Cultural Perceptions of Folklore in the Grade Nine EFAL Classroom
DOI:
https://doi.org/10.25159/2663-6697/18867Keywords:
fairy tales, culture, English First Additional Language, teachers, learners, perceptionsAbstract
This study explored teachers’ perspectives on fairy tales as part of engaging with folklore in English as prescribed literature in the Grade Nine English First Additional (EFAL) language classroom in selected schools in Gauteng. Many benefits are linked to incorporating fairy tales in the classroom, such as expanding vocabulary and learning how to utilise words and phrases. However, there are several challenges with using these tales in class. We therefore conducted a qualitative study using interviews to determine teachers’ attitudes regarding the use of fairy tales. Purposeful sampling was used to extract information from 15 teachers (five from each of the three schools) and nine Grade Nine learners, three from each of the three secondary schools in Soshanguve, Gauteng. Teachers and learners were sampled separately. An interpretivist research paradigm was used following a qualitative approach and a case study design. Focus group interviews were conducted to shed light on the phenomenon. Data was analysed by extracting codes via open coding to arrive at themes from the interview responses and providing quotes to support the discussions. There exists a dearth of research on the use of folklore as taught to Grade Nine learners, and the objective was to bridge this gap. The study found that attitudes towards English and reluctance to engage in humorous role play cause negative perceptions towards learning via fairy tales. The history of indigenous languages and apartheid still influences learners’ willingness to learn using English fairy tales. It was also found that some learners enjoy fairy tales and that these stories can indeed impact language learning positively, even in the senior phase. However, new strategies such as transplanting the fairy tale and using African names when dealing with them could assist in adapting the stories to become more relatable and relevant to unique cultural surroundings. The study contributed to the body of knowledge regarding the incorporation of folklore in teaching English to Grade Nine learners.
References
Ademolu, E. 2023. "Understanding Audience Reception and Interpretation of Development Communications: A Research Framework Proposition." Philanthropy and Marketing 28(1):112. https://doi.org/10.1002/nvsm.1769 DOI: https://doi.org/10.1002/nvsm.1769
Ashliman, D.L. 2015. Cinderella. http://www.pitt.edu/~dash/type0510a.html#grimm
Babane, V.C. 2020. "How Language Challenges Affect the Behaviour of Immigrant Learners in the Foundation Phase at Three Schools in Gauteng, South Africa." South African Journal of Childhood Education 10(1): a868. https://doi.org/10.4102/sajce.v10i1.868 DOI: https://doi.org/10.4102/sajce.v10i1.868
Babauta, A.P. 2016. "Fairy Tales and Adaptations: A Unit of Study for High School Seniors." James Madison University JMU Scholarly Commons. https://commons.lib.jmu.edu/cgi/viewcontent.cgi?article=1155&context=honors201019
Bahti, T. 2005. Literary Theory. Minneapolis: University of Minnesota Press.
Bajramaj, E. 2024. "In What Way Does the Use of Fairy Tales Affect Language Development in Primary School ESL Students?" https://mau.diva-portal.org/smash/get/diva2:1846459/FULLTEXT02.pdf
Barnhart, D. 2022. "What is a Reception Theory?" Accessed February 20, 2022. https://www.wisegeek.com/what-is-a-reception-theory.htm
Bartusis, M. 2012. Affirmative Action, Ethnicity and Conflict. New York: Routledge Books.
Canepa, N.L. (ed). 2019. "Teaching Fairy Tales." Accessed May 20, 2022. https://cpb-us-w2.wpmucdn.com/campuspress.yale.edu/dist/d/2354/files/2020/08/Kaliambou_2019_I-Cannot-Understand-You.pdf
Chang, L.H. and Lu, D.B. 2022. "Reinventing Fantasy: The Reception." Advances in Literary Study 10: 98-110. Accessed June 20, 2022. https://www.scirp.org/journal/als DOI: https://doi.org/10.4236/als.2022.101007
Clayton, J. 2021. "Definition of Folklore." Accessed May 5, 2022. https://study.com/academy/lesson/what-is-folklore-definition-legends-myths.html
Da Costa, D.F., Dyers, C., and Mheta, G. 2013. "Language Standardization." In Language, Society and Communication. An Introduction, edited by Z. Bock and G. Mheta, 68-72. Hatfield: Van Schaik.
