Classroom Interaction in ELT in Nigeria: Reflections on Professional Practice

Joseph Onyema Ahaotu; Maureen Ohiaeri

doi:doi:10.11648/j.sr.20231102.13

| Peer-Reviewed

Classroom Interaction in ELT in Nigeria: Reflections on Professional Practice

Joseph Onyema Ahaotu, Maureen Ohiaeri

Published in Science Research (Volume 11, Issue 2)

Received: 2 October 2022 Accepted: 28 October 2022 Published: 29 May 2023

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

The paper is a reflection on praxis and it explored both the dimensions of classroom interaction and the theoretical orientations that underpin classroom talk. It is set against the background of the primacy of talk in learning and the heightened significance of interaction in teaching and learning contexts where the medium of instruction is not the learners’ mother tongue. This is the ELT context in Nigeria where a foreign language (English) is the overarching medium of instruction from mid-primary education upwards. The quality of both teaching and learning in such contexts will largely depend on the competences and management of interaction by teachers and learners. The study is anchored on Lev Vygotsky’s Socio-cultural Theory of Development and it adopted a qualitative methodology; which interrogated existing literature on the subject as the basis for formulations on practice. The studies evaluated in this paper indicate significant research evidence in support of the variation of interaction patterns in the classroom and the primacy of talk in learning. This aligns to Vygotsky’s view that language plays a powerful role in shaping thought (learning). Based on these findings, the paper presented six strategies that could enhance classroom interaction and promote high learning outcome in the Nigerian ELT context. The paper concluded that a teacher’s classroom practice is a significant factor in determining the degree to which the teacher contributes to the learning outcome.

Published in	Science Research (Volume 11, Issue 2)
DOI	10.11648/j.sr.20231102.13
Page(s)	35-42
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Classroom Interaction, Scaffolding, Communicative Approach, ELT in Nigeria, Approaches to Teaching Language, Learning-Centred, Continuous Professional Development

