An examination of interactive discourse in Igbo classroom settings in Enugu
- Project Research
- 1-5 Chapters
- Abstract : Available
- Table of Content: Available
- Reference Style:
- Recommended for :
- NGN 5000
Background of the Study
Interactive discourse in classroom settings is pivotal for effective learning, particularly in contexts where traditional pedagogical methods intersect with indigenous cultural practices. In Enugu, Igbo classroom settings reflect a unique blend of formal education and local communicative styles, characterized by dynamic teacher-student interactions and culturally grounded linguistic practices (Ike, 2023). The examination of interactive discourse in these settings offers insights into how conversational norms, turn-taking, and feedback mechanisms contribute to learning outcomes. Researchers have noted that the integration of traditional Igbo communicative strategies enhances student engagement and fosters an environment where knowledge is co-constructed (Obi, 2024). The educational landscape in Enugu is evolving, with increasing efforts to incorporate indigenous discourse practices into modern curricula. This study explores the nature of interactive discourse in Igbo classrooms, investigating how cultural elements inform pedagogical interactions and shape learning processes. By analyzing classroom dialogue, the research aims to illuminate the role of language in mediating educational experiences and facilitating a culturally responsive learning environment (Ike, 2023).
Statement of the Problem
Despite the recognized benefits of interactive discourse for effective learning, there is a limited understanding of how traditional Igbo communicative practices influence classroom interactions in Enugu. The challenge lies in reconciling formal educational structures with culturally embedded discourse practices, which may lead to misinterpretations or reduced efficacy in teaching and learning (Obi, 2024). Furthermore, the rapid modernization of educational systems risks marginalizing indigenous dialogue forms that have historically contributed to a collaborative learning atmosphere. This study addresses the gap by investigating the specific characteristics of interactive discourse in Igbo classrooms, aiming to identify potential areas for enhancing pedagogical practices and promoting culturally relevant education.
Objectives of the Study
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To analyze the patterns of interactive discourse in Igbo classroom settings.
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To evaluate the influence of traditional communicative practices on modern pedagogy.
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To recommend strategies for integrating indigenous discourse methods into formal education.
Research Questions
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What are the key characteristics of interactive discourse in Igbo classrooms?
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How do traditional communicative practices affect classroom interactions?
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What strategies can enhance the integration of indigenous discourse in educational settings?
Significance of the Study
This study is significant as it provides a critical evaluation of the role of interactive discourse in enhancing educational practices within Igbo classrooms in Enugu. The findings offer valuable insights for educators and curriculum developers, promoting culturally responsive teaching methodologies. By bridging the gap between traditional communication and formal education, the research underscores the importance of integrating indigenous discourse practices to improve student engagement and learning outcomes (Ike, 2023; Obi, 2024).
Scope and Limitations of the Study
This study is limited to the examination of interactive discourse within Igbo classroom settings in Enugu and does not extend to other educational contexts or regions.
Definitions of Terms
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Interactive Discourse: The dynamic exchange of ideas and communication between participants in a conversation.
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Pedagogy: The methods and practices of teaching.
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Culturally Responsive Education: Educational practices that integrate students’ cultural references in all aspects of learning.
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