Dahal, H. and Batta, B. 2021. "Multidisciplinary Research." Nepal Journal of Multidisciplinary Research 4(1):31-43.
https://doi.org/10.3126/njmr.v4i1.36618 DOI: https://doi.org/10.3126/njmr.v4i1.36618
De Man, P. 2005. "Introduction: Toward an Aesthetic of Reception, Hans Robert Jauss." Translation from German by T. Bahti. Minneapolis: University of Minnesota.
Department of Basic Education. 2022. "Revised Annual Teaching Plan 2021-2023 (Grade 9 - English FAL - TERM 1)." Pretoria: Government Press.
Department of Education. 2012. "National Curriculum Statement, Department of Basic Education (English First Additional Language)." Cape Town: Government Printing Works.
Department of Education. 2012a. "National Curriculum Statement, Department of Basic Education (English First Additional Language)." Cape Town: Government Printing Works.
Fien, H., Santoro, L., Baker, S.K., Park, Y., Chard, D.J., Williams, S., and Haria, P. 2011. "Enhancing Teacher Read Aloud with Small-group Vocabulary Instruction for Students with Low Vocabulary in First-grade Classrooms." School Psychology Review 40:153.
https://doi.org/10.1080/02796015.2011.12087720 DOI: https://doi.org/10.1080/02796015.2011.12087720
Fithriyah, F. 2020. "Motivation and Language Learning: A Literature Review." Intellektualita, 9(1):88-97.
Gunner, J. 2022. "What Is Folklore? Meaning, Types, and Examples." Accessed February 20, 2022. https://examples.yourdictionary.com/what-is-folklore-meaning-types-and-examples.html
Haase, D. 2016. "Challenges of Folktale and Fairy-Tale Studies in the Twenty-First Century." Fabula 57(1-2):73-85.
https://doi.org/10.1515/fabula-2016-0006 DOI: https://doi.org/10.1515/fabula-2016-0006
Hans, G.G. 1982. The Inner Word in Gadamer's Hermeneutics. South Bend: University of Notre Dame Press.
Hernandez, A. 2010. "Promoting Speaking Proficiency through Motivation and Interaction. The Study Abroad and Classroom Learning Contexts." Wiley Online Library Foreign Language Annals 43(4):650-670. Accessed June 12, 2017. http://onlinelibrary.wilery.com/doi/10.111/j.1944-9720.2010.01107.x/full DOI: https://doi.org/10.1111/j.1944-9720.2010.01107.x
Horsthemke, K., SiyakwazI, P., Walton, E., and Wolhuter, C. 2016. Education Studies. History, Sociology and Philosophy. Hatfield: Van Schaik Publishers. Accessed May 2, 2018. https://doi.org/10.1023/A:1020909529486 DOI: https://doi.org/10.1023/A:1020909529486
Iser, W. 1972. "The Reading Process: A Phenomenological Approach." New Literary History 31(1):1-4.
https://doi.org/10.2307/468316 DOI: https://doi.org/10.2307/468316
Iser, W. 2007. "Do I Write For An Audience?" PMLA 115(3):22-1000.
https://doi.org/10.2307/463451
Iser, W. 2000. "Do I Write for an Audience?" PMLA 115(3):310-314. Accessed September 20, 2021. https://www.jstor.org/stable/468316#metadata_info_tab_contents DOI: https://doi.org/10.2307/463451
Jauss, H.R. 1982. "Literary History as a Challenge to Literary Theory." In Literary Theory, edited by T. Bahti, 18-19. Minneapolis: University of Minnesota Press.
Jordan, A. 2010. Fairy Tales, Folk Tales, and Intertextuality: A Unit for Tenth Grade World Literature. Georgia: The University of Georgia.
