‘They said I’d amount to nothing in Pry 4, today I wrote 17 books on English’

Samuel Temitope Ojo author of Master Key to Phonics and Diction, a nine-book series for pre-nursery, nursery and primary school, is also the author of Master Key to Oral English, a six-book series for secondary school students. The Ladoke Akintola University of Technology, LAUTECH, graduate of Chemical Engineering and holder of a Postgraduate Diploma in English from the University of Lagos, speaks with Associate Editor, ABIODUN AWOLAJA, on the vision behind the series and sundry issues. Excerpts:

You have written as many as 13 books on English phonetics and phonology, reflecting at least two decades of teaching experience. This is a milestone. What was your motivation? 

I have actually written 17 books, but only 13 are in circulation. Meanwhile, out of the remaining four, two have not been published, while the other two are no longer in circulation. I have written books on phonics and diction for nursery and primary schools, as well as phonetics and phonology for secondary schools. I have also authored some for the pre-nursery classes and for Primary One to Five, though these are yet to be published. The one for Primary Six has not been published either. I delved into writing in this area of the English Language because of my own problem. When I was much younger, I found it difficult to read, most especially the English Language. This was because I found it difficult to reconcile the sounds of the English Language with the names of the letters. Then, it was usually a surprise to see my age mates reading in English, while I could not. It seemed like magic to me, and up to Primary Five, I could not read English, though I could read Yoruba by then. In fact, it was so bad that on two different occasions, when I was in Primary Four, I was told to my face that I would not amount to anything in life.

On two different occasions, I was embarrassed for not being able to read English words. It was concluded that my case was beyond remedy. However, I asked God to help me. It was a very short but heartfelt prayer, not more than a few seconds. Then I went back to my normal life, not thinking about the episodes even for once. Later, in Primary Five, I started identifying common words like “the”, “a”, “is” and “are”. Outside those, you had lost me. Ironically, I was good at Mathematics. I was quite above average. Getting into Primary Six, I gained insight into the logic behind reading the English Language. Before I knew it, I started gradually reading. Putting these experiences together, I thought I should write books on this subject to help teachers and pupils alike. The books will help teachers understand the best way to pass the message across to learners, while the learners, in turn, will find it easy to understand how to read the English Language. Not only that, the structure of the books will also help them learn the right ways to pronounce words in English, as it is not enough just to read; using the right pronunciation is also very important.

What has the experience been like teaching the sounds of English over the years? 

Teaching the sounds of English over the years has been a fulfilling and professionally enriching experience for me. Through classroom encounters, I have discovered that students are often eager to attend my lessons because they know the sessions will be engaging, practical and enjoyable. To me, that enthusiasm is not enough; my greater aim is to ensure that every lesson leaves a lasting educational impact on each learner. One of the key features of my teaching approach is the balance between theory and practice. I made most of my class assessments practical, which allows students to demonstrate not only what they know in theory but also how well they can apply what they have learnt. This approach requires more effort and preparation on my part, but I consider it a worthwhile investment because I am more interested in producing learners who can truly utilise what they have been taught.

I also found that the reason students respond well to my method is that it is clear, structured and free from guesswork. The sounds of English are presented in a scientifically organised way, making them easier to understand and remember. Instead of leaving students to struggle with vague rules, the method helps them see the logic behind each sound and the conditions under which it occurs. This clarity has also earned positive feedback from teachers, school owners and administrators. Many have reached out to us directly, as stated on the back of the books. Their consistent feedback is that the approach is simple to understand, easy to teach and practical for classroom use. For instance, one of the books, Master Key To Oral English for JSS Three, explains in detail that “sch” is pronounced /ʃ/ when “sch” is followed by a consonant in a one-syllable word. It then goes on to provide examples for learners to see the relationship that exists there. We have many examples like this that simplify how to identify sounds generated by a letter or more. This is exactly the kind of presentation that makes Oral English less intimidating for students and more manageable for teachers. It gives educators a reliable guide while helping learners understand not just the answer, but the reason behind it.  In all, teaching the sounds of English has taught me that effective learning depends on clarity, structure and practical application. When these are in place, students learn with confidence, teachers teach with ease, and schools benefit from a more effective learning experience.

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How has feedback from teachers and students shaped your work? 

Feedback from teachers and students has played a tremendous role in shaping and improving my work. I have always believed that the people who use a teaching resource every day are in the best position to identify what works, what improvement and what needs to be done differently. I, therefore, take their feedback seriously not only the commendations, but also the constructive criticisms. For instance, I initially wrote two Oral English books: one covering JSS One to JSS Three and another covering SSS One to SS Three. Although many teachers commended the effort and found the contents valuable, the main criticism was directed at the structure. I took their observations in good faith and went back to the drawing board. I reviewed the materials, reworked the presentation and made significant improvements based on the feedback I received. That process of listening, reviewing and improving has brought us to where we are today.

