Language of Instruction and Interaction Patterns in Pre-Primary Classrooms in Nigeria

Abstract:

The study sought to investigate how pre school teachers and their pupils interact during instruction in numeracy lessons in Nigeria. The sample consisted of 2859 pupils from 72 pre-primary institutions/classrooms (select - ed through stratified random sampling to ensure adequate representation of private, public, urban and rural schools). The collection of data involved using two observational instruments (Classroom Interaction Sheet, CIS and Ten- Minute Interaction Instrument, TMI) to record interaction patterns in 72 lessons during the teaching of numeracy. Data analysis involved the use of frequency, percentages, chi-square and graphical illustrations. The result revealed that the major language of instruction was English language rather than the language of the pupils’ immediate communi - ty; the use of instructional time and direction of interaction tend to be sensitive to language of instruction; teacher-initi - ated interactions and whole class activities are associated more with the use of English as language of instruction while learner-initiated interactions and individual/small group activities are associated more with use of language of the pupils’ immediate community in instructional delivery; and the direction of communication was mainly from the teacher to the whole class.