Centering indigenous knowledge through multimodal approaches in English first additional language learning

Abstract

In this article, we address findings from a study conducted with high school learners in Gauteng, South Africa. It explored the strategies used by learners when learning English as a First Additional Language (EFAL). We used a conceptualisation of Ubuntu as a lens through which to explore EFAL learning. Data collection included an open-ended questionnaire and non-participant observation. Participants were purposefully sampled from peer-tutoring organisations around Gauteng. The key findings, which include the use of indigenous poetry, dance and storytelling by learners, highlight the need to include indigenous practices in the language classroom. Learners also showed a preference for cooperative learning and for using humour as a strategy for EFAL learning. We argue that the silencing of indigenous knowledge systems (IKS) perpetuates epistemic violence by limiting the resources available for learning. Therefore, more should be done in the EFAL classroom to ensure the inclusion of IKS. Through the findings of this study, we propose that including Ubuntu values and IKS in the curriculum is imperative if educational outcomes are to be improved, as these systems allow learners to become more involved and engaged in their own learning. This will re-centre African voices and valorise indigenous epistemologies.