Klapwijk, N. 2015. "Emc2=comprehension: A Reading Strategy Instruction Framework for All Teachers." South African Journal of Education 35(1):1-9. https://doi.org/10.15700/201503062348 DOI: https://doi.org/10.15700/201503062348
Knaak, T., Grünke, M., and Barwasser, A. 2021. "Enhancing Vocabulary Recognition in English Foreign Language Learners with and Without Learning Disabilities: Effects of a Multi-Component Storytelling Intervention Approach." Learning Disabilities: A Contemporary Journal 19(1):69-85. https://doi.org/10.1177/0022219414566681 DOI: https://doi.org/10.1177/0022219414566681
Kumar, R. 2019. Research Methodology. A Step-by-Step Guide for Beginners. Washington: SAGE Publications.
Livingstone, C. 2018. "Transplanting the Fairy Tale: An Afrocentric Perspective." Education as Change 22(3):1-18.
https://doi.org/10.25159/1947-9417/4485 DOI: https://doi.org/10.25159/1947-9417/4485
Mambrol, N. 2018. "Key Theories of Wolfgang Iser." Accessed February 2, 2020. https://literariness.org/2018/02/12/key-theories-of-wolfgang-iser/
Mohammed, S. 2020. "South Africa: Broken and Unequal Education Perpetuating Poverty and Inequality." Accessed February 20, 2021. https://www.amnesty.org/en/latest/news/2020/02/south-africa-broken-and-unequal-education-perpetuating-poverty-and-inequality/
Moore, W., Hammond, L., and Fetherston, T. 2014. "Strengthening Vocabulary for Literacy: An Analysis of the Use of Explicit Instruction Techniques to Improve Word Learning from Story Book Read-aloud." Australian Journal of Learning Difficulties 19: 153-172.
https://doi.org/10.1080/19404158.2014.964992 DOI: https://doi.org/10.1080/19404158.2014.964992
Mouton, J. 2022. How to Succeed in Your Master's and Doctoral Studies. Hatfield: Van Schaik Publishers.
Niewenhuizen, J. 2020. "Qualitative Designs and Data Gathering Techniques." In First Steps in Research 3, edited by K. Maree, 60-140. Hatfield: Van Schaik Publishers.
Omodan, B.I. and Ige, O.A. 2021. "Managing Diversity in Schools: The Place of Democratic Education and Ubuntuism in South Africa." Journal for Transdisciplinary Research 17 (1) a854. Accessed February 2, 2024. https://doi.org/10.4102/td.v17i1.854
https://doi.org/10.4102/td.v17i1.854 DOI: https://doi.org/10.4102/td.v17i1.854
Richard, M.P. 2016. The Dynamics of Persuasion: Communication and Attitudes in the Twenty-First Century. New York: Routledge.
Ringo, M.A. 2004. "Storytelling as a Teaching-Learning Strategy: a Nonnative Instructor's Perspective." Paper presented at the Annual Meeting of the Speech Communication Association (80th, New Orleans, LA, November 19-22).
Sadeghi, K. and Richards, J.C. 2015. "Teaching Spoken English in Iran's Private Language Schools: Issues and Options." English Teaching Practice and Critique 14(2):210-215. https://doi.org/10.1108/ETPC-03-2015-0019 DOI: https://doi.org/10.1108/ETPC-03-2015-0019
Saho, R.K. 2019. "Amersfoort Legacy - History of Education in South Africa." Accessed April 30, 2021. https://www.sahistory.org.za/article/amersfoort-legacy-history-education-south-africa
Saxby, G. 2022. "Searching for a Happily Ever After: Using Fairy Tales in Primary Classrooms to Explore Gender, Subjectivity and the Life-worlds of Young People." The Australian Journal of Language and Literacy 45: 219-232. Accessed January 2, 2023. https://doi.org/10.1007/s44020-022-00017-z DOI: https://doi.org/10.1007/s44020-022-00017-z
Shrishthy, S. 2022. "Importance of English Language for Global Understanding and for Global Education." International Journal for Research Trends and Innovation 7(7):116-120.
