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All Journal Language Circle : Journal of Language and Literature Language Literacy: Journal of Linguistics, Literature, and Language Teaching Rainbow : Journal of Literature, Linguistics and Cultural Studies ACITYA Journal of Teaching & Education ELTALL: English Language Teaching, Applied Linguistic and Literature
Montle, Malesela Edward
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Skin whitening as a menace to African identity through Tony Morrison's 'The Bluest Eyes': An Afrocentric examination Montle, Malesela Edward
Rainbow : Journal of Literature, Linguistics and Culture Studies Vol 10 No 2 (2021): Rainbow: Journal of Literature, Linguistics and Culture Studies
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/rainbow.v10i2.46754

Abstract

The African democratic forces, among other things, aimed to resuscitate and re-essentialise African identities that the colonial administration had endangered earlier. These autonomous corps dispensed mechanisms to champion Africanism and conscientise African natives about their heritage. The cherishing of African identities automated decolonial shifts and inculcated an urge into Africans to be proud of who they are and where they come from. Notwithstanding these efforts, the study diagnoses skin whitening as a stubborn nemesis that menaces the authenticity of Africanism in the present day. Many Africans, especially black women appear to be gravitated to skin whitening. This act embraces the attempt to alter one’s dark skin tone to be bright. Most of the skin whiteners are postulated to whiten their skins in an effort to qualify into the modern-day Eurocentric criterions of beauty at the expense of their black (African) identity. This paper employed a qualitative methodology and has relied on secondary data to unveil the extent to which skin whitening imperils African identities. It has employed Morrison’s The Bluest Eyes as a lens to crystalise the impacts of skin whitening on Africanism. The study has discovered that the skin-whitening phenomenon epitomises and perpetuates Eurocentric ideologies and it is preferred by most women because of the assumed glory that comes with the white identity such as social class, privilege, attractiveness, favour, and admiration.
The Representation of African Traditional Women in African Literature: A Feminist Study of Buchi Emecheta’S The Joys of Motherhood Montle, Malesela Edward; Mogoboya, Mphoto Johannes
Language Circle: Journal of Language and Literature Vol 17, No 1 (2022): October 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v17i1.36803

Abstract

African women writers had not been allowed a stage to air their views about the traditional African set-up. However, with feminist winds of change sweeping from Europe to Africa in the 18th century, the social climate in most parts of the globe began to change. Minority groups challenged the Western canon and protested against their status as the second-class citizens. The groups included Afro-Americans, formerly colonized black people, women, gays, lesbians, etc. This paper focuses on one such group: black women. Being marginalised as both black and female, the African women writers started to interrogate not only the mainstream society, but also challenges faced by women in traditional African societies. The paper adopts feminism as a theory through which issues impacting African women’s lives in their respective traditional set-ups are crystallised. Feminism has various branches, of which, black womanism is one of them. As such, this paper adopts Alice Walker’s black feminism to unearth the emotions and perceptions about their daily challenges.
RETHINKING THE PEDIGREES OF AFRICAN CULTURAL WATERSHED: A POST-COLONIAL INQUEST NTO CHINUA ACHEBE’S ARROW OF GOD Montle, Malesela Edward
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 3 No. 2 (2022)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v3i2.4832

Abstract

The African cultural identities have undergone earth-shattering shifts from the precolonial epoch to the colonial and post-colonial periods. It is the colonial empire that advented in the African continent in the 15th century and attempted to erode and stigmatise African cultural practices as part of its mission to take control of Africa. Despite Africa being under a democratic administration today, African cultural identities are still marginalised, chiefly, by colonial remnants that have not yet been successfully uprooted. Thus, this paper aims to re-anatomise the African cultural identity-crises in the present day from the onset of colonialism on the continent. It utilises a qualitative approach and crystallises this African cultural watershed from a literary perspective. Chinua Achebe’s Arrow of God is purposively sampled for the paper as a primary reference point by dint of its conformity to the main theme of the study. The paper, comprehensively, blames the enduring colonial fragments in the present day for the African cultural identity-crises as they hinder decolonisation and peril African cultures. The colonial legacies in Africa today, like in the colonial times, are found to be championing Western identities at the expense of African cultural identities, hence, the latter is still menaced.
Connectivism as a deterrent pedagogical approach for blind students at Historically Disadvantaged Institutions Moleke, Heritage; Montle, Malesela Edward
Acitya: Journal of Teaching and Education Vol. 6 No. 2 (2024): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v6i2.3952

