Language and Communication Conflict in Nigeria: Implications for English Language Pedagogy

Alexander Essien Timothy

doi:doi:10.11648/j.tecs.20160102.14

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Language and Communication Conflict in Nigeria: Implications for English Language Pedagogy

Alexander Essien Timothy

Published in Teacher Education and Curriculum Studies (Volume 1, Issue 2)

Received: 11 November 2016 Accepted: 15 December 2016 Published: 9 January 2017

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Abstract

Nigeria is a multilingual society. In such a potpourri, language conflict is, if not the norm, inevitable. Human communication assumes the presence of language and the presence of language assumes the existence of communication. Communication engenders language and not the other way round. However, communication is the evidence of language in motion, from the sender to the receiver. Where the receiver receives a message that was not intended by the sender, then there is communication conflict. The paper explores the importance of language in Nigeria, and highlights factors that contribute to communication conflict. The paper anchors on the role of the English language teacher in mitigating language-engendered conflict through targeted pedagogy.

Published in	Teacher Education and Curriculum Studies (Volume 1, Issue 2)
DOI	10.11648/j.tecs.20160102.14
Page(s)	43-48
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Communication, Conflict, Language, Pedagogy

References

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[2]	Aduwa-Ogiegbaen, S. E. & Iyamu, E. O. S. (2006). Factors affecting quality of English teaching and learning in secondary schools in Nigeria. Alabama: Project Innovation. Retrieved 27th February 2013 from www.freepatentsonline.com/article/collegestudent-journal/1509658.html FreePatentsOnline.com
[3]	Alrø, H., Skovsmose, O. & Valero P. (2002). Communication, conflict and mathematics education in the multicultural classroom. European Research in Mathematics Education III. Thematic Group 10. 1–6.
[4]	Bücker, Joost J. L. E., Furrer, O., Poutsma, E., & Buyens D. (2014). The impact of cultural intelligence on communication effectiveness, job satisfaction and anxiety for Chinese host-country managers working for foreign multinationals. International Journal of Human Resource Management, Retrieved from: https://www.unifr.ch/marketing/assets/files/Research/bucker-et-al-ijhrm-2014.pdf
[5]	Dada, S. A. (2007). "Language Contact and Language Conflict: The case of Yoruba-English bilinguals". Kansas Working Papers in Linguistics 29: 85–113.
[6]	Dada, S. A. (2012). Language use and communication artifacts in GSM adverts in Nigeria. Linguistik Online 43, 3/10.
[7]	DeVito, J. A. (2008). The Interpersonal Communication Book, (12 ed). Boston, Massachusetts: Allyn & Bacon.
[8]	DeVito, J. A. (1988). Human communication. 4th ed., pp. 14-15. New York: Harper & Row, Inc.
[9]	Hale, C. C. (n.d). Power, Position and autonomy: student conflict in a communicative language classroom communicative language learning and autonomy. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 12 (1), 1-17.
[10]	Ikpe, U. (2011). Utilizing non-violent communication for conflict resolution in the post-amnesty era of the Niger Delta Region of Nigeria. Journal of Communication, 2 (2): 93-104.
[11]	Krause, R. M., & Morsella, E. (2012) Communication and Conflict *(online) in M. Deutsch & P. Coleman, (Eds.), The handbook of constructive conflict resolution: Theory and practice (131-143). San Francisco: Jossey-Bass.
[12]	Leavitt, R. L. (n.d.) Developing cultural competence in a multicultural world. Parts 1 & 2. Retrieved from: https://www1.udel.edu/PT/current/PHYT600/2012/Lecture4Handouts/CES_25_CulturalCompetence_012003%5B1%5D.pdf
[13]	McCarthy, M. & Carter, R. (2001). Designing the discourse syllabus. In D. R. Hall & A. Hewings (Eds.), Innovation in English language teaching: A reader (pp. 55 - 63). London: Routledge.
[14]	Mojaye, E. M. (2014). Language and Communication for Domestic Conflict Resolution in Nigeria. New Media and Mass Communication www.iiste.org ISSN 2224-3267 (Paper) ISSN 2224-3275 (Online).31 (27).
[15]	Morgan, A. (2010) Discourse Analysis: An Overview for the Neophyte Researcher. Journal of Health and Social Care Improvement, May Issue, 2010.
[16]	Richards, J. C. (2005). Communicative language teaching today. Cambridge: Cambridge University Press.
[17]	Wesche, M., and Skehan, P., 2002, Communicative teaching, content-based instruction, and task-based learning, In Handbook of applied linguistics, ed., R. Kaplan, Oxford: Oxford University Press.

