Folktales as Inclusive, Culturally Relevant Teaching Resources to Enhance Engagement and Participation in Sesotho Language Classrooms: Teachers’ Perceptions

Abstract

Folktales are old enduring oral stories which have been passed from generation to generation and serve as conveyers of Basotho traditions and customs. Their rich cultural and social content make them an inspiring and interesting topic to most learners in the Sesotho subject. This multiple-case study investigated how folktales as inclusive and cultural teaching resources enhance engagement and participation among Sesotho language secondary school learners. It also sought to explore the challenges faced by Sesotho language teachers in teaching folktales. The study is guided by Social Constructivism theory which emphasizes the critical significance of social interaction and cultural contexts in learning. Using a qualitative research approach, semi-structured interviews were conducted with eight Sesotho teachers working in four Leribe district secondary schools. Six teachers were female, while two were male and they all taught Sesotho language as a subject from Grade 8 to Grade 11. Thematic analysis was used to analyse data guided by the objectives of the study. The findings show that teachers reported that Sesotho folktales appeared to enhance engagement and participation in their classrooms. Teachers reported that teaching strategies like role-playing, students’ involvement in narrating folktales and critical thinking classroom discussions seemed to increase students’ levels of participation and engagement. Although the findings show positive aspects of teaching folktales, they also reveal challenges for both teachers and learners. Teachers noted some challenges in teaching folktales including learners’ and teachers’ limited knowledge of folktales and learners’ skepticism regarding belief in folktales. The study therefore highlights concerns about how teachers can pedagogically bridge belief and disbelief in folktales.