- 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.