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dc.creatorErnest-Samuel (Imo State University – Owerri/Imo State, Nigeria), Gloria Chimeziem-
dc.date2019-01-17-
dc.date.accessioned2022-04-04T18:14:35Z-
dc.date.available2022-04-04T18:14:35Z-
dc.identifierhttps://seer.ufrgs.br/index.php/presenca/article/view/81831-
dc.identifier.urihttp://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/166021-
dc.descriptionThis paper examines the teaching of Igbo literature adapted from F.C.Ogbalu’s Uremma-one of the folktales in an Igbo literature titled Nza na Obu. The literature text is a compendium of popular folktales and folksongs of Igbo people in Eastern Nigeria, and was in the Nigerian schools’ Igbo language/literature curriculum for decades. The paper shares a pedagogical experiment involving the teaching of the Igbo language folktale as literature and as a video film in a class of young 18 teenagers. Odum na Akwaeke is the video adaptation of Akwaeke(Uremma) folktale. The folktale was adapted into “Odum na Akwaeke,” (Amayo Uzo Philip dir., 1998)- a popular narrative video film, and became one of Nollywood (Nigerian film industry)’s most popular Igbo films at its release in 1998. The pedagogical experiment reveals that video film viewership affects the students’ appreciation of not just the literature, but also the language; and equally creates a warm learning atmosphere which enables the students to cooperate, share and contribute in the learning exercise. The research experiment buttresses the importance of interactive teaching methodology in teaching and learning indigenous knowledge. The paper concludes that faced with globalization and persistent technological invasion, scholars particularly those interested in African culture and cultural studies need to reflect on newer and innovative approaches to teaching local languages and literature in order to sustain youth interest in African culture/ cultural studies in a technological era. en-US
dc.languageeng-
dc.publisherBrazilian Journal on Presence Studiesen-US
dc.publisherRévue Brésilienne d'Études de la Présencefr-CA
dc.publisherRévue Brésilienne d'Études de la Présencefr-FR
dc.publisherRevista Brasileira de Estudos da Presençapt-BR
dc.relationhttps://seer.ufrgs.br/index.php/presenca/article/view/81831/51734-
dc.rightsCopyright (c) 2019 Revista Brasileira de Estudos da Presençapt-BR
dc.sourceBrazilian Journal on Presence Studies; Vol. 9 No. 1 (2019): Jan./Mar. 2019; 1 - 22en-US
dc.sourceRévue Brésilienne d'Études de la Présence; Vol. 9 No. 1 (2019): Jan./Mar. 2019; 1 - 22fr-CA
dc.sourceRévue Brésilienne d'Études de la Présence; Vol. 9 No 1 (2019): Jan./Mar. 2019; 1 - 22fr-FR
dc.sourceRevista Brasileira de Estudos da Presença; v. 9 n. 1 (2019): Jan./Mar. 2019; 1 - 22pt-BR
dc.source2237-2660-
dc.subjectVideo filmen-US
dc.subjectliteratureen-US
dc.subjectlanguageen-US
dc.subjectIgbo cultureen-US
dc.subjectPedagogyen-US
dc.subjectPedagogy on Literatureen-US
dc.titleIgbo language and literature in classroom discourse: A pedagogical e experimenten-US
dc.typeinfo:eu-repo/