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

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

Abstract

This paper uses a conversation analysis (CA) approach to explore parent child interaction (PCI)
within Nigerian families. We illustrate how speech and language therapists (SLTs), by using CA,
can tailor recommendations according to the interactional style of each individual family that are
consonant with the family’s cultural beliefs. Three parent-child dyads were videoed playing and
talking together in their home environments. The analysis uncovered a preference for
instructional talk similar to that used in the classroom. Closer examination revealed that this was
not inappropriate when considering the context of the activities and their perceived discourse
role. Furthermore, this was not necessarily at the expense of responsivity or semantic
contingency. The preference for instructional talk appeared to reflect deeply held cultural beliefs
about the role of adults and children within the family and it is argued that the cultural paradigm
is vitally important to consider when evaluating PCI. Given a potential risk that such young
children may be vulnerable in terms of language difficulties, we offer an example of how PCI can
be enhanced to encourage language development without disrupting the naturally occurring talk
or the underlying purpose of the interaction.

Key words: Speech and language therapy; cultural difference; conversation analysis; preschool;
parent-child interaction

Introduction

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