation process is deemed a rewriting process and the translator is a re-writer who can alter or manipulate the source target (ST) in such a way as to be acceptable in the target language (TL) and culture.

Munday (2001) while commenting on this theory asserts that when translators are able to efficiently manipulate the ST to the target culture, it helps to increase the level of culture at both local, national and international levels. This approach also agrees with the decision of Bassnet and Lefevere (1992 in As-Safi 2009) to turn the focus of translation to a more cultural approach. This approach focuses its attention on the influence of culture in translation for the receptors of the language. This new approach in translation differs from the previous ones focusing on the cultural contexts, history and norms (Akkal, Chantler & Dente, 2009). Accordingly, a new perspective in translation of culture in the postcolonial era is settled. Culture and translation go together referring to the cultural elements of a society. A nation not only has its own culture, but also its own language. In fact, language is the instrument of culture, given that people need to carry out an intercultural exchange. Therefore, translation is seen as an intercultural exchange. For this reason, culture, language and translation cannot be separated; because, the translation process involves many cultural aspects that have to be taken into consideration. These aspects cannot be dealt with only by a Linguistic perspective. What is more, a way of carrying out this Cultural Translation process is by attending the double process of contextualizing and reframing. The idea is to own the foreign and domesticate it. This double process also has different points of view. On the one hand, from the receptor’s point of view it is a profit which enriches the target culture. On the other hand, from the donor’s point of view it is a loss, which leads to the confusion of the original (Burke and Po-Chia 2007). The complexity of culture makes it impossible for an individual to deal with the scope of all translations. Therefore, the researcher here emphasize on the manipulation theory, due to the connection between language, translation, interpretation, and skills acquisition. An example of this discuss in the paper is show in the below:

Confusing sentences by local entrepreneurs	Local interpretation (Tiv)
Opening new business require your enthusiasm	Ubuur kpenga u he yo saa u lu a shima taver

This examples emphasize of the word like enthusiasm and the grammar complete is confusing to the listeners if the not explain to local language then, the listener who is not well educated may not comprehend it.

Methodology

This paper employs Marx Weber theory of entrepreneur, system theory: manipulation theory of translation in descriptive explanation the paper. Secondary and primary sources were used as the means for data collection, 100 questionnaires were distributed from the targeted audience. The researcher use Mbagar and Wannune Tomato and Pepper Women Farmers Association as respondents which are an association or cooperative society of women in the areas under study. Journals and books were used as secondary sources in collecting other needed information. The data was collected, presented and analyzed using simple percentage.

Table 1: Age of Respondents

Age	Mbagar Women	Wannune Women	Total	Percentage (%)
20 – 30	14	10	24	24
30 – 40	18	20	39	39
40 – 50	13	15	28	28
50 & above	5	4	9	9
Total	50	50	100	100%

Source:Field survey, 2018

Table 1 represents the age of respondents from the areas chosen (Mbagar and Wannune). 12% representing 24 respondents who are within the age blanket of 20 – 30 years, 39% representing 39 respondents with age blanket of 30 – 40 years and 28% represent 28 respondents within the age range of 40 -50 while 9% represent 9 respondents of 50 and above years age blanket. This shows that majority of the respondents are not ladies but matured and married, as 39% and 28% respectively are more in number.

Table 2: Education Background of the Respondents

Qualification	Mbagar Women	Wannune Women	Total	Percentage (%)
Graduate	1	2	3	3
NCE/Diploma	3	5	8	8
Secondary/Primary	4	10	14	14
None of the above	42	33	75	75
Total	50	50	100	100%

Source:Field survey, 2018

The results shown on table 2 represent the education background of the respondents who participated in the research survey. Here, 3 of the respondents representing 3% were graduates, 8 of the respondents representing 8% were NCE/Diploma holders and 14 of the respondents representing 14% were secondary/primary school holders while 75% did not have any certificate. This clearly indicates that most of the respondents were not literate.

