This study explored the teachers’ perspectives on fairytales as part of engaging with folklore in English as prescribed literature in the Grade 9 English First Additional (EFAL) language classroom in selected schools in Gauteng. There are many attributes linked to the incorporation of fairytales in the classroom such as expanding vocabulary and learning how to utilise words and phrases. There are however several challenges with the use of these tales in class. We therefore conducted a qualitative study using interviews to determine the attitudes of teachers regarding the use of fairytales. Purposeful sampling was used to extract information from 15 teachers from three secondary schools in Soshanguve, Gauteng. Focus group interviews were conducted to cast light on the phenomenon. The study found that attitudes towards English as well as reluctance to engage in humorous role play were causes of the negative perceptions towards learning via fairytales. The history of indigenous languages and Apartheid still had an influence on learners’ willingness to learn using English fairytales. It was also found that some learners enjoyed fairytales and that these stories can indeed impact language learning positively even in the senior phase, but that new strategies such as transplanting the fairytale and using African names when dealing with them could assist in making the stories more relatable and relevant to unique cultural surroundings.

Authors:
Cornelia Smith, Tshwane University of Technology, South Africa
Vukosi Maluleke, Tshwane University of Technology, South Africa

About the Presenter(s)
Professor Cornelia Smith is a University Professor/Principal Lecturer at TUT SA in South Africa

See this presentation on the full schedule – Saturday Schedule

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