Indigenous Knowledge Systems and Early Literacy Development: An Analysis of IsiXhosa and IsiZulu Traditional Children’s Folktales and Songs

Nomlomo, Vuyokazi; Sosibo, Zilungile

doi:10.1080/0972639x.2016.11886738

Cited by 6 publications

(8 citation statements)

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“…In this sense, Benson (2012) claims that the use of local languages in the education of students in Sub-Saharan Africa also increases students' self-esteem and motivation, which encourages their participation and attendance and, consequently, their academic success. The author also argues that parents get more involved in their children's learning process since they can help them with their homework, especially with topics related to their previous cultural knowledge, and can easily communicate with teachers about their children's achievement (see Heugh, Benson, Yohannes, and Bogale [2010] in Ethiopia; Owu-Ewi and Eshuns [2015] in Ghana; Oluoch [2017] in Kenia; Nomnolo and Sosibo [2016] in South Africa). In the specific case of Senegal, despite the positive outcomes shown by research, the use of local languages in education is only restricted to some experimental private primary schools (see Benson, 2020).…”

Section: The Submersion Model and The Language Of Tests In Sub-saharan Schools: The Effects On Gender Inequalitymentioning

confidence: 99%

Does the Choice of Language in Tests Have an Impact on Gender Equality in Primary Education? A Case Study in Senegal

Chazeaud

2021

AJEP

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Purpose: The present study analyses the possible impact on gender equality when using a language familiar to students in tests at primary schools in Sub-Saharan Africa where a European language is the unique medium of instruction and assessment. Methodology: To this aim, students at grades 3 and 6 (83 girls and 66 boys) in primary schools in rural Senegal were given two different tests: Mathematics problem-solving tasks and multiple-choice questions of Social Sciences. They were divided at random into a control group if they received the tests in Seerer, the local language familiar to them, or French, the sole official language in the Senegalese education system. After data collection, results were codified for analysis considering two variables: Gender and grade. First, we calculated both the percentage of students who scored the set mark and those who obtained the highest scores. Second, we checked for statistically significant differences between groups by means of One-Way-ANOVA and Tukey tests. Findings: Although Seerer as language of tests was found to benefit both genders, results suggest that its use may especially determine girls’ success at school: Girls in the experimental group obtained higher results than girls in the control group, especially the youngest, and many reached the highest scores. Unique contribution to theory, practice and policy: Findings suggest that first, the use of a language familiar to students in tests seems to have positive effects on their academic results, and second, that it may play a role in bridging the gap between genders in some education models thanks to the evident benefits for girls, especially young ones. Such results might be taken into consideration by education authorities together with other existing examples to introduce local languages in the education system of Senegal and other Sub-Saharan countries where only a European language is employed, as it seems to contribute to reaching gender equality in education. We suggest that local languages could be used in tests from the lower levels of primary education in bilingual programs, thus favouring transfer of linguistic skills and content from the local to the European language, and increasing school success

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Section: The Submersion Model and The Language Of Tests In Sub-saharan Schools: The Effects On Gender Inequalitymentioning

confidence: 99%

Does the Choice of Language in Tests Have an Impact on Gender Equality in Primary Education? A Case Study in Senegal

Chazeaud

2021

AJEP

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“…In addition, facilitators should guide learners through the stages of traditional folklore usage in a learning context. The six elements of natural narrative include abstract, orientation, complicating action, evaluation, resolution and coda (Elliot 2005;Nomlomo and Sosibo 2016). The facilitator should first induct the learners into the idea of the learning activity, then orient them as to the reason for using each element of folklore and the likely obstructions to learning that may occur.…”

Section: How To Use Traditional Folklore For Effective Facilitation Of Adult Learning and Educationmentioning

confidence: 99%

“…The reason for this is that adults learn better when they use materials or resources to which they can relate, especially those that have direct relevance to their lives or those they themselves compose, and folklore is a fine example of such a learning resource (Taylor 2006). Also, since folklore is socially, educationally and ethically relevant as an important component of transformative learning, 7 its incorporation into effective adult learning must involve collaboration and active participation by learners (Nomlomo and Sosibo 2016). For such transformative learning to take place, learners should have knowledge of the specific folklore used in each lesson, and be encouraged to use it as a tool for continuous learning, unlearning and relearning.…”