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Alexander Essien Timothy. (2017). Language and Communication Conflict in Nigeria: Implications for English Language Pedagogy. Teacher Education and Curriculum Studies, 1(2), 43-48. https://doi.org/10.11648/j.tecs.20160102.14

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Alexander Essien Timothy. Language and Communication Conflict in Nigeria: Implications for English Language Pedagogy. Teach. Educ. Curric. Stud. 2017, 1(2), 43-48. doi: 10.11648/j.tecs.20160102.14

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Alexander Essien Timothy. Language and Communication Conflict in Nigeria: Implications for English Language Pedagogy. Teach Educ Curric Stud. 2017;1(2):43-48. doi: 10.11648/j.tecs.20160102.14

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@article{10.11648/j.tecs.20160102.14,
  author = {Alexander Essien Timothy},
  title = {Language and Communication Conflict in Nigeria: Implications for English Language Pedagogy},
  journal = {Teacher Education and Curriculum Studies},
  volume = {1},
  number = {2},
  pages = {43-48},
  doi = {10.11648/j.tecs.20160102.14},
  url = {https://doi.org/10.11648/j.tecs.20160102.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20160102.14},
  abstract = {Nigeria is a multilingual society. In such a potpourri, language conflict is, if not the norm, inevitable. Human communication assumes the presence of language and the presence of language assumes the existence of communication. Communication engenders language and not the other way round. However, communication is the evidence of language in motion, from the sender to the receiver. Where the receiver receives a message that was not intended by the sender, then there is communication conflict. The paper explores the importance of language in Nigeria, and highlights factors that contribute to communication conflict. The paper anchors on the role of the English language teacher in mitigating language-engendered conflict through targeted pedagogy.},
 year = {2017}
}

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TY  - JOUR
T1  - Language and Communication Conflict in Nigeria: Implications for English Language Pedagogy
AU  - Alexander Essien Timothy
Y1  - 2017/01/09
PY  - 2017
N1  - https://doi.org/10.11648/j.tecs.20160102.14
DO  - 10.11648/j.tecs.20160102.14
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 43
EP  - 48
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20160102.14
AB  - Nigeria is a multilingual society. In such a potpourri, language conflict is, if not the norm, inevitable. Human communication assumes the presence of language and the presence of language assumes the existence of communication. Communication engenders language and not the other way round. However, communication is the evidence of language in motion, from the sender to the receiver. Where the receiver receives a message that was not intended by the sender, then there is communication conflict. The paper explores the importance of language in Nigeria, and highlights factors that contribute to communication conflict. The paper anchors on the role of the English language teacher in mitigating language-engendered conflict through targeted pedagogy.
VL  - 1
IS  - 2
ER  -

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Author Information

Alexander Essien Timothy

Department of Arts Education, University of Calabar, Calabar, Nigeria

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Alexander Essien Timothy. (2017). Language and Communication Conflict in Nigeria: Implications for English Language Pedagogy. Teacher Education and Curriculum Studies, 1(2), 43-48. https://doi.org/10.11648/j.tecs.20160102.14

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ACS Style

Alexander Essien Timothy. Language and Communication Conflict in Nigeria: Implications for English Language Pedagogy. Teach. Educ. Curric. Stud. 2017, 1(2), 43-48. doi: 10.11648/j.tecs.20160102.14

Copy | Download

AMA Style

Alexander Essien Timothy. Language and Communication Conflict in Nigeria: Implications for English Language Pedagogy. Teach Educ Curric Stud. 2017;1(2):43-48. doi: 10.11648/j.tecs.20160102.14

Copy | Download

@article{10.11648/j.tecs.20160102.14,
  author = {Alexander Essien Timothy},
  title = {Language and Communication Conflict in Nigeria: Implications for English Language Pedagogy},
  journal = {Teacher Education and Curriculum Studies},
  volume = {1},
  number = {2},
  pages = {43-48},
  doi = {10.11648/j.tecs.20160102.14},
  url = {https://doi.org/10.11648/j.tecs.20160102.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20160102.14},
  abstract = {Nigeria is a multilingual society. In such a potpourri, language conflict is, if not the norm, inevitable. Human communication assumes the presence of language and the presence of language assumes the existence of communication. Communication engenders language and not the other way round. However, communication is the evidence of language in motion, from the sender to the receiver. Where the receiver receives a message that was not intended by the sender, then there is communication conflict. The paper explores the importance of language in Nigeria, and highlights factors that contribute to communication conflict. The paper anchors on the role of the English language teacher in mitigating language-engendered conflict through targeted pedagogy.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - Language and Communication Conflict in Nigeria: Implications for English Language Pedagogy
AU  - Alexander Essien Timothy
Y1  - 2017/01/09
PY  - 2017
N1  - https://doi.org/10.11648/j.tecs.20160102.14
DO  - 10.11648/j.tecs.20160102.14
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 43
EP  - 48
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20160102.14
AB  - Nigeria is a multilingual society. In such a potpourri, language conflict is, if not the norm, inevitable. Human communication assumes the presence of language and the presence of language assumes the existence of communication. Communication engenders language and not the other way round. However, communication is the evidence of language in motion, from the sender to the receiver. Where the receiver receives a message that was not intended by the sender, then there is communication conflict. The paper explores the importance of language in Nigeria, and highlights factors that contribute to communication conflict. The paper anchors on the role of the English language teacher in mitigating language-engendered conflict through targeted pedagogy.
VL  - 1
IS  - 2
ER  -

Copy | Download