Browsing by Author "Isa Bayo"

Now showing 1 - 4 of 4
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    BEYOND ACCESS: PEDAGOGY, INTERACTION, AND INSTITUTIONAL READINESS IN VLE‑MEDIATED FOREIGN LANGUAGE LEARNING IN NIGERIAN UNIVERSITIES
    (University of Cross River State, 2026) Isa Bayo; Oyekulehin Ridwan
    The growing use of Virtual Learning Environments (VLEs) in Nigerian universities signals a broader shift toward technology‑supported instruction in foreign language programs. This study investigates how effectively VLEs facilitate meaningful language learning, with particular attention to pedagogy, learner interaction, and institutional readiness. Drawing on a qualitative document analysis and guided by Communicative Language Teaching (CLT) and Sociocultural Theory, relevant scholarly literature and institutional documents were examined. The findings show that although VLEs enhance access to learning materials and provide flexible learning opportunities, their contribution to communicative competence remains limited. This limitation stems from content‑driven instructional practices, low levels of interaction, insufficient instructor training, and persistent infrastructural and policy challenges. The study concludes that the effectiveness of VLEs in foreign language education relies not on the mere presence of technology but on purposeful pedagogical integration and sustained institutional support.
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    Challenges and Opportunities of Virtual Classrooms for French Language Education in Nigeria: Implications for Teachers and Learners
    (The Centre for Democracy, Research and Development on behalf of the African Society for Research on the Education of Adults (ASREA)., 2025) Isa Bayo; Abdulrahman Burour Ibrahim
    The purpose of this chapter was to investigate the challenges and opportunities presented by virtual classrooms for French language education in Nigeria, with particular emphasis on the implications for both teachers and learners. The contention of the chapter is the global shift towards virtual learning, accelerated by the COVID-19 pandemic, which has significantly transformed educational delivery across disciplines, including foreign language instruction. Drawing on sociocultural theory and connectivism as theoretical frameworks, the study examines infrastructural, pedagogical, and attitudinal constraints that hinder effective online instruction, such as limited digital literacy, unreliable internet access, and inadequate teacher training. Conversely, it identifies emerging prospects including access to authentic Francophone resources, flexible learning environments, and the enhancement of learner autonomy and digital competencies. Through a critical review of recent literature and contextual analysis, the study advocates policy-driven interventions to bridge the digital divide and enhance teacher preparedness. It concludes that, with targeted investment in digital infrastructure and inclusive training, virtual classrooms can serve as a viable and transformative tool for advancing French language education in Nigeria.
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    Exploring Language Contact Phenomena: The Interplay of French and Arabic in Nigeria
    (Department of English and Literary Studies; Mass Communication; Linguistics Faculty of Humanities, 2025) Isa Bayo; Oyekulehin Ridwan
    This study examines French–Arabic language contact in Nigeria, addressing a notable gap in scholarship where both languages have largely been studied in isolation despite their coexistence within shared sociolinguistic spaces. While Arabic has sustained a centuries-long presence through Islamic scholarship, Qur’anic education, and trans-Saharan intellectual traditions, French has gained strategic relevance due to Nigeria’s proximity to Francophone states and its participation in regional institutions such as the Economic Community of West African States (ECOWAS). However, the nature of their interaction within Nigeria’s multilingual ecology remains undertheorised. Drawing on language contact theory, linguistic capital theory, and multilingual ecology perspectives, this study argues that their relationship is characterised not by structural convergence or competition but by functional complementarity across differentiated domains. Arabic operates primarily as a language of religious authority and intellectual heritage, while French functions as a medium of commerce, diplomacy, and regional mobility. The findings demonstrate that their coexistence produces layered linguistic repertoires shaped by identity negotiation, institutional structures, and geopolitical positioning. The paper contributes to broader debates on transnational language dynamics and linguistic stratification in West Africa.
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    Les Pays et les Nationalités
    (Christ and University, General Studies Directorate, 2024) Isa Bayo