Abstract

The educational domain, like other spheres of human endeavour, was impelled to improvise and undergo unforeseen transitions because of covid19. These transitions, among other things, affected teaching and learning processes that had to shift from physical to online mode. Dissimilar to traditional learning approaches such as cognitivism and constructivism which emphasise the cruciality of learning context, connectivism is underpinned by the notion that learning is disseminated through networks using diverse virtual learning platforms. In the case of blind students, these learning platforms require up-to-date technologies for accessibility purposes. The availability of updated technologies is an outstanding matter in most Historically Disadvantaged Institutions (HDI) of higher learning. This disadvantages the affected students in terms of academic progression. Thus, this study aims to divulge the challenges faced by blind students at HDI of higher learning through the Connectivism paradigm. A qualitative descriptive design will undergird the study. Five blind students from HDI will be purposively sampled and interviewed. The findings will be presented and analysed through Qualitative Content Analysis (QCA), and viable recommendations will be made.
Connectivism as a deterrent pedagogical approach for blind students at Historically Disadvantaged Institutions Moleke, Heritage; Montle, Malesela Edward
Acitya: Journal of Teaching and Education Vol. 6 No. 2 (2024): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v6i2.3952

Abstract

The educational domain, like other spheres of human endeavour, was impelled to improvise and undergo unforeseen transitions because of covid19. These transitions, among other things, affected teaching and learning processes that had to shift from physical to online mode. Dissimilar to traditional learning approaches such as cognitivism and constructivism which emphasise the cruciality of learning context, connectivism is underpinned by the notion that learning is disseminated through networks using diverse virtual learning platforms. In the case of blind students, these learning platforms require up-to-date technologies for accessibility purposes. The availability of updated technologies is an outstanding matter in most Historically Disadvantaged Institutions (HDI) of higher learning. This disadvantages the affected students in terms of academic progression. Thus, this study aims to divulge the challenges faced by blind students at HDI of higher learning through the Connectivism paradigm. A qualitative descriptive design will undergird the study. Five blind students from HDI will be purposively sampled and interviewed. The findings will be presented and analysed through Qualitative Content Analysis (QCA), and viable recommendations will be made.
RETHINKING THE PEDIGREES OF AFRICAN CULTURAL WATERSHED: A POST-COLONIAL INQUEST NTO CHINUA ACHEBE’S ARROW OF GOD Montle, Malesela Edward
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 3 No. 2 (2022)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v3i2.4832

Abstract

The African cultural identities have undergone earth-shattering shifts from the precolonial epoch to the colonial and post-colonial periods. It is the colonial empire that advented in the African continent in the 15th century and attempted to erode and stigmatise African cultural practices as part of its mission to take control of Africa. Despite Africa being under a democratic administration today, African cultural identities are still marginalised, chiefly, by colonial remnants that have not yet been successfully uprooted. Thus, this paper aims to re-anatomise the African cultural identity-crises in the present day from the onset of colonialism on the continent. It utilises a qualitative approach and crystallises this African cultural watershed from a literary perspective. Chinua Achebe’s Arrow of God is purposively sampled for the paper as a primary reference point by dint of its conformity to the main theme of the study. The paper, comprehensively, blames the enduring colonial fragments in the present day for the African cultural identity-crises as they hinder decolonisation and peril African cultures. The colonial legacies in Africa today, like in the colonial times, are found to be championing Western identities at the expense of African cultural identities, hence, the latter is still menaced.
PEDAGOGICAL APPROACH TO ENGLISH GRAMMAR STRUCTURES: THE CASE OF EFAL TEACHERS IN SELECTED SCHOOLS IN LIMPOPO PROVINCE, SOUTH AFRICA Montle, Malesela Edward; Mashiane, Mmetlane Valery; Kekana, Tebogo Johannes
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i2.11962

Abstract

English grammar instruction is fundamental to learners’ success, especially in contexts where English is not a first language. However, despite its importance, the teaching and learning of English grammar continue to face persistent challenges. This paper investigates the teaching of English First Additional Language (EFAL) grammatical structures in selected public secondary schools in Limpopo Province, South Africa, and identifies obstacles to effective grammar instruction. The study was prompted by learners’ inadequate grammatical proficiency, as reflected in National Senior Certificate (NSC) examination results. Employing a qualitative exploratory design, data were collected through classroom observations of Grade 11 EFAL teachers across five schools representing five education districts. The study is grounded in both the Grammar Translation and Communicative Language Teaching approaches. Its significance lies in exploring the practical realities of grammar instruction, thereby shedding light on possible causes of learners’ grammatical weaknesses. Findings reveal that while some teachers demonstrated a sound understanding of grammar rules and structures, others showed misconceptions regarding grammar teaching. Evidence of learner interlanguage, permeability, and fossilization was also observed. Moreover, teachers employed varying degrees of adaptation of the three approaches and utilized diverse teaching and learning materials. The study concludes that effective grammar instruction requires enhanced teacher training in the integration of multiple pedagogical approaches to strengthen learners’ understanding of English grammatical structures.
Co-Authors Kekana, Tebogo Johannes Mashiane, Mmetlane Valery Mogoboya, Mphoto Johannes Moleke, Heritage