The response to the revised approach has been particularly encouraging, especially from teachers who use the books regularly. Many have told us that the improved structure has made their work considerably easier. They appreciate the fact that there is sufficient classwork for each module, giving them an immediate and practical way to assess whether their students have understood what has been taught. The books also reduce the pressure on teachers to continually develop assignments from scratch because that aspect has already been thoughtfully incorporated into the materials. Another important feedback we receive from teachers is the confidence the books give them in teaching the English Language. They are now able to guide students more confidently and systematically, showing them how to identify particular sounds instead of leaving them to rely on guesswork or memorisation.

For teachers in nursery and primary schools, the impact has been significant. The approach helps them to understand how to make the relationship between letters and sounds clearer to young learners. When children can see and understand these relationships from an early stage, learning becomes more meaningful and inclusive. It also helps teachers identify and support learners who may otherwise struggle, ensuring that no child is unnecessarily left behind. In the process, both teachers and pupils develop a deeper understanding of how the sounds of English relate to the letters used to represent them. Ultimately, I believe the benefits extend beyond the classroom to the school as a whole. When parents begin to see noticeable improvements in their children’s academic performance, they remain satisfied with the school and recommend it to others. In that sense, effective teaching resources can contribute not only to better learning outcomes but also to parents’ confidence in the quality of education their children are receiving.

The feedback from students has been equally inspiring. They particularly enjoy the logical approach to identifying and recognising sounds. What used to seem confusing or difficult has now become something they can approach with greater understanding. Many students have developed a renewed interest in Oral English because the improved structure has removed the ambiguity that previously made the subject frustrating for them. All of these have reminded me that educational materials should never be static. They must continue to evolve in response to the real needs of the classroom. When teachers and students find a resource material easier to use and understand, everyone benefits maximally.

Your books contain multiple exercises that students are expected to work on, but there are no auditory accompaniments. Do you think this could be a drawback?

We recognise the importance of an auditory component, particularly in the teaching and learning of phonetics and pronunciation. We are, therefore, working on an accompanying application that will provide the necessary audio support for the examples given in the books. The application is being designed to go beyond the auditory component. It will also provide support with classwork and assignments, thereby reducing some of the difficulties and stress students may encounter when working through the exercises on their own. Our aim is to make the books and the accompanying digital tool complementary resources that support both teachers and learners, inside and outside the classroom.

The texts aren’t available in bookshops. How will prospective readers access them?

Yes, that is a deliberate decision. Rather than distributing the books through conventional bookshops, we have chosen a direct-to-school model. This enables us to work more closely with schools, teachers and educational administrators who are genuinely interested in improving the teaching and learning of Oral English in their schools. Our experience has shown that schools benefit more when they can communicate directly with us. Beyond purchasing the books, schools have the opportunity to ask us further questions, seek clarifications on their use and receive guidance on how to maximise the value of the materials in the classroom. This direct relationship has been one of the reasons the books have continued to gain acceptance among educators. Prospective readers, school owners, principals, teachers and other education stakeholders can reach us directly by phone. We respond promptly to enquiries and provide all the necessary information regarding the books, including recommendations based on the learner’s level and the school’s specific needs. Our goal has never been to place the books on as many shelves as possible. Rather, it is to ensure that they get into the hands of educators and learners who will truly benefit from them. Basically, our priority is not to distribute the books; it is to partner with schools to improve the teaching and learning of phonics and diction, as well as Oral English. That commitment remains at the heart of everything we do.

Since the 70s at least, there has been increased acceptance of the reality of Nigerian English as a variety of the new Englishes around the world. How does your work reflect this reality? 

This work is not predicated on Nigerian English as a variety; rather, it is grounded in Received Pronunciation, RP, which is more broadly referred to as BBC English. Nevertheless, this does not detract from the legitimacy or growing recognition of Nigerian English as an established variety within the World’s Englishes.

What plans do you have for the tertiary level?

First of all, we recognise that many students in tertiary institutions still experience difficulties with phonetics and phonology. That is why we are not relenting in our efforts to support them. We intend to develop and make available materials that are tailored to their various curricula and designed to address their specific needs in phonetics and pronunciation. The objective is to provide them with practical resources that can strengthen their understanding and improve their spoken English. We shall explore collaboration with higher institutions of learning in the future. At this stage, however, I may not be able to give a definite timeframe for when the materials will be available.