Integrating Communicative Language Teaching (CLT) into Hausa Classrooms: A Pedagogical Model for Secondary Schools in Nigeria

Abstract

The teaching of Hausa as a school subject in Nigerian secondary schools has long been dominated by traditional, grammar-oriented methods that emphasize rote memorization, translation, and structural drills. While these methods have contributed to literacy development, they often fail to produce communicatively competent speakers of Hausa who can use the language fluently in real-life contexts. This paper proposes a pedagogical model for integrating Communicative Language Teaching (CLT) into Hausa classrooms. Drawing on sociolinguistic, pedagogical, and cultural perspectives, the paper explores the compatibility of CLT principles with Hausa language teaching, identifies challenges to implementation, and recommends strategies for adaptation. The proposed model emphasizes interactive classroom activities, learner-centered instruction, contextualized communication, and the integration of local cultural content. The study concludes that effective adoption of CLT can revitalize Hausa language education, promote linguistic confidence among students, and align local language pedagogy with global communicative standards.

Keywords: Hausa language, Communicative Language Teaching (CLT), language pedagogy, secondary education, Nigeria.