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Enhancing Language Learning Through Indigenous Lobedu Folk Songs
Abstract
Integrating culturally relevant content from the indigenous knowledge systems (IKS) and languages can enhance engagement and understanding of language teaching and learning. Although South Africa's Constitution (1996) recognises 12 official languages and encourages the documentation, preservation, and promotion of minority languages and dialects, the commitment to promoting cultural diversity and inclusion of these languages is still meagre, especially among the marginalized indigenous rural communities. This chapter argues that folk songs as part of the IKS can help to improve language and other creative skills since they incorporate poetic elements such as rhythm, metaphor, and wordplay. The chapter adopted a decolonial lens and the repetition as a rhetorical tool for emphasis and persuasion, rhythm, balance, memory, and learning to explore the Lobedu folk song “Ka totoma”.
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