Leveraging Hausa Language Teaching and Learning Using Constructivists Approach Among Students at Tertiary Level of Education in Nigeria: A Review

Abstract

Most traditional teachers resist constructivist pedagogy because of basically three things: commitment to their traditional instructional approach, concern about students’ learning and concern about classroom control. However, becoming a constructivist is not as daunting as many thinks. It is in this light that this paper move to demystify the concept of constructivism. The paper also analyzes the characteristics of a constructivist classroom as well as the characters of its learners. It also compares a typical traditional classroom with a constructivist one. The paper compares sides by side, the functions of a teacher and that of the students in a constructivist class. It further recognizes nine steps that could be used for teachers to be constructivist. It recommends among others that Hausa Language teachers should adopt and implement principles, approaches and strategies of the constructivist pedagogy. The paper concludes by advocating for teachers to be mediators rather than dispensers of knowledge.