Folklore-based pedagogy for literacy and critical thinking in Sepedi classrooms

Abstract

Background: South African primary schools continue to face significant literacy challenges, with PIRLS 2016 finding that 78% of Grade 4 learners were unable to read for meaning. In Sepedi-speaking communities, the gap between indigenous oral traditions and formal education deepens these challenges, as culturally significant folklore resources remain underutilised.
Objectives: This study examined the pedagogical potential of Sepedi folklore including folktales (dinonwane), proverbs (diema), and riddles (dithai) as culturally responsive tools for developing literacy and critical thinking among Grade 7 Sepedi home language learners in the Lebowakgomo Circuit, Limpopo.
Method: A qualitative design used semi-structured teacher interviews, non-participant classroom observations and document analysis of learners’ folklore-based activities. Participants were purposively selected, and data were analysed thematically using inductive coding.
Results: Sepedi folklore functioned as an effective medium for vocabulary acquisition, figurative language, narrative competence and oral proficiency. It engaged culturally familiar schemas, reducing cognitive load and promoting higher-order analytical engagement. Dialogic folklore instruction improved learner engagement, inferential reasoning, and evaluative understanding.
Conclusion: Sepedi folklore is a valuable tool for addressing literacy challenges and promoting critical thinking. Successful implementation requires ongoing professional development, curriculum alignment and community collaboration.
Contribution: The study provides empirical evidence linking folklore-based pedagogy, literacy development and critical thinking in indigenous African language classrooms, supporting the integration of indigenous knowledge systems into formal literacy instruction.