Cultural Perceptions of Folklore in the Grade Nine EFAL Classroom

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.