Dr. Isaac Nnam OHIA


CURRICULUM VITAE

I. NAME: Dr. Isaac Nnam OHIA

II. DATE OF BIRTH: 15 July, 1954

III. CONTACT ADDRESSES:

(a) Office Address:

Department of Teacher Education

University of Ibadan

Ibadan, Nigeria.

(b) Permanent Home Address:

No.27 Umu-Enyike Street

Obrikom, ONELGA

Rivers State.

IV. PRESENT EMPLOYMENT:

Senior Lecturer

Department Teacher Education

University of Ibadan

Ibadan ,Nigeria

V. INSTITUTIONS ATTENDED:

(a) University of Ibadan ,Ibadan, Oyo State 1985 - 1997

(b) Rivers State University of Education, Port Harcourt 1975 -1978

(c) Federal Government College, Warri ,Delta State 1970 – 1974

VI. EDUCATIONAL QUALIFICATIONS:

(a) Ph.D. ( Applied Linguistics) , Ibadan 1997

(b) M.Ed. ( Curriculum Studies) , Ibadan 1991

(c) B.Ed. ( English/ History) ,Ibadan 1987

(d) N. C. E. ( English/ History), Ibadan, 1978

VII. ACADEMIC/CAREER APPOINTMENTS:

(a) Senior Lecturer ,University of Ibadan 2010- Date

(b) Lecturer 1,University of Ibadan 2001- 2010

(c) Lecturer 11, University of Ibadan 1998- 2001

(d) Graduate/ Teaching Assistance ,University of Ibadan 1993-1998

(e) Vice Principal/ School Teacher 1978-1993

VIII. ACADEMIC/ADMINISTATIVE APPOINTMENTS:

(a) Departmental Representative, Department of Teacher Education, Board of

Eternal Studies, University of Ibadan , 1993-1997.

(b) Assistant Coordinator, Postgraduate Programmes ,Department of Teacher

Education, University of Ibadan, 1993- 2000.

(c) Member, Senate Curriculum Committee 2008- Date

(d) Member, University of Ibadan Senate 2008- Date

(e) Member, Board of University of Ibadan Sports Council 2010-2012.

(f) Secretary, Faculty Facts Finding Committee on the Interactive Board, Faculty

of Education, University of Ibadan 2011.

(g) Member, faculty Accreditation Team, Faculty of Education, University of

Ibadan. 2012.

IX. EDITORIAL APPOINTMENTS:

(a) Member, Editorial Board ,African Journal of Educational Research, Department

of Teacher Education ,University of Ibadan 2000-2004

(b) Associate Editor, Review of Literary Studies (RELS) ,Humanity Research Center,

University of Ibadan 1998-2000

(c) Associate Editor, The Resurrection, Chapel of the resurrection , University of

Ibadan 1997- 2011.

X. MEMBERSHIP OF ACADEMIC AND PROFESSIONAL BODIES

(a) Member, Reading Association of Nigeria ( RAN ) 1998 – Date.

(b) President, Ibadan Branch and South-West Zonal Representative, National

Executive Reading Association of Nigeria (RAN) 2000-2007

(c) Secretary, The Ibadan University Social and Behavioral Research

Group, University of Ibadan. 2002-2004

(d) Member, Network for the Promotion of Reading (NEP-READ) 2000-2004.

(e) Member, Nigeria English Studies Association (NESA) 1998- Date

(f) Member, West African Linguistics Society. 1998 - Date

(g) Member, International Literacy Association (IRA), USA 1998-Date

(h) Member, National Council of Teachers of English (NCTE),U.S.A.1998-2012

XI. UNIVERSITY TEACHING EXPERIENCE

(A) Undergraduate courses:

