Document analysis and presentation

This section summarizes the key facts about the curriculum requirements for Silozi first language for grades 5-8. The aim is to trace the existence of oral literature in the three selected documents.

These three documents provide guidance on learning outcomes and activities for the classroom, and comprise the national subject policy for Silozi home language grades 5 - 12, the National Assessment Policy document as well as the Silozi first language syllabus for grades 5 - 8. To this end, the following questions were designed to elicit the required data:

 Is there any concrete evidence of a topic related to proverbs, riddles, folktales, etc?

 Does the curriculum recognise the scientific fact that language is a repository of culture, as suggested by Jiang (2000) and Kaschula & Anthonissen (1995)?

 Since oral literature is seen as a vehicle of cultural intergenerational transmission, are basic culture concepts and ideas integrated into the language classrooms?

The following is selected content from the assessment policy document for first/home language (NIED, 2010:3). The key learning outcomes which should be assessed are:

1. Aural and Oral (learners should be able to)

 Comprehend feelings, intentions, emotions and attitudes

 Understand, order and present facts and opinions

 Respond appropriately to spoken instructions and directions

 Articulate expressions and express what is felt, thought and imagined

 Communicate effectively, appropriately and clearly

 Show sensitivity to the audience

 Develop skills of oral presentation

 Convey meaningful and critical thoughts, facts, opinions, feelings and requests

 Speak fluently and confidently

 …

2. Reading and writing

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 Respond appropriately to written instructions and directions

 Follow the writer‘s arguments, draw inferences and draw conclusions

 Explore how language, structure and form contribute to the meaning of the text

 Handle accurately spelling, punctuations and all aspects of grammar and orthography

 … 3. Language usage

 Use accurately all aspects of spelling, punctuations and grammar

 Use and extent appropriate imagination and varied use of vocabulary and idioms

 Apply a variety of sentence structures

 Use simple and complex sentences

 Use parts of speech correctly

 … 4. Literature

 Demonstrate an understanding of a literary text

 Recognise how the writer uses language to achieve effect in an attempt to gain an insight

 comment on the use of imagery, wit and irony

 Analyse text within different genres

 …

The Silozi subject policy document has as its aim to develop well-organized and practically oriented programmes of teaching and learning and the management of Silozi in the schools. The document

 provides guidance to subject management in teaching and learning activities.

 acts as a guide for the teachers in organising their administrative duties and in planning teaching and learning to meet the expectations of the national standards and performance indicators.

[National subject policy guide for Silozi grade 5 to 12, NIED 2007, p.1]

82 The Silozi first language syllabus

The key learning requirements of the syllabus are given here. Two syllabi were reviewed because the focus of this study was grades5 - 8 which fall under two different schooling phases, namely upper primary (grades 5 to 7) and junior secondary. A short version of the key learning requirements in the syllabus is given below and then translated into English and italicised.

Kusufazo ya ze Mwahali ze ltutwa:

Silambasi ya Puo ya Pili ya Litopa za 5-7 i shimbile mifuta i ketalizoho ya zibo ya kueza i Ii ye swanela kuzibwa ki baituti kamukana:

Kuteeleza ni Kualaba Kubulela

Kubala ni Kualaba Kuñola

Sebeliso ya puo

[Silozi First Language Syllabus Grades 5-7 pp 9]

A short version of the key learning areas

The syllabus for Silozi first language grade 5 - 7 consists of the five skills which all learners should be able to know:

Listening and answering Speaking

Reading and answering Writing

Language usage

[Silozi First Language Syllabus Grades 5-7 pp 9]

Kusufazo Ya Ze Itutwa

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Zibo ya puo ye swanelwa kufumanwa ki baituti kaufela i swanela kuba ni ze latelela:

- Kuteeleza ni kubulela - Kubala ni kuñola - Sebeliso ya puo - Ze mwalibuka

[Silozi First Language Syllabus, Grades 8 – 10 NIED 2009 pp 14]

Simplified Version of the Learning Outcomes

The learning competences that all learners should grasp in this phase are as follows:

- Listening and speaking - Reading and writing - Language usage - Literature

[Silozi First Language Syllabus, Grades 8 – 10 NIED 2009 p 14]

4.19.1 Discussion of document analyses

The assessment policy document shows basic language competences in the following areas: the aural and oral, reading and writing, language and literature. These documents only show the abilities and skills that learners should be able to master, and there are no traceable existences of oral literature or anything that might fall within the parameters of cultural awareness studies. The curriculum is more skill-oriented in promoting language in use. It stipulates that the communicative approach to language teaching be followed; that is, that the basic language competencies are taught in an integrated way similar to the way language is used in real-life situations.

There seem to be no forms of cultural sensitivity or oral literature. For the curriculum to employ the communicative approach to language teaching as stated above, the teaching of Silozi would have to be integrated in the ways in which we use language in everyday contexts. The cultural aspect cultivated in oral literature is underdeveloped in the curriculum, as is evident from the

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absence of any mention of oral literature. In support of the fact that language and culture are two symbolic systems, Jiang (2000), as already alluded to, is of the view that language is a verbal expression of culture and is used to maintain and convey cultural ideas; without language, culture would not exist. Language is a system which contains the historical and cultural backgrounds of the speakers and their approaches to life (ibid). The beliefs and values that form part of the people are reflected in their language (Kaschula & Anthonissen, 1995, p.15).

As can be seen from the extracts, above, the subject policy document for Silozi merely stipulates a series of administrative guidelines for handling Silozi home language in school. Once again there is no evidence of oral literature. The policy does not clearly highlight the rationale for Silozi language as a school subject. Such a rationale could have spelled out the relationship between language and culture.

The two syllabi reviewed in this study point only to the primacy of language skills in terms of which learners should be competent in reading, writing, listening, speaking and language usage.

In a detailed analysis of materials which are not presented here but attached as appendices, there are specific topics prompting these basic language skills and in the materials. However, there is no sensitisation of learners to oral literature and basic cultural practices.