References

[1]	Agarkar, S. C. (2002). Re-educating the disadvantaged. Proceeding of 43rd Annual conference of the Science Teachers’ Association of Nigeria and Inaugural conference of CASTME Africa.
[2]	Ahaotu, J. O. (2019). Using drama in teaching L2 English: Readers Theatre to the rescue. Working Papers: Journal of English Studies, 8 (1) March 2019. 264-277.
[3]	Brown, H. D. (2000). Teaching by principle: An interactive approach to language pedagogy. (2nd ed). New York: Pearson Publishers.
[4]	Busari, O. O. (1998). Correlations of achievement and psychosocial factors of chemistry classroom environment of field-independent and field-dependent students. Journal of the Science Teachers Association of Nigeria. 28, (1&2), 86-92.
[5]	Cooper, J., & Robinson. P. (2000). Getting started: Informal small-group strategies in large classes. In MacGregor, J. L. Cooper, K. L. Smith & Robinson classes: From small Groups to learning communities. New Directions for Teaching and Learning. 81 (Spring), 17-24.
[6]	Corden, R. (2000). Literacy and learning through talk. Strategies for the primary classroom. Buckingham: Open University Press.
[7]	Department of Education & Science (DES). (1975). A language for life (The Bullock Report). London: HMSO.
[8]	Dewey, J. (1933). How we think. Buffalo, N Y: Prometheus Books.
[9]	Fisher, D., Frey, N, & Rothenberg, C. (2018). Content-area conversations: How to plan discussion-based lessons for diverse language learners. Alexandria, VA, USA: Association for Supervision and Curriculum Development. Retrieved November 5, 2020 from: http://www.ascd.org/publications/books/108035/chapters/Why-Talk-Is-Important- in-Classrooms.aspx#:
[10]	Galton, M. J., Hargreaves, L., Comber, C., Wall, D & Pell, A. (1999). Group Work in the primary classroom, London: Routledge and Kagan Paul.
[11]	Gillard, M. (1998). Storyteller story teacher: Discovering the power of storytelling for teaching and living. York: Marine Stenhouse Publishers.
[12]	Goe, L. (2007). The link between teacher quality and student outcomes: A research synthesis. Washington, DC: National Comprehensive Centre for Teacher Quality. 2008,
[13]	Hardman, F., Smith, F., & Wall, K. (2003). Interactive whole class teaching in the National Literacy Strategy. Cambridge Journal of Education. 33, (2), 205-214.
[14]	Harmon, J. E. & Gross, A. G. (2010). The craft of scientific communication. Chicago: The University of Chicago Press.
[15]	Hogan, K. Nastasi, B. K. & Pressley, M. (1999). Discourse patterns and collaborative scientific reasoning in peer and teacher-guided discussion. Cognition and Instruction. 17 (4), 379-432.
[16]	Jaja, O. P. (2002). Assessment of biology study support environment in our Schools. Proceedings of the 43rd Annual Conference of Science Teachers’ Association of Nigeria.
[17]	McLeod, S. A. (2018). Lev Vygotsky. Simply Psychology. Retrieved November 10, 2020, from: https://www.simplypsychology.org/vygotsky.html.
[18]	Moon, J. A. (1999). Reflection in learning and professional development: Theory and practice. London: Kogan Page.
[19]	Muodumogu, C. A. (2005). A comparison, of the effects of individual and cooperative learning methods on students’ performance. Journal of World Council for Curriculum and Instruction (W.C.C.I) Nigeria-Chapter Forum. 2 (5), 25-35.
[20]	Myhill, D. (2006). Talk, talk, talk: Teaching and learning in whole class discourse. Research Papers in Education 21 (Issue 1). 19-41.
[21]	Myhill, D., Myhill, D., & Hopper, R. (2005). Talking, listening, learning: Effective talk in the primary classroom. Retrieved from http://ebookcentral.proquest.com
[22]	Norom, R. N. (2009). Developing Entrepreneurial skills through STM Education: Focus on wealth creation through the biology curriculum. Proceedings of the 50th Annual Conference Science Teachers Association of Nigeria. 138 – 141.
[23]	Nwagbo, R. C. & Obiekwe, C. (2009). Using Constructivist Model as a practical approach to effective teaching of soil types and water holding effects of soil on vegetation for sustainable development. In Nwagbo, C. R. Nzewi, U. M. & Ajewole, A. G. (Eds) Proceeding of the 2009 National Biology Panel Workshop Series. pp 88-95.
[24]	Okoh, N. (2016). An overview of Communication Skills in English: Introduction to language skills. In Studies in communication skills in English. Umera-Okeke, N. P., & Nutsukpo, M. F. (Eds). Port Harcourt: Oceanprint Communications Ltd. 2-15.
[25]	Okoye, P. O. (2011). Influence of classroom interaction patterns and students’ cognitive styles on achievements in biology in senior secondary schools in Anambra state, Nigeria. Unpublished PhD Thesis submitted to the Department of Science Education, University of Nigeria, Nsukka.
[26]	Okoye, B. E. & Okeke, S. O. C. (2007). Efficacy of eliminating superstitious beliefs strategy on achievement and knowledge retention in biology. Journal of Science Teachers Association of Nigeria. 79 – 91.
[27]	Onimisi, J. A. (2006). Impact of type of teacher training on students’ achievement and attitude towards integrated science in Kogi state. Unpublished PhD. Thesis University of Nigeria, Nsukka.
[28]	Onukaogu, C. E. (2019). Preface. In Onukaogu, C. E. (2019). (Ed.) Tool kit: Enhancing optimal achievement in Literature in English. Awka: Reading Association of Nigeria. (iii-v).
[29]	Smith, K. L., (2000). Going deeper: Formal small-group learning in large classes’. In MacGregor, J. L. Cooper, K. L. Smith & Robinson classes: From small Groups to learning communities. New Directions for teaching and learning. 81 (Spring), 25-46.
[30]	Tamunobelema, I. & Ahaotu, J. O. (2020). Towards a research agenda for individual differences in L2 learning of English in Nigeria. Journal of Gender and Power. 14 (2). DOI: 10.2478/jgp-2020-0014. 67-83.
[31]	Taylor, Μ. (1981). The social dimensions of adult learning. In Salter, L. (ed) Communication Studies in Canada. Toronto: Butterworths. 133-146.
[32]	Uzoechi, B. C. (2008). Determinants of students questioning, attitudes in science lesson. Unpublished PhD Thesis, Department of Science Education, University of Nigeria, Nsukka.
[33]	Viiri, J. & Saari, H. (2006). Teacher talk patterns in science lessons: Use in Teacher Education. Journal of Science Teacher Education. 17, 347-365.
[34]	Vygotsky, L. (1986). Thought and language. In: Kozulin, A. (Translated and Edited) Thought and language. Cambridge, MA: MIT Press.
[35]	Vygotsky, L. (1978). Mind in the society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Cite This Article

