Literature and Society: a Perspective on African Languages (AFL2603)
Institution
University Of South Africa (Unisa)
Book
Language, Literature and Education in Multicultural Societies
AFL2603 Assignment 1 (COMPLETE ANSWERS) Semester 2 2024 - DUE 2024 ; 100% TRUSTED Complete, trusted solutions and explanations. For assistance, Whats-App 0.6.7-1.7.1-1.7.3.9. Ensure your success with us.. 1.1 How did people in the olden days’ prior formal education, transfer knowledge and skills ...
Literature and Society: a Perspective on African Languages (AFL2603)
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AFL2603
Assignment 10 Semester 2 2024
ENGLISH ASSIGNMENT 10
Detailed Solutions, References & Explanations
Unique number:
Due date: 2024
QUESTION 1
1.1.
In the olden days, before the advent of formal education, traditional societies transferred
knowledge and skills to their children through oral traditions, cultural practices, and
various forms of socialization embedded in everyday life. This process was integral to
ensuring that children learned the necessary values, norms, and practical skills required
to thrive within their communities. The methods used were deeply rooted in the cultural
heritage and were designed to be engaging and educational. Here are some key ways in
which knowledge and skills were transferred:
1. Folktales and Storytelling: Storytelling was a primary method of teaching
children about the values, history, and moral lessons of their community. For
example, in the story of igundwane elingezwa (The disobedient mouse), the tale
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teaches children about the consequences of disobedience and the importance ofof use
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listening to elders. Such stories
• Use often contained
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as a guide for lessons
learning, that were
comparison crucial for
and reference purpose,
• cohesion
social Not to duplicate, reproduce and/or
and individual misrepresent
conduct thecommunity.
within the contents of this document as your own work,
• Fully accept the consequences should you plagiarise or misuse this document.
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Extreme care has been used to create this document, however the contents are provided “as is” without
any representations or warranties, express or implied. The author assumes no liability as a result of
reliance and use of the contents of this document. This document is to be used for comparison, research
and reference purposes ONLY. No part of this document may be reproduced, resold or transmitted in any
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QUESTION 1
1.1.
In the olden days, before the advent of formal education, traditional societies
transferred knowledge and skills to their children through oral traditions, cultural
practices, and various forms of socialization embedded in everyday life. This process
was integral to ensuring that children learned the necessary values, norms, and
practical skills required to thrive within their communities. The methods used were
deeply rooted in the cultural heritage and were designed to be engaging and
educational. Here are some key ways in which knowledge and skills were transferred:
1. Folktales and Storytelling: Storytelling was a primary method of teaching
children about the values, history, and moral lessons of their community. For
example, in the story of igundwane elingezwa (The disobedient mouse), the
tale teaches children about the consequences of disobedience and the
importance of listening to elders. Such stories often contained moral lessons
that were crucial for social cohesion and individual conduct within the
community.
2. Lullabies and Game Songs: Rhythmic lullabies and game songs were used
to stimulate cognitive development in children. These songs helped develop
language skills, listening abilities, and emotional expression. The Sesotho
game song Malatadiana Tsela is an example where children, while playing,
learned cooperation, language, and even mathematical skills through the
repetition and rhythm of the song. As they passed a boulder around while
singing, they practiced coordination, manipulation skills, and counting, all of
which were vital skills in their everyday lives.
3. Rituals and Ceremonies: Traditional rituals and ceremonies were often
significant events where children learned about their cultural heritage and
societal roles. For example, initiation ceremonies marked the transition from
childhood to adulthood, during which young people were taught the
responsibilities and behaviors expected of adults within their society.
4. Observation and Participation in Daily Activities: Children learned by
observing and participating in the daily activities of adults. Tasks such as
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is” without
any representations or warranties, express or implied. The author assumes no liability as a result of
reliance and use of the contents of this document. This document is to be used for comparison, research
and reference purposes ONLY. No part of this document may be reproduced, resold or transmitted in any
form or by any means.
, +27 67 171 1739
farming, hunting, cooking, and crafting were not only practical skills but also
carried cultural significance. Through this hands-on approach, children learned
the practical knowledge needed for survival and the cultural practices that
sustained their communities.
5. Proverbs and Sayings: Proverbs were another tool used to impart wisdom and
social norms. These short, memorable phrases encapsulated important
lessons and were often used by elders to guide the younger generation in their
decision-making and behavior.
In essence, knowledge and skills were passed down through immersive, communal
activities that were both educational and entertaining, ensuring that children were well-
equipped to become contributing members of their society.
1.2.
I disagree with the statement that folksongs and praise poems are old-fashioned and
outdated. While it is true that these forms of expression may be rooted in traditional
cultures, they remain relevant and significant in various ways, even in contemporary
society. Here are several reasons and examples to support this view:
1. Cultural Identity and Heritage: Folksongs and praise poems are essential
components of cultural heritage. They carry the history, values, and collective
memories of a people, serving as a bridge between generations. For instance,
in South Africa, praise poems (izibongo) are still used in various ceremonies
and events to honor individuals and to keep alive the rich oral traditions of the
past. These poems celebrate the achievements, lineage, and character of
individuals, reinforcing cultural identity and pride.
2. Educational Value: These traditional forms are valuable educational tools.
They teach about historical events, societal values, and moral lessons in a
manner that is engaging and memorable. For example, the folksong
"Shosholoza," originally sung by migrant workers in Southern Africa, is still
widely known and sung today. It is not only a symbol of resilience and unity but
also educates younger generations about the history of labor migration and the
struggles faced by workers.
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is” without
any representations or warranties, express or implied. The author assumes no liability as a result of
reliance and use of the contents of this document. This document is to be used for comparison, research
and reference purposes ONLY. No part of this document may be reproduced, resold or transmitted in any
form or by any means.
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