Classroom Interaction in ELT in Nigeria: Reflections on Professional Practice

Joseph Onyema Ahaotu; Maureen Ohiaeri

doi:doi:10.11648/j.sr.20231102.13

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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

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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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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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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
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EP  - 42
PB  - Science Publishing Group
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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  -

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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

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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

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