Table 3: Language of the Respondents/Language Spoken by the Respondents

Language	Mbagar Women	Wannune Women	Total	Percentage (%)
Tiv	49	45	94	94
Idoma	-	-	-	-
Igede	-	-	-	-
Other languages	1	5	6	6
Total	50	50	100	100%

Source:Field survey, 2018

Table 3 shows the language of the respondents and language they speak which 94 of the 100 respondents from the selected population representing 94% where Tiv/Tiv speakers while 6% of the 6 respondents were speakers of other languages. It indicates here that majority of the women in this groups are Tiv indigenes as shown by 94% of the population sample.

Table 4: How best do you speak the language?

Option	Mbagar Women	Wannune Women	Total	Percentage (%)
Excellent	49	48	97	97
Very Good	-	-	-	-
Good	-	-	-	-
Fair	1	2	3	3
Total	50	50	100	100%

Source:Field survey, 2018

The total respondents on Table 4 show how best they can speak the language as responded on Table 4. Results show that 97% (97) of the respondents speaks Tiv language excellently, while the other 3 (3%) of the respondents communicate fluency in other languages. This indicates that they can do best in their native language, which is Tiv more than any other language.

Table 5: Have you ever attended an entrepreneurship workshop?

Option	Mbagar Women	Wannune Women	Total	Percentage (%)
Yes	50	50	100	100
No	-	-	-	-
Not sure	-	-	-	-
Total	50	50	100	100%

Source: Field survey, 2018

Table 5 above presents the data of whether the respondents have ever attend an entrepreneur workshop. The responses have shown that 100% of the 100 respondents have attended entrepreneurship workshops. This shows that the women are serious entrepreneurs with the rate at which they have responded 100% of 100 respondents.

Table 6: If yes, how do you understand when discussions take place in English language without translation?

Option	Mbagar Women	Wannune Women	Total	Percentage (%)
Excellent	2	2	4	4
Very good	2	3	5	5
Good	5	7	12	12
Fair	9	11	20	20
Poor	32	22	54	54
Total	50	50	100	100%

Source: Field survey, 2018

The responses on table 6 show the understanding of this group of women in entrepreneurship workshops since they agreed on table 5 to have attended workshops before. It indicates that 4% (4) respondents understand excellently the language spoken in workshops, 5% (5) agreed to be very good in understanding the lessons and 12% (12) respondents said they are good in understanding while 20% (20) respondents attest to be fair in understanding while 54% (54) respondents attest to be poor (no understanding). This clearly shows that majority of the respondents got home with nothing as shown by 54% highest number of respondents.

Table 7: If yes, what motivates you most to attend the workshops?

Option	Mbagar Women	Wannune Women	Total	Percentage (%)
Allowance	25	27	52	52
Feeding	12	11	23	23
Travelling	8	9	17	17
Knowledge	5	3	8	8
Total	50	50	100	100%

Source:Field survey, 2018

On Table 7, the respondents express their motivation of attending the workshops. It was shown that 52 (52%) of the respondents attend the workshops because of the allowances given to them by the organizers of the workshops, 23 (23%) of respondents attend just for the refreshments. Some of the respondents 17 (17%) express their feeling of likeness for traveling; they do attend the workshops just for the pleasure of travel, while the last 8% (8) respondents attend the workshops in order to acquire knowledge of entrepreneurship from others. This implies that most of the women do not really attend the workshops for knowledge but to receive allowances, enjoy the refreshments, and travel as shown in the table immediately above with the following percentages respectively, 52%, 23%, 17%.

Table 8: Which is your best language of understanding?

Option	Mbagar Women	Wannune Women	Total	Percentage (%)
Indigenous language (Tiv)	49	50	99	99
Foreign language	-	-	-	-
Other languages	1	-	1	1
None of the above	-	-	-	-
Total	50	50	100	100%

Source:Field survey, 2018

Table 8 shows the best language of understanding of the respondents. The result shows that 99% (99) of the respondents understand best in their indigenous language which is Tiv and 1% (1) respondent attest to understand best in other languages. This seriously indicates that even though about 21% attest to understand excellently (4%), very good (5%) and good (12%) as shown on Table 6, but in this question 99% of the respondents attest to understand more in their local language (Tiv).