Plain Text BibTeX RIS

APA Style

Joseph Onyema Ahaotu, Maureen Ohiaeri. (2023). Classroom Interaction in ELT in Nigeria: Reflections on Professional Practice. Science Research, 11(2), 35-42. https://doi.org/10.11648/j.sr.20231102.13

Copy | Download

ACS Style

Joseph Onyema Ahaotu; Maureen Ohiaeri. Classroom Interaction in ELT in Nigeria: Reflections on Professional Practice. Sci. Res. 2023, 11(2), 35-42. doi: 10.11648/j.sr.20231102.13

Copy | Download

AMA Style

Joseph Onyema Ahaotu, Maureen Ohiaeri. Classroom Interaction in ELT in Nigeria: Reflections on Professional Practice. Sci Res. 2023;11(2):35-42. doi: 10.11648/j.sr.20231102.13

Copy | Download

@article{10.11648/j.sr.20231102.13,
  author = {Joseph Onyema Ahaotu and Maureen Ohiaeri},
  title = {Classroom Interaction in ELT in Nigeria: Reflections on Professional Practice},
  journal = {Science Research},
  volume = {11},
  number = {2},
  pages = {35-42},
  doi = {10.11648/j.sr.20231102.13},
  url = {https://doi.org/10.11648/j.sr.20231102.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sr.20231102.13},
  abstract = {The paper is a reflection on praxis and it explored both the dimensions of classroom interaction and the theoretical orientations that underpin classroom talk. It is set against the background of the primacy of talk in learning and the heightened significance of interaction in teaching and learning contexts where the medium of instruction is not the learners’ mother tongue. This is the ELT context in Nigeria where a foreign language (English) is the overarching medium of instruction from mid-primary education upwards. The quality of both teaching and learning in such contexts will largely depend on the competences and management of interaction by teachers and learners. The study is anchored on Lev Vygotsky’s Socio-cultural Theory of Development and it adopted a qualitative methodology; which interrogated existing literature on the subject as the basis for formulations on practice. The studies evaluated in this paper indicate significant research evidence in support of the variation of interaction patterns in the classroom and the primacy of talk in learning. This aligns to Vygotsky’s view that language plays a powerful role in shaping thought (learning). Based on these findings, the paper presented six strategies that could enhance classroom interaction and promote high learning outcome in the Nigerian ELT context. The paper concluded that a teacher’s classroom practice is a significant factor in determining the degree to which the teacher contributes to the learning outcome.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Classroom Interaction in ELT in Nigeria: Reflections on Professional Practice
AU  - Joseph Onyema Ahaotu
AU  - Maureen Ohiaeri
Y1  - 2023/05/29
PY  - 2023
N1  - https://doi.org/10.11648/j.sr.20231102.13
DO  - 10.11648/j.sr.20231102.13
T2  - Science Research
JF  - Science Research
JO  - Science Research
SP  - 35
EP  - 42
PB  - Science Publishing Group
SN  - 2329-0927
UR  - https://doi.org/10.11648/j.sr.20231102.13
AB  - The paper is a reflection on praxis and it explored both the dimensions of classroom interaction and the theoretical orientations that underpin classroom talk. It is set against the background of the primacy of talk in learning and the heightened significance of interaction in teaching and learning contexts where the medium of instruction is not the learners’ mother tongue. This is the ELT context in Nigeria where a foreign language (English) is the overarching medium of instruction from mid-primary education upwards. The quality of both teaching and learning in such contexts will largely depend on the competences and management of interaction by teachers and learners. The study is anchored on Lev Vygotsky’s Socio-cultural Theory of Development and it adopted a qualitative methodology; which interrogated existing literature on the subject as the basis for formulations on practice. The studies evaluated in this paper indicate significant research evidence in support of the variation of interaction patterns in the classroom and the primacy of talk in learning. This aligns to Vygotsky’s view that language plays a powerful role in shaping thought (learning). Based on these findings, the paper presented six strategies that could enhance classroom interaction and promote high learning outcome in the Nigerian ELT context. The paper concluded that a teacher’s classroom practice is a significant factor in determining the degree to which the teacher contributes to the learning outcome.
VL  - 11
IS  - 2
ER  -

