Connie Makgabo
Faculty of Education, University of Pretoria, Pretoria, South Africa

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Pedagogical Practices in Teaching SiSwati as a First Language in Diverse Linguistic Settings Tholakele Constance Mngometulu; Connie Makgabo
Journal of Languages and Language Teaching Vol 11, No 1 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i1.6567

Abstract

This article reports on pedagogical practices in teaching SiSwati as a first language (SL1) in diverse linguistic settings of Eswatini. In response to educational research indicating the vital role played by a learner’s first language in learning, the Eswatini government embarked on an exercise of decolonising the curriculum in 2011 by using SiSwati as the medium of instruction and learning in the foundation and middle phases and a core subject throughout primary and senior secondary school. However, arguably, research on African language pedagogy is scanty, let alone teaching of SiSwati, as the little available research has been on issues of policy, thus leaving a knowledge gap on the pedagogy in SiSwati first language (SL1). Therefore, the purpose of this study is to explore pedagogical practices that are used in the SL1 class in compliance with the policy, which provides for SiSwati to be a compulsory subject and a vehicle for teaching and learning in early primary schools.. This qualitative case study involved eight teachers who taught SL1 in the foundation and middle phases. Data were generated through interviews. The findings indicated that teachers’ practices were anchored in the understanding that teaching SL1 meant equipping learners with functional language skills, such as productive and receptive skills, essential for studying across subject curricula. However,  a lack of pedagogical knowledge thwarted teachers’ practices to teach language in general, let alone to multilingual learners as expository pedagogy dominated SL1 classrooms, as opposed to curriculum requirements that learner-centred pedagogies anchored in social practice be used. Besides, these findings advocate for culturally responsive pedagogies appropriate to teach SL1 to learners from diverse linguistic backgrounds.
Philippine and South African Experiences on Folk Literature Research: Relevance, Gains, and Challenges Connie Makgabo; Genevieve J Quintero
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10667

Abstract

Folkloric studies have accelerated in the Philippines and South Africa because the Academe acknowledged the urgency to collect, preserve, and publish the oral traditions of indigenous communities. Oral traditions embody the history, values, and world views of these indigenous cultures, which need to be preserved for posterity. This paper discusses the relevance, gains, and challenges in conducting folklore research in the Philippines and South Africa, which share similarities, including their colonial pasts and number of indigenous communities. The paper contemplates the relevance of folklore research outputs in different fields thereby contributing to the discourse on the value of folklore research. This qualitative study uses textual analysis to focus on insights related to folklore research, using secondary data including journal articles, book publications, and textual references. The study reveals that although there is extensive research in the field of folklore in both countries, there remain gaps that need to be filled, such as the collection, preservation, and recognition of representative folklore from other regions and cultural communities. South Africa, for instance, has 12 official languages, and the Philippines has 110 ethnolinguistic groups. There are still languages and indigenous oral traditions that are developing, and folk literature that needs to be recorded, preserved, and published. These oral traditions/folk literature play an important role in revealing people’s cultural identities and preserving heritage, which is imperative in nation-building. The findings highlight the importance of continuing research about folklore and the need to preserve indigenous knowledge systems When written down and published, folklore becomes tangible and preserved for posterity, providing present and future generations the opportunity to learn, understand, and appreciate their cultural legacy.