Section: How To Use Traditional Folklore For Effective Facilitation Of Adult Learning and Educationmentioning

confidence: 99%

The role of traditional folklore in facilitating adult learning in Nigeria

Ajayi

2019

Int Rev Educ

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Adults, unlike children, have a wide variety of prior experiences and knowledge which they bring to the processes of learning they engage in at later stages of life. This difference between teaching children (pedagogy) and teaching adults was identified by Malcolm Knowles in the 1980s. He coined the term andragogy to describe the art and science of helping adults learn. Andragogy is premised on five key tenets: self-concept; experience; readiness to learn; orientation to learn; and motivation. These are often absent from the conventional facilitation methods used for adult learning and education (ALE) in Nigeria. The author of this article notes that many ALE programmes fail to meet the needs and expectations which motivate learners to engage in a course. She argues that for learning outcomes to be more successful, teaching methods need to be more creative and take learners' prior experience and knowledge into consideration. After reviewing literature on the topic of adult learning, this article examines conventional methods of facilitating ALE in South West Nigeria. The author points out some of these methods' shortcomings and suggests that one viable approach to addressing these might be to introduce the use of traditional folklore for andragogical purposes. The author posits that integrating oral tradition would also enable a more playful approach to adult learning. In a practiceoriented vein, she discusses the innovative and andragogical elements inherent in folktales, lullabies, folksongs, poetry, proverbs and riddles, illustrating her discussion with Yoruba examples. She concludes that folklore is useful as an independent or integral ALE facilitation method, with promising potential to make ALE more effective.

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“…Utilizamos un enfoque metodológico etnográfico, con triangulación de instrumentos de recogida de datos (cuestionarios, fichas de autoevaluación y trabajos de proyecto). Analizamos prácticas gamificadas que plasman las variedades culturales y lingüísticas sudafricanas (Nomlomo & Zilungile, 2016) y las competencias de aprendizaje del siglo XXI (Cruz & Orange, 2016).Los principales resultados del proyecto muestran que un enfoque basado en la gamificación puede fomentar el desarrollo de competencias transformadoras.…”

Section: Introductionunclassified

“…An ethnographic methodological approach, with triangulation of data collection tools (questionnaires, self-assessment worksheets and project work), was resorted. Gamified practices, which deal with South African cultural and linguistic varieties (Nomlomo & Zilungile, 2016) and 21st Century Learning skills, were analized (Cruz & Orange, 2016).The project's main results show that the gamification approach can foster the development of transformative skills.…”

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confidence: 99%

The Gamification Octalysis Framework within the Primary English Teaching Process: the Quest for a Transformative Classroom

Oliveira

Cruz

2018

RLE

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Palabras-clave: modelo del Octalysis; enseñanza de inglés a niños; gamificación; narrativas; competencias del siglo XXI.Le cadre conceptuel de l'Octalysis dans le processus d'enseignement de l'anglais à l'école primaire: la recherche d'une classe en transformation Resumé : Le projet "Kwesukasukela", qui a pour base la narrative Africaine de tradition orale (Varty, 2013), liée à la philosophie de Ubuntu, a pour principal objectif de stimuler la collaboration, la communication, la pensée critique et la créativité dans les écoles primaires. En effet, à partir d'une approche communicative expérientielle (Fernández-Corbacho, 2014), la narrative sud-africaine peut prendre la forme d'une expérience gamifiée et intégrée dans les pratiques de salles de classe en tant que moyen de transformation et de promotion de la cohésion sociale et du développement durable (Battiste, 2005). L'objectif de cette étude est de réfléchir au modèle de Octalysis de Chou (2016) et à la façon dont celui-ci peut être effectivement appliqué dans le contexte de l'enseignement de l'anglais en primaire. L'implémentation de projets et de pratiques gamifiées dans le cade de ce modèle nous a permis de comprendre la manière d'appliquer des approches efficaces en ce qui concerne la création d'une salle de classe innovatrice. Nous avons eu recours à une approche méthodologique ethnographique, avec une triangulation d'instruments de collecte de données (questionnaires, fiches d'auto évaluation et travaux de projet). Nous avons analysé des pratiques gamifiées liées aux variétés culturelles et linguistiques sud-africaines et liées aux compétences d'apprentissage du XXI siècle (Cruz & Orange, 2016). Les principaux résultats de ce projet montrent que l'approche de la gamification peut permettre le développement de compétences innovantes.Mots-clé: modèle d'octalysis; enseigner l'anglais aux enfants; narratives; les compétences du 21ème siècle.

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Indigenous Knowledge Systems and Early Literacy Development: An Analysis of IsiXhosa and IsiZulu Traditional Children’s Folktales and Songs

Cited by 6 publications

References 11 publications

Does the Choice of Language in Tests Have an Impact on Gender Equality in Primary Education? A Case Study in Senegal

Does the Choice of Language in Tests Have an Impact on Gender Equality in Primary Education? A Case Study in Senegal

The role of traditional folklore in facilitating adult learning in Nigeria

The Gamification Octalysis Framework within the Primary English Teaching Process: the Quest for a Transformative Classroom

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