Biliteracy and Multilingualism: Implications of English Language Classroom Interactions in Nigeria
Dr. John S. Ereke, Ph.D; Prof. S. N. Agwu, FCON, MNAE

Abstract
The paper focused on biliteracy and multilingualism: implications of English language classroom interactions in Nigeria. The effectiveness of the use of English language depends on what learners are taught in the classroom. Teachers’ proficiency in the use of English language determines the extent of learner’s performance linguistically. Nigeria as a multilingual and biliteral nation cannot avoid learners of different language backgrounds in her various institutions of learning. For efficiency, the paper considers among other things; biliteracy, multilingualism, efficient strategies for English language classroom interaction, the use of response protocol in English language classroom interactions. These issues are raised in line with linguistic challenges that confront both the teachers and the students in the course of English language interactions with particular reference to language diversities in Nigeria. The scholars also drew attentions to various techniques teachers can employ in order to enhance and improve the learners understanding of the English language in Nigeria. Conclusion was drawn based on the issues and ideas raised in the paper.

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