Table 9: Do you think translation will help in making you understand entrepreneurship better?

Option	Mbagar Women	Wannune Women	Total	Percentage (%)
Yes	50	50	100	100
No	-	-	-	-
Not decided	-	-	-	-
Total	50	50	100	100%

Source:Field survey, 2018

In table 9 above, the researcher seeks to know whether translation can help the people to understand entrepreneur better. The result of the respondents in this question show that 100% representing 100 respondents say yes to the use of indigenous language by translating from English into the indigenous language. This shows their interest in the translation of the skill to be acquired in the entrepreneurship workshops.

Discussion

Adegun and Akomolafe (2013) explained the concept of entrepreneurship development, as a gradual growth of creative, economic and social venture setting up an individual to explore opportunities successfully through making a profitable or suffering loss of invested capital. Knowledge in a particular subject has to be organized in such a way that it commands hidden potentials to create self-employment and jobs.

The data presented and analyzed by this study in Table 1 shows that the women in the communities under the study involved in entrepreneurship are mostly between the ages of 30 – 40 years (39%) implying that they are not just girls but women. Unfortunately, almost all of them or majority of them as shown in Table 2 of this study (75%) do not have any certificate to show their educational qualification as they attest, meaning that they are not literate, this is a very big minus on all sides: the government of the country, the organizers of the workshops and the expected beneficiaries. The government cannot be proud of the fact that its citizens at this age, in the prime of age and especially that the saying goes that if you educate a woman, you have educated a nation implies that to have this greater percentage of women uneducated, without any certificate at all, means that Nigeria is very backward as far as education is concerned. The organizers of the entrepreneurship workshops put in so many efforts in organizing and carrying out these workshops but it is clear from data analyzed that the target audience do not truly benefit from these activities because of a lack of clear understanding of the language of communication (English language).

The data analyzed in Table 3, and 4 shows that the respondents 94%, 99%, and 97% respectively speaks Tiv language and Tiv language only excellently. Although all the respondents attest to the fact that they have attended entrepreneurship workshops before (Table 5); the beneficiaries on the other hand, seem to be carried away by the incentives that follow the workshops and end up with little or nothing at all as they do not clearly understand the common language of communication engaged in these workshops (Table 7 and 8). They had little or no understanding of all that was done because it was carried out in English language which they have little or no knowledge of and say that translating into their language (indigenous) will make them understand better (Tables 9).

Conclusion

Every Nigerian stands the chance to be self-employed and must be encouraged. As reflected in this work there are opportunities for young adults, youths, and adults, in the non-oil sector of the Nigerian economy which is made up of major sectors with strategic industrial activities such as in the Agricultural, Industry and Service sectors., and acquiring entrepreneurial skills in them will be the key in facilitating their income earning. Translators must endeavor to build in themselves the skill to translate in a better understanding of the local people. The entrepreneurial traits and characteristics such as passion, perseverance, persistence and willingness to work hard which will give any individual what it takes to operate a successful entrepreneurial skill.

Recommendations

The following recommendations are made on how to achieve entrepreneur skill acquisition through facilitator.

1. The government should involve more interpreters in entrepreneurship training and workshop programs that would serve as a medium for those who prefer the acquisition of entrepreneurial skills in their local languages.
2. Government should ensure that training manuals are translated into different indigenous languages and made affordable for entrepreneurs and intending entrepreneurs.
3. Government should ensure that fair policies are put in place in other to encourage the local people’s involvement in the acquisition of entrepreneurship skills.
4. Facilitators of the entrepreneurship skill training and workshop program, must ensure that skill being taught to the participants match the requirements of the strategic industries.

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