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

driven study of PCI, using an approach such as CA, more fully represents the local richness of the
interactants’ behaviours. A further implication is that fuller understanding of the PCI exhibited by
each individual family is necessary in order that SLT can be locally tailored to the current
interactional practices of the child and the parent.

The instructional purpose underlying PCI, here, appears to be deeply embedded and
important. Seeking to change or discourage this type of interaction is therefore unwarranted and,
considering the context of interaction and the discussed benefits of some instances of directive
talk, may even have negative consequences. A more effective strategy, therefore, could be to
develop and build upon the naturally occurring talk in order to enhance rather than completely
change the linguistic input. SLTs could recommend encouraging the adult to extend language at
the point in the interaction where evaluation (E) typically occurs. Rather than simply giving
praise, this would have the effect of expanding the child’s utterance and providing syntactic or
semantic models. Parents could be encouraged to build upon the child’s linguistic attempts, so
providing a structured model in the child’s next zone of linguistic development (Radford, J.,
Ireson, J. Mahon, M., 2006). Studies already indicate that contingent responding is effective in
enhancing language development (Girolametto, 1999). This approach would not disrupt the
underlying instructional purpose of the interaction or require parents to change or adapt their
beliefs or attitudes about their parental role or child development.

We now present an example of how CA can be used to identify potential areas for
improvement in PCI. Extract 6 finds pair two engaged in free play with bricks and trains. These
sequences would typically include repetition, correction and praise (and be analysed as IRE). Yet,
there is evident potential for M to add a follow-up move (F) that could facilitate the learning of
syntax and vocabulary. These contingent linguistic moves provide opportunities for both
syntactic and semantic expansion as well as reformulation of the child’s utterances, called
elsewhere ‘zones of negotiation’ (Radford et al. 2006). In Table 1, three points in the interaction
(÷) have been selected to illustrate how established patterns of PCI could be enhanced to

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