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Classroom Interaction in ELT in Nigeria: Reflections on Professional Practice

Received: 2 October 2022     Accepted: 28 October 2022     Published: 29 May 2023
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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), 2023. Published by Science Publishing Group

Keywords

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

References
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[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.
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[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,
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[20] Myhill, D. (2006). Talk, talk, talk: Teaching and learning in whole class discourse. Research Papers in Education 21 (Issue 1). 19-41.
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  • 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

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    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

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    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

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  • @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}
    }
    

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    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.
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Author Information
  • Department of English Studies, Faculty of Humanities, University of Port Harcourt, Port Harcourt, Nigeria

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

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