Parent child interaction in Nigerian families: conversation analysis, context and culture

agenda originally initiated by K. M’s enquiry itemises an aspect of your book for pursuing further
topical information. As K does not take up the opportunity for pursuit at line 10, M next orients to
K’s earlier action (getting up) and seeks confirmation that she has interpreted K’s intentions
correctly.

Discussion

Instructional talk in context

Our analysis reveals that the PCI style in these Nigerian mother-child dyads bears similarities to
classroom talk, in so far as it is highly instructional and often directive. This level of directivity
may be perceived as negative by SLTs assessing PCI using checklists and observational coding
systems based on a socio-interactionist model. However, considering the contexts of play chosen
in these data samples and the perceived discourse role of the activities, there is no evidence to
suggest that directive language or tuitional talk is inappropriate. In addition, although the tuitional
aspect of the talk is most salient, there are many instances where child initiation is acknowledged
and parental linguistic input is contingently responsive.

Tuitional talk, in these homes, is semantically contingent with the surrounding talk. Adult
directive input facilitates engagement in the chosen activities. For example, directed modelling
enables the child in (1a) to participate appropriately in a singing game with his mother and
siblings. It also has a direct effect on child output, encouraging the production of specific words
or actions; for example, the clapping of hands (1a) and saying ‘hello’ (1b).

Use of maternal corrections by these mothers is exposed and clearly separated from the
surrounding talk (Jefferson, 1987). Parents design their turns with loudness and prosody, as well
as clear lexical marking, to render child erroneous actions more salient. They are also positioned
immediately after child errors as a direct contrast to the child’s input. Correction was also closely
related to the discourse role of the activity and the cognitive levels of the children. For example,

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