An evaluation of discourse processing in bilingual Igbo–English university lectures in Enugu
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Background of the Study
University lectures in Enugu increasingly adopt a bilingual approach, interweaving Igbo and English to cater to diverse student populations. This linguistic blend is intended to enhance comprehension and promote cultural inclusivity while preserving indigenous languages. Discourse processing in these lectures involves the cognitive and social mechanisms by which students interpret, negotiate, and internalize lecture content. Recent studies indicate that bilingual lecture settings create unique challenges and opportunities in the processing of complex academic discourse (Okeke, 2023). Lecturers employ code-switching, contextualization, and repetition to ensure clarity and reinforce key concepts, while students engage in active listening and interactive feedback. The interplay between Igbo and English influences not only the cognitive load on students but also the overall coherence and fluidity of the lecture discourse (Nwosu, 2024). Moreover, the bilingual modality serves as a pedagogical tool to bridge cultural gaps and support academic success. However, variations in language proficiency and cultural backgrounds may result in differential processing outcomes. This study critically evaluates the discourse processing strategies in bilingual lectures, examining how linguistic choices impact comprehension, retention, and engagement in academic settings. By focusing on the Enugu context, the research contributes to a deeper understanding of bilingual education practices and informs curriculum design that accommodates diverse linguistic backgrounds (Adebayo, 2025).
Statement of the Problem
Despite the growing adoption of bilingual instruction in Enugu’s universities, there is limited empirical research on how discourse processing unfolds in Igbo–English lectures. The complexity arising from code-switching and dual language use poses challenges for students, including increased cognitive load and potential misinterpretation of academic content (Okeke, 2023). Moreover, inconsistent lecturer strategies and varying student language proficiencies exacerbate these challenges, leading to uneven learning outcomes. This gap in research hampers the development of effective pedagogical practices that optimize bilingual discourse processing. The study seeks to address these issues by examining the specific discourse processing strategies employed during lectures and assessing their impact on student engagement and comprehension.
Objectives of the Study
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To identify key discourse processing strategies in bilingual lectures.
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To evaluate the impact of bilingual code-switching on comprehension.
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To recommend improvements for effective bilingual instructional practices.
Research Questions
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What discourse processing strategies are most effective in bilingual lectures?
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How does code-switching affect student understanding?
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What measures can enhance bilingual lecture effectiveness?
Significance of the Study
This study is significant as it offers insights into the cognitive and communicative processes in bilingual academic settings, contributing to improved instructional strategies. The findings will benefit educators, curriculum developers, and policymakers by highlighting effective practices in bilingual discourse processing. By addressing language-related challenges in higher education, the research supports efforts to enhance academic performance and cultural inclusivity in Nigerian universities (Okeke, 2023; Adebayo, 2025).
Scope and Limitations of the Study
This study is limited to the evaluation of discourse processing in bilingual Igbo–English lectures in Enugu and does not extend to other regions or academic subjects.
Definitions of Terms
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Discourse Processing: The cognitive and interactive processes involved in understanding and producing language.
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Bilingual Lectures: Academic lectures delivered in two languages.
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Code-Switching: The alternation between two languages within a conversation.
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