Instructional Communication in Classroom Instruction

**1.0. Introduction** This module considers the roles of Instructional Communication (IC), language and Communication skills in classroom instruction. Basically this module focuses on the interface between communication and instruction, effective communication and interaction between teacher and le...

**1.0. Introduction** This module considers the roles of Instructional Communication (IC), language and Communication skills in classroom instruction. Basically this module focuses on the interface between communication and instruction, effective communication and interaction between teacher and learners of the target language, application of modern communication techniques to classroom teaching/learning process and the potentials of language that can result into better learning outcomes rather than just teaching communication. Therefore, the module places emphasis on the role of Instructional Communication (1C) in classroom instruction. Communication as it occurs in instruction is to be reviewed with appropriate models/approaches in IC researches. **3.1. History of Instructional Communication in Nigeria** Instructional Communication (IC) is a new field of study in Nigeria. Instructional Communication (1C) can be traced to the decision of the International Communication Association in 1972 to create the instructional Communication Division. The purpose of the Division was to focus attention on the role of communication in all teaching and training contexts, not just the teaching of communication (McCrosky and McCroskey, 2006). IC is a tripartite field of study that draws inputs from educational psychology, educational pedagogy and communication studies to enrich and facilitate teaching/learning process. The term 'instructional communication' is used to indicate a unique form of communication which goes beyond instructional design to include implementation. IC researches and related works are expected to be explored. **3.2. Concept of Instructional Communication (IC)** [Instructional Communication is the study of communication in the classroom]. It centres on the study of communicative factors in the teaching-learning process that occur across school levels (primary. secondary and tertiary), instructional settings (e.g. the classroom, the organization) and subject matter. Also, Instructional Communication (IC) focuses on the learner, the instructor and the meaning exchanged in the verbal, non-verbal and mediated messages between and among instructors and students. IC researchers study human communication processes and related messages as they occur in international contexts across subject matter, grade levels and types of settings. **3.2.1. The Learners** Instructional Communication is a teaching strategy whose primary aim is to provide an enriching platform for students to learn affectively, behaviourally and cognitively with the best of language to communicate effectively for better understanding and sound learning outcomes. It is expected that once instruction is received, the learners need to understand the message. Learners will receive and understand messages in different ways depending upon any barrier to communication which might be present, their experience and understanding of the context of the instruction or message, their psychological state, and the time and place (classroom as well as many other things). **3.2.2. The Instructor** Instructional Communication provides the instructor with the skills and strategies necessary for effective instruction. Communicative factors in teaching and learning that can enhance students' comprehension and effective contribution in classroom discussions are considered. The teacher is the initiator of the message; he gets the message ready internally by selecting codes of symbols which he thinks his learners will understand. Precisely, the instructor needs to take into cognizance such factors like: 1. Planning properly what to say. 2. Selecting appropriate symbols for giving the instruction. 3. The instruction has to be clear. 4. Ensuring that the climate in which the message is being transmitted is conducive. **3.2.3. Verbal and Non-verbal Communication between the Teachers and Learners** Verbal communication refers to the form of communication in which message is transmitted verbally; that is, communication is done by words of mouth and a piece of writing. Thus, verbal communication is divided into two broad areas: (a) oral communication and (b) written communication. Oral communication as spoken words includes face-to- face conversations, telephone conversation, video, radio, television, voice over Internet, etc. Its merits in effective use in classroom instruction and responses include quick feedback, reading facial expression and reading body language or guesses. Written communication is such in which written signs or symbols are used to communicate. These include e-mails, posted letters, report, memo, job descriptions, bulletins, Internet web sites, telegrams, faxes, postcards, advertisements. etc. Advantages of written communication include provision of re-editing and revision but it cannot bring instant reply like oral communication. Another important means of communication to consider is visualization, graphs, charts, maps. Logos, and other visualizations to communicate messages. Non-verbal communication refers to the wordless messages. It is the art of communicating other than oral and written such as gesture. Body language, facial expression, etc. Non-verbal communication is all about the body language of the speaker (Lawrence, Jenne & Robert, 2014). **3.4. Nature and Importance of Classroom Communication** For centuries, the nature of classroom communication has been teacher- centered and lecturing method. The learners have nothing or little to contribute, which has hindered not only their understanding of the concepts being taught, but also their communicative ability in the target language. The approach focuses on the activity of the instructor, the one who has the monopoly of knowledge, and only transfers the knowledge to the students who know nothing. Learners are passively involved in classroom communication. Instructional communication, therefore, aims at getting learners actively involved in classroom instruction through effective use of language and communication. It is a child-centered approach that allows learners to fully and meaningfully participate in classroom teaching/learning through effective interaction and communicative activities. Typically, in 1C, students are given freedom to use language for effective mastery of the concepts and to develop competence in the target language. **3.5. Approaches in Instructional Communication** There seems to be no coherent general theory of Instructional Communication. However, two general approaches known as relational and rhetorical approaches have been advanced. The relational approach assumes that teachers and students mutually exchange information and ideas which produce shared understandings and positive relationships between them. It is a mid-way teaching approach that emphasizes social interaction between the teachers and the learners as in tutorial and discussion methods. The rhetorical approach is derived from classical rhetorical theory that claims that in instruction, teachers are the primary source of knowledge/information and that students are merely the receivers. Instruction is purely teacher-controlled and a linear process where teacher is solely responsible for creating knowledge. **3.6. Components of Instructional Communication** The general model of Instructional Communication includes: instructional environment, teachers, students' perceptions of teachers, verbal and nonverbal communication behaviours, source, credibility, task attractiveness, students' temperament, intelligence, experience and instructional outcomes. Each of these components introduces substantial variability into the instructional communication. The concepts, what they mean and how they can enhance classroom communication and learning outcomes should be extensively discussed. It is imperative to state that effective use of Instructional Communication components is expected to ultimately avail the learners the opportunity to cultivate the use of good communicative functions that are needed in learning to use language. In order to develop communicative competence or oracy, learners need to learn to develop some communicative functions that can be used in giving examples, describing processes, expressing condition etc.