Copy | Download

Author Information

Joseph Onyema Ahaotu

Department of English Studies, Faculty of Humanities, University of Port Harcourt, Port Harcourt, Nigeria
Maureen Ohiaeri

Department of Education, Childhood, & Inclusion, Sheffield Hallam University, Sheffield, United Kingdom

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Joseph Onyema Ahaotu, Maureen Ohiaeri. (2023). Classroom Interaction in ELT in Nigeria: Reflections on Professional Practice. Science Research, 11(2), 35-42. https://doi.org/10.11648/j.sr.20231102.13

Copy | Download

ACS Style

Joseph Onyema Ahaotu; Maureen Ohiaeri. Classroom Interaction in ELT in Nigeria: Reflections on Professional Practice. Sci. Res. 2023, 11(2), 35-42. doi: 10.11648/j.sr.20231102.13

Copy | Download

AMA Style

Joseph Onyema Ahaotu, Maureen Ohiaeri. Classroom Interaction in ELT in Nigeria: Reflections on Professional Practice. Sci Res. 2023;11(2):35-42. doi: 10.11648/j.sr.20231102.13

Copy | Download

@article{10.11648/j.sr.20231102.13,
  author = {Joseph Onyema Ahaotu and Maureen Ohiaeri},
  title = {Classroom Interaction in ELT in Nigeria: Reflections on Professional Practice},
  journal = {Science Research},
  volume = {11},
  number = {2},
  pages = {35-42},
  doi = {10.11648/j.sr.20231102.13},
  url = {https://doi.org/10.11648/j.sr.20231102.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sr.20231102.13},
  abstract = {The paper is a reflection on praxis and it explored both the dimensions of classroom interaction and the theoretical orientations that underpin classroom talk. It is set against the background of the primacy of talk in learning and the heightened significance of interaction in teaching and learning contexts where the medium of instruction is not the learners’ mother tongue. This is the ELT context in Nigeria where a foreign language (English) is the overarching medium of instruction from mid-primary education upwards. The quality of both teaching and learning in such contexts will largely depend on the competences and management of interaction by teachers and learners. The study is anchored on Lev Vygotsky’s Socio-cultural Theory of Development and it adopted a qualitative methodology; which interrogated existing literature on the subject as the basis for formulations on practice. The studies evaluated in this paper indicate significant research evidence in support of the variation of interaction patterns in the classroom and the primacy of talk in learning. This aligns to Vygotsky’s view that language plays a powerful role in shaping thought (learning). Based on these findings, the paper presented six strategies that could enhance classroom interaction and promote high learning outcome in the Nigerian ELT context. The paper concluded that a teacher’s classroom practice is a significant factor in determining the degree to which the teacher contributes to the learning outcome.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Classroom Interaction in ELT in Nigeria: Reflections on Professional Practice
AU  - Joseph Onyema Ahaotu
AU  - Maureen Ohiaeri
Y1  - 2023/05/29
PY  - 2023
N1  - https://doi.org/10.11648/j.sr.20231102.13
DO  - 10.11648/j.sr.20231102.13
T2  - Science Research
JF  - Science Research
JO  - Science Research
SP  - 35
EP  - 42
PB  - Science Publishing Group
SN  - 2329-0927
UR  - https://doi.org/10.11648/j.sr.20231102.13
AB  - The paper is a reflection on praxis and it explored both the dimensions of classroom interaction and the theoretical orientations that underpin classroom talk. It is set against the background of the primacy of talk in learning and the heightened significance of interaction in teaching and learning contexts where the medium of instruction is not the learners’ mother tongue. This is the ELT context in Nigeria where a foreign language (English) is the overarching medium of instruction from mid-primary education upwards. The quality of both teaching and learning in such contexts will largely depend on the competences and management of interaction by teachers and learners. The study is anchored on Lev Vygotsky’s Socio-cultural Theory of Development and it adopted a qualitative methodology; which interrogated existing literature on the subject as the basis for formulations on practice. The studies evaluated in this paper indicate significant research evidence in support of the variation of interaction patterns in the classroom and the primacy of talk in learning. This aligns to Vygotsky’s view that language plays a powerful role in shaping thought (learning). Based on these findings, the paper presented six strategies that could enhance classroom interaction and promote high learning outcome in the Nigerian ELT context. The paper concluded that a teacher’s classroom practice is a significant factor in determining the degree to which the teacher contributes to the learning outcome.
VL  - 11
IS  - 2
ER  -

Copy | Download