Language and Power in University Classroom Interactions at Ahmadu Bello University Zaria

This study examines the manifestation of power relations through language use in university classroom interactions at Ahmadu Bello University, Zaria, Kaduna State, North West Nigeria. Classroom discourse in Nigerian public universities reflects complex negotiations of institutional authority, pedagogical style, and social hierarchy, yet these dynamics have been studied from a linguistics perspective mainly in southern Nigerian contexts. The study employs a discourse analysis methodology informed by van Dijk's critical discourse analysis and Bernstein's theory of pedagogic discourse. Data were collected through systematic observation of fifteen lecture and tutorial sessions across five departments, audio-recorded with participants' consent. The analysis examines turn-taking patterns, teacher interruptions, question types, disciplinary language, and student response strategies. Findings reveal that lecturer discourse in the observed sessions is predominantly asymmetric, with teachers controlling 85 to 90 percent of speaking time and constraining student contributions through closed questioning and rapid topic closure. The study also identifies gendered power dynamics, with male students receiving more epistemic challenges and female students more hedged and supportive responses from lecturers. The research contributes to the understanding of language and power in Nigerian higher education and recommends lecturer training in dialogic and equitable classroom discourse practices. Keywords: classroom discourse, power, Ahmadu Bello University, critical discourse analysis, pedagogic language.