CLT AND THE NIGERIAN CLASSROOM PRACTICE

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dc.contributor.authorAlabi, Taofiq Adedayo
dc.contributor.authorIsah, Muhammad Inuwa
dc.date.accessioned2019-10-15T09:47:12Z
dc.date.available2019-10-15T09:47:12Z
dc.date.issued2018
dc.description.abstractThe processes of second language teaching have changed considerably over the years and Communicative Language Teaching (CLT) is a response to these changes. Earlier conceptions o.f language teaching in Nigeria primarily focused on the mastery of grammatical competence, as well as a teacher-dominant class. The type of classroom activities proposed by CLT has implied new roles in the classroom for teachers and learners. However, in the Nigerian setting, the spirit and letter of CLT has not been vigorously pursued and applied as the classroom setting is still plagued by a lot of challenges, which are teacher-induced, learner-related and environmental and material-based. this paper discusses these challenges as well as recommends solutions that could be applied to save the untoward situation. and .' are eacher-induced, leanzer-related environmental and . I . discusses these challen es materia -based. This paper s~lutions that could be ~ ~ well as recommends Situation. rpplzed to save the untowarden_US
dc.identifier.issn0795-2996
dc.identifier.urihttp://hdl.handle.net/123456789/2488
dc.language.isoenen_US
dc.publisherFaculty of Arts and Islamic Studies, Bayero University, Kanoen_US
dc.relation.ispartofseries12;
dc.subjectCLTen_US
dc.subjectcompetence and learningen_US
dc.subjectlanguage policyen_US
dc.subjectlanguage reachingen_US
dc.titleCLT AND THE NIGERIAN CLASSROOM PRACTICEen_US
dc.title.alternativeCHALLENGES AND PROSPECTSen_US
dc.typeArticleen_US

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