An examination of bilingual discourse strategies in Yoruba-English classroom interactions
- Project Research
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- NGN 5000
Background of the Study
Bilingual discourse strategies refer to the methods teachers and students use to negotiate meaning in classrooms where two languages are in use. In Yoruba-English classroom interactions, these strategies are crucial for facilitating understanding, promoting active engagement, and ensuring academic success. Teachers often employ code-switching, translation, and contextualization to bridge gaps in knowledge and vocabulary (Oluwaseun, 2023). Such practices enable students to better grasp complex concepts by linking familiar cultural references with new information. The dynamic interplay between Yoruba and English in the classroom not only supports content comprehension but also enhances students’ linguistic competence and cultural awareness (Babatunde, 2024). However, the effectiveness of these discourse strategies is influenced by factors such as teacher proficiency, classroom dynamics, and the socio-cultural context of instruction. This study examines the range of bilingual discourse strategies employed in Yoruba-English classrooms, investigating how these methods contribute to learning outcomes and bilingual development while addressing potential challenges in communication (Akinola, 2025).
Statement of the Problem
Despite the recognized benefits of bilingual discourse strategies, many Yoruba-English classrooms face challenges in effectively integrating these practices. Inconsistencies in teacher training and varying levels of student proficiency often result in uneven implementation, which can hinder comprehension and academic performance (Oluwaseun, 2023). Miscommunication and lack of clarity in language transitions further complicate learning, leading to gaps in both content understanding and language development (Babatunde, 2024). The absence of standardized discourse practices and evaluation mechanisms makes it difficult to measure the impact of these strategies on bilingual education. This study aims to address these issues by examining current discourse strategies and identifying ways to improve classroom interactions for enhanced bilingual learning (Akinola, 2025).
Objectives of the Study:
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To identify effective bilingual discourse strategies in Yoruba-English classrooms.
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To evaluate the impact of these strategies on student comprehension and language development.
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To propose standardized practices for improving classroom interactions.
Research Questions:
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What bilingual discourse strategies are most commonly used in Yoruba-English classrooms?
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How do these strategies affect academic performance and language proficiency?
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What improvements can be made to enhance bilingual discourse?
Significance of the Study
This study is significant as it investigates bilingual discourse strategies in Yoruba-English classroom settings, providing insights into their effectiveness in promoting learning and bilingual development. The findings will help educators refine instructional methods to foster better communication and academic success (Oluwaseun, 2023; Babatunde, 2024).
Scope and Limitations of the Study:
The study is limited to examining bilingual discourse strategies in Yoruba-English classroom interactions and does not cover other language pairs or educational settings.
Definitions of Terms:
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Bilingual Discourse Strategies: Techniques used to facilitate communication in a bilingual classroom.
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Classroom Interactions: The communicative exchanges between teachers and students.
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Yoruba-English Classroom: An educational setting where instruction is delivered in both Yoruba and English.
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