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

For the purposes of this study, ethnic minority community is defined as a group of people
distinctive from others because of common origins and unique cultural patterns. The term
‘Nigerian’ can describe a large number of different ethinic groups. Whereas around 500 different
languages are spoken in Nigeria (Grimes, B.F., Pittman R.S. and Grimes, J.E., 1996) and there
are over 300 separate people groups, the Nigerian community within London clearly has its own
cultural context, separate to that of the country and ethnic group of origin. In our paper, therefore,
the term ‘Nigerian’ will refer, unless otherwise stated, to those people of Nigerian origin
currently living in north London.

Comparisons of parent-child interactions in Nigeria and Scotland have shown that there is
a marked difference between Western and Nigerian PCI styles. Nigerian mothers typically talk to
their very young children during daily routines such as feeding and changing times (Trevarthen,
1988). West African (including Nigerian) parents are reported to perceive little direct link
between early language stimulation and subsequent child development (Law, 1999). In West
African societies a great emphasis is placed upon learning to be obedient and responsible; parents
believe strongly that they need to teach their children to behave correctly (Law, 1999); children
are taught at a very young age to do what they are told without asking for an explanation
(Timyan, 1988). Parents are expected to take the lead as they are viewed as more experienced and
knowledgeable.

Such attitudes clearly influence not only the types of linguistic input a child receives but
also the parent-child relationship and the types of experience offered in the home. For instance, in
the pre-school period, emphasis may be placed on attainment of specific objectives or early
academic achievement rather than on developing the child’s capacity to interact (Law, 1999). In
West Africa it is common for children to spend a large part of the day together, away from
parental supervision (Timyan, 1988). The mother is almost never the sole caregiver for the child
and from birth the baby belongs to the whole family, frequently being looked after by siblings

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