(i) GES 101: Use of English 1998-2000

(ii) TEE 122: Language/Literature Method I 1998-Date

(iii) TEE 123: Language in School 1998-Date

(iv) TEE 205: Teaching Practice Observation 1998- Date

(v) TEE 226: Language/Literature Method II 1998- 2004

(iv) TEE 239: Language Acquisition Process 1998- Date

(v) TEE 305: Professional Practice I 1998-Date

(vi) TEE 326: English Language/Literature Methods III1998-2009

(vi) TEE 401: Individual Project 1998-Date

(vii) TEE 405: Professional Practice II 1998-Date

(B) Postgraduate in Education Courses

(i) TED 719 Language in school 2006-Date

(ii) TED 723: Linguistic for Teacher 1998-2004

(iii) TED 724: Teaching of literary studies 2006-Date

(iv) TED 739: Directed Individual project in TESL 1998-Date

(C) Master of Education Courses

(v) TEE 710: Mother Tongue Education 1998- 2004

(vi) TEE 711: Evaluation of Attainment in Language

Skills 2004-2010

(vi) TEE 712: Advances in Applied Linguistics 1998-Date

(vii) TEE 713: Advances in the Teaching of Literature and

Civilization 1998- 2011

(vii) TEE 714 Advances in the Teaching of Reading 1999-2009

(vii) TEE 730: Research Project 1998-Date

(D) M. Phil/Ph.D. Courses

(i) TEE 811: Languages in Contact 2006 – 2010

(ii) TEE 812: Advanced Seminar 1998-Date

(iii) TEE 813: Nigerian Languages in Modern Education 1998- Date

(iv) TEE 814: Language Policy and Planning 1998- 2008

(E) Postgraduate Student’s Supervision

The following is the documentation of M. Ed, Ph.D. degree students that I have

successfully supervised in this University over a period of ten years

M. Ed Project Students

1998/1999 - 6

2000/2001 - 8

2001/2002 - 4

2002/2003 - 14

2006/2007 - 6

2007/2008 - 5

2008/2009 - 6

2009/2010 - 5

2010/2011 - 4

2011/2012 - 7

Total Number - 65

M. Phil/Ph. D/Ph. D Thesis Supervision

Ph.D – 4

XII RESEARCH

(a) Research Interests

(i) Language Acquisition and Language use

(ii) Language and Literature Pedagogy

(iii) Language Contact Situation and Interference

(iv) Language Policy and Planning

(v) Literacy and Reading

(vi) Bilingual Education

(vii) ICT and Language Pedagogy

(b) Completed(Select)

(i) Language Conflicts Among Linguistics Minorities in Nigeria (IFRA sponsored). University of Ibadan, Ibadan, Nigeria 1998.

Co-researcher: Herbert Igboanusi.

This study investigated the level of awareness of the National Language Policy on Education among the linguistic minorities and correlated it with their attitudes towards the policy. It also examined the attitude of the linguistic minorities group towards the three major languages and their speakers vis a vis their own languages, as well as the direction of language preference among this group. The study revealed that language conflicts in Nigeria are deeply linked with language contact, language policies, language attitude, ethnicity and political domination.(Published in African Journal of Educational Research ,Vol.9, Nos.1& 2)

(ii) Curriculum Recycle Theory: A New Paradigm For Making The Reading-Writing Connection.

Experience has shown that in the African environment children of preschool age are creative in their use of language and inventive in the way they convert discarded tin cans, bicycle tyres etc. into functional toys. These imaginative skill and resourcefulness tend to decline or disappear later, along the line in the formal education system. The Curriculum Recycle Theory (CRT) therefore hypothesizes that there is something in the formal educative system that interferes with the creative talent of the child manifested earlier in life. It then argues that it is possible to rekindle the child’s imaginative and creative talent. The transition from primary to secondary school imposes on the child tremendous reading and writing tasks to meet the challenges of the secondary school. The child’s interest in these areas can be rekindled through transformations of folklores with which the child is familiar. The study therefore outlined a general framework for the transformation of folklores and fairy tales based on the principles of the CRT. It will then demonstrated how this framework can be used to optimize the learner’s cognitive, affective and psychomotor talents in reading in order to develop the capacity to apply and utilize these insights to enhance writing.( Published in African Journal of Educational Research Vol.5,No.1)

(iii) Ethnic Identity and Attitudes Toward A Lingua-franca For Nigeria

The purpose of this study was to examine how ethnic identity will influence the attitudes of students in Lagos State toward having a lingua-franca for Nigeria. The results indicate that majority of the respondents preferred English language to other local languages as a lingua-franca for Nigeria. While most of them were positive in their opinion on the desirability of a lingua-franca, they also believe that a neutral language will be better. The results also indicate no significant difference in the attitude of respondents based on gender; speakers of major/other local languages and religious affiliations. These results underscore the need for the government at all levels to fund the development of all the undeveloped languages in Nigeria.(Published in Educational Perspectives, Vol. 5 )

(iv) Identifying and Investigating Key Problem Areas: Cognitive Style, Verbal Ability as Factors in ESL Adolescents’ Expository Text Reading Comprehension.

Reading comprehension is a very complex process. Critical to this process is the instructional strategies to which readers are exposed. In order to grasp how readers grapple with written symbols, it is essential that the process of reading comprehension and the role of factors leading to the product of this process be understood properly. Studies abound on reading comprehension aiming to clarify its nature and attempting to illustrate how the task of comprehension is accomplished. Nevertheless, there seems to be little or no attempt made at identifying and investigating specific aspects and key factors affecting adolescent’s reading comprehension. This study is a report of an attempt at identifying and investigating two such key factors: cognitive style and verbal ability and their interplay as instructional variables in ESL adolescents’ expository text reading comprehension.(Published in Ghana Journal of Education and Teaching, Vol. 10)

(v) Code-Alternation of Yoruba-English Bilinguals and their Acceptability

The phenomena of Code Alternation (CA) as a powerful language strategy existing in all communities in the world is very common place among Nigerian bilinguals. However this common-placism does not translate into acceptability among the participants. As should be expected the different groups of the society is reflected in the patterns and use of CA suggesting that social forces affect the performance of CA, making distinctions from those basic factors controlling basic structure with which they interact. It is also common knowledge that when speakers are bilingual and CA is a component of the community, the type of code choices they make in CA conversations become a label for them arising from adverse effect of the phenomena regarded demerits. Accordingly this study set out to provide quantitative evidence on the acceptability of these choices using a specific group among Yoruba-English bilinguals. The findings reveal that there are variations in attitude the dominant one being positive. The implications of this for language instructions have been considered. ( Submitted for publication in Journal of European Languages)

(vi) Influence of Prior Knowledge of Text on Reading Miscue Among Junior Secondary School Students

The study was conceived to find out the influence of prior knowledge of text on reading miscue among junior secondary school students, establish patterns of miscue exhibited by the population as well as the influence of prior knowledge of text on such miscue. It adopted a descriptive survey design. Both descriptive and inferential statistics were used to analyze the data collected. The results show the pattern of miscue to include mispronunciation, substitution, insertion, omission, reversal, regression, unsuccessful attempt at correction and self-correction. Although, the result also shows that prior knowledge of text positively influences reduction of reading miscues among the students, there was no difference in miscue pattern according to age and gender of the students. The implications of these for teachers, students, parents, curriculum planners and the government have been discussed.( Published in Literacy and Reading in Nigeria,Vol.12,No.1)

(c) In Progress

(i) Ethnic Identity and Language Proficiency: A Socio-Linguistics Study of ESL Students Learning Yoruba as a second language. A Study supported with University of Ibadan Research Grant

The Language Policy in the National Policy on Education provides that Students at the Senior Secondary school level learn one of the three Major languages other than their own. This study therefore investigated Language proficiency of students of different ethnic groups in Nigeria.

This result is supposed to address the National Language Question and inform on the possibility or otherwise of an indigenous lingua franca for Nigeria. The project is funded under the senate research grant. (The study is at the stage of data analysis)

(ii) English as a Global Language and the Problems of Teaching English in non-native English Speaking Multilingual Countries: a Nigerian Perspective.

There is ample evidence that the real problem with the increasing use of English as a global language, particularly the spread of American influence in former British colonies, is the acceptable variety to be used in teaching and examination between British English and the American variety. This problem becomes even greater with the emergence and acceptance of indigenized varieties of English, resulting from language contact situation, in such countries. The question that arises is whether it is still possible to recommend a single model of the older varieties or a standard local variety for use in teaching and examination in these countries. This study therefore, explores this question within the context of English teaching and examination and intercultural communication in Nigeria. It investigated the knowledge, use and attitude of teachers and students towards a lexicon-based corpus of the three variants of the British, the American and Nigerian English. The study investigated usages in two communicative modes – speech and writing and four communicative contexts - informal and formal speech and informal and formal writing. The study also considered variations between teachers and students. ( The study is at the stage of data collection}

(d) Dissertation and Thesis

Ohia, I.N.(1991).Nigerian infants’ cognitive abilities: A perspective for identification and classification. An unpublished M.Ed. project, university of Ibadan, pp 127.

Ohia, I.N.(1997).The Lexicon of Standard Nigerian English as an Acceptability Paradigm among the educated Elite. An Unpublished Ph.D. Thesis, University of Ibadan, pp 200.


XIII PUBLICATIONS:

1. Ohia, I.N. (1993) English Studies Teaching: Concept, Problems and Prospects.

Review of English and Literary Studies (RELS) Vol.10. No. 2, 18-28.

2. Ohia, I.N.(1997) The Lexicon of Standard Nigerian English as an Acceptability

Paradigm among the Educated Elite.IFRA News Letter,Ibadan. Vol. 6,No 1,9-11.

3. Ohia, I.N. and Ogunbiyi, M.O. (1999). Curriculum Recycle theory: a New Paradigm

for making the Reading-Writing Connection. African Journal of Educational

Research Vol. 5 No.1, 134-140.

4. Ohia, I.N. and Ameh, E. A.(1999) Languages in Curriculum: A Case

For Total Vernacular Media of Instruction Policy for Nigerian Schools.

In J.O. Obemeata, S. O. Ayodele and M.A. Araromi (eds.)Evaluation in

Africa. Ibadan: Stirling-Horden Publishers. Pages 260-267.

5. Ohia, I.N. (2001) Critical Reading Comprehension Skill: The Pedagogical Goal of

Literary Studies Programme For Functional Literacy. In A. Mansaray and I.

Osokoya(eds.). Curriculum Development at the Turn of the Century. The Nigerian

Experience. Ibadan, Department of Teacher Education. Pages 41-50.

6. Lawal, A., Isiugo-Abanihe,I. M and Ohia,I.N.(2002a) (eds). Perspectives on Applied

Linguistics in Language and Literature. Ibadan: Stirling-Horden Publishers.

7. Ohia, I.N. and Adeosun, N. (2002b). ESL Course books and Self-Instruction: A

Pedagogical Evaluation. In A. Lawal, I.M. Isiugo-Abanihe, and I.N. Ohia, (eds).

Perspectives on Applied Linguistics in Language and Literature. Ibadan: Stirling-

Horden Publishers. Pages 220- 228.

8. Makinde, S .O. and Ohia, I.N. (2002) Ethnic Identity and Attitude Towards a

Lingua Franca for Nigeria. Educational Perspectives Vol. 5 No.1, 109-118.

9. Ohia, I. N. and Igboanusi ,H. (2001) Language Conflict Among Linguistic Minorities in

Nigeria. A Technical Report submitted to IFRA , Institute of African Studies, University of

Ibadan, Ibadan.

10. Igboanusi, H. and Ohia, I.N. (2003) Language Conflict in Nigeria: The Perspective of

Linguistic Minorities. African Journal of Educational Research. Vol.9,Nos.1 & 2 , 24 – 35.

11. Onukaogu C.E. and Ohia, I.N. (2003). Literature in the Reading Curriculum. In C.E.

Onukaogu.A.E.Arua and O.B. Jegede (eds.) Teaching Reading in Nigeria: A Guidebook

to Theory and Practice.Newark,DE.:International Reading Association . 57-77.

Assocition.57-77.

12. Ohia, I.N. (2008) Towards Standard Nigerian English: The Acceptability of Some

Popular Nigerian English Expressions. In M.M. Bagwashi, M.M. Alimi, and

P.J. Ebewo (eds.). English Language and Literature Cross Cultural Current.

London: Cambridge Scholars Publishers 224 – 232.

13. Ohia, I.N. and Onwuka, C. (2008). Enhancing Literacy Empowerment Through the

Mother Tongue Medium of Instruction for National Development: Issues, Problems

and Prospects. In Obiajulu, E. Uwatt, L. and Arua, E.A. (eds.). Topical Issues in

Literacy, Language and Development in Nigeria. Newark: International

Development For Africa. International Reading Association. 53 – 62.

14. Ohia, I.N. (2009) Achieving Permanent Literacy at the Basic Education Level in

Nigeria: A Balanced Literacy Approach. West African Journal of Education.

Vol. XXIX, 58-70.

15. Ohia, I.N.(2009) Influence of Prior Knowledge of Text on Reading Miscue Among

Junior Secondary School Students. Literacy and Reading in Nigeria.Vol.12

No.1,147-157.

16. Ohia, I.N. (2010) Identifying and Investigating Key Problem Areas: Cognitive Style,

Verbal Ability as Factors in ESL Adolescents Expository Text Reading Comprehension.

Ghana Journal of Education and Teaching No.10,135-147.

17. Ohia, I. N. (2010) Language Attitudes and Minority Status: A Case of the

Rivers State of Nigeria. Imo-Irikisi Vol.2,No 2 ,113- 122.

18. Ohia, I. N. and Adeyinka, A.A.(2007)Code-Alternation of Yoruba-English

Bilinguals and their Acceptability. Ibadan Journal of European Studies. No. 8.

2008. (In Print)

19. Ohia, I. N. (2010).The Crises of Youths and Adolescents in the Niger Delta Region of

Nigeria: Implications for their Education. Context: Journal of Social and Cultural

Studies. Vol. 14, No.1.

20. Ohia I. N. (2011) . Integrating ICT into English As A Second Language Pedagogy in

Nigeria: A Paradigm. Ibadan Journal of Education Vol.13.( In Print)

21. Dada, E. M. and Ohia, I . N.(2014) Teacher - Made Language Test Planning, Construction,

Administration And Scoring In Secondary Schools in Ekiti State. In Journal of Education and

Practice . Vol.5 No. 8., 71-75.

22. Chike-Okoli, F. C. and Ohia, I.N. ( 2015 ). West African Journal of Education Vol.

XXXV.,70-80.

23. Ohia, I.N. and Ochuba, O. O.( 2015 ) Effects of Collaborative and Meta-Cognitive Learning

Strategies on English Language Students' Achievement in Reading Comprehension. Journal

of Education and Policy Review. Vol. 7, No 1.,49-69.

24. Ohia , I. N. and Igubor P. ( 2016 ) Language Endangerment: The Case of Igbanke and its

Implication for the Teaching and Learning of Indigenous Languages in Nigeria. In J. Gbenga

Adewale (ed.) Issues in Teacher Education in Africa. Cameroon: Educational Assessment &

Research Network in Africa. ,1-20.

25. Fakeye , D. O. and Ohia, I. N.( 2016a) .Writing Anxiety : An Effective Filter for Essay

Writing Instruction among ESL Students in Ibadan. International Journal of Arts and

Humanites.Vol.5,No. 3.,78-89.

26. Ohia, I.N. and Chike- Okoli , F.C.( 2016). Integrating ICT into English Language Learning :

The Perception of ESL Students in Ibadan Metropolis. Grammar, Applied Linguistics and

Society : A Festschrift for Wale Osisanwo.( In Print).

27. Fakeye , D. O. and Ohia I.N.( 2016b) .Teacher Effectiveness Variables as Predictors of

Students' Achievement in Poetic Literature in Ibadan. Geste Voix No . 23, Depot Legal No

2677 du 26 Juin 2016

XVI MAJOR CONFERENCES ATTENDED WITH PAPERS READ (IN THE LAST 5

YEARS)

1. English Department 4th International Conference on Language and Literacy Cross Cultural Currents. University of Botswana, Gaborone. June 11 – 13, 2007.

Paper Read

A Lexicon – Based Nigerian English Corpus as a Paradigm for Standard Nigerian English.

2. 1st Mid-Term Conference, Reading Association of Nigeria Literacy Education,Education Policy and National Development.University of Ibadan. October 9-13, 2007.

Paper Read

Enhancing Literacy Empowerment Through the Mother Tongue Medium of Instruction For National Development: Issues, Problems and Prospects.q

3. 5th Pan African Reading For All Conference on Literacy for Human Liberation… University of Ghana, Legon. August 6 – 10, 2007.

Paper Read

Achieving Permanent Literacy at the Basic Education Level in Nigeria: A Balanced Literacy Approach.

4. 11th Biennial Conference and Silver Jubilee Celebration, Reading Association in Nigeria. University of Uyo, Akwa Ibom State. October 6 – 11, 2008.

Paper Read

Influence of Prior Knowledge of Text on Reading Miscue Among Junior Secondary School Students.

5. 6th Pan African Reading for All Conference on Literacy for Community Based Socio-Economic Transformation and Development. University of Dar Es Salaam, Tanzania. August 10 – 14, 2009.

Paper Read

Identifying and Investigating Key Problem Areas: Cognitive Style, Verbal Ability As Factors in USL Afolescents’ Expository Text Reading Comprehension.

6. BAICE 2010 Conference,Education and Social Justice in Challenging

Times. University of East Anglia,Norwich ,United Kingdom.September

10-12, 2010

Paper Read

The Crises Of Youths And Adolescents In The Niger Delta Region Of Nigeria:

Implications For Their Education.

August 12, 2016 Dr. Isaac Ohia