Simon, M.P. 2022. "The Benefits of Using Fairy Tales in EFL Classrooms." Asian Education Studies 7(3):1-7.
https://doi.org/10.20849/aes.v7i3.1138 DOI: https://doi.org/10.20849/aes.v7i3.1138
Soltau, N. 2021. "Teaching Fairy Tales: Constructing Culture and Learning Language." A Journal of the American Association of Teachers of German 54(1):38-52. https://doi.org/10.1111/tger.12153 DOI: https://doi.org/10.1111/tger.12153
Stroud, R. 2013. "The Laughing EFL Classroom: Potential Benefits and Barriers." English Language Teaching 6(10): 23-85.
https://doi.org/10.5539/elt.v6n10p72 DOI: https://doi.org/10.5539/elt.v6n10p72
Strydom, H. 2021. "Contemporary Data Collection Methods." In Research at Grassroots. For the Social Sciences and Human Profession. For the Social Sciences and Human Services Professions, edited by C.B. Fouche, Strydom, H. and Roestenburg, 254-335. Hatfield: Van Schaik Publishers.
Stuart, H. 2014. Routledge Critical Thinkers. London: Oxford University Press.
Tearle, O. 2020. "A Summary and Analysis of the 'Three Little Pigs' Fairy Tale." Accessed February 20, 2020. https://interestingliterature.com/2020/04/three-little-pigs-fairy-tale-fable-summary-analysis-origins/
Van Rooyen, J.W. 2017. "Challenges of Inclusive Education in Multicultural Public Primary Schools." MEd Dissertation, University of Pretoria.
Verner, S. 2022. "Fable Time: Using and Writing Fables in the ESL Classroom." Accessed May 20, 2021. https://busyteacher.org/8643-using-writing-fables-esl-classroom.html
Visikoknox-Johnson, L. 2016. "The Positive Impacts of Fairy Tales for Children." Hohonu 14(1):77-81.
Walker, S. 2015. "Young People's Mental Health: The Spiritual Power of Fairy Stories, Myths and Legends." Mental Health, Religion and Culture 13(1): 81-92. https://doi.org/10.1080/13674670903196721 DOI: https://doi.org/10.1080/13674670903196721
Willis, T. 2019. "Soweto Uprising: How a Student-Led Movement Changed History." Accessed February 2, 2021. https://www.morningsidecenter.org/teachable-moment/lessons/soweto-uprising-how-student-led-movement-changed-history
Wolhuter, C. 2016. "The Education System of South Africa: Catapulting the Country into the Twenty-first Century." In Education Studies: History, Sociology, Philosophy, edited by K. Horsthemke and Siyakwazi, P. Cape Town: Oxford University Press.
Wright, L.K. and Dunsmuir, H.O. 2019. "The Effect of Storytelling at School on Children's Oral and Written Language Abilities and Self-Perception." Reading and Writing Quarterly, Overcoming Learning Difficulties 35(2):129.
https://doi.org/10.1080/10573569.2018.1521757 DOI: https://doi.org/10.1080/10573569.2018.1521757
Young, A. 2020. "Empowering Children through Storytelling: A Fairy Tale Curriculum for Middle School Students." English Master's essays. Essays. 29. Accessed May 3, 2021. https://ir.stthomas.edu/cas_engl_mat/29
Zahra, H. T., Shahzad, W., Farooq, M. A., Ali, T., and Ain, N. u. 2024. "Impact of Using Folklore in ESL Classroom for Teaching English Reading Skills in RYK." Qlantic Journal of Social Sciences and Humanities 5(2): 203-211. Accessed April 2, 2025. https://doi.org/10.55737/qjssh.501691429 DOI: https://doi.org/10.55737/qjssh.501691429
Zajkowska, Z. 2023. "The Magic of Fairy Tales-Inspired Mind." Accessed April 4, 2025. https://www.inspirethemind.org/post/the-magic-of-fairy-tales
Downloads
Published
How to Cite
Issue
Section
License
Copyright will be vested in Unisa Press. However, as long as you do not use the article in ways which would directly conflict with the publisher's business interests, you retain the right to use your own article (provided you acknowledge the published version of the article) as follows:
- to make further copies of all or part of the published article for your use in classroom teaching;
- to make copies of the final accepted version of the article for internal distribution within your institution, or to place it on your own or your institution's website or repository, or on a site that does not charge for access to the article, but you must arrange not to make the final accepted version of the article available to the public until 18 months after the date of acceptance;
- to reuse all or part of this material in a compilation of your own works or in a textbook of which you are the author, or as the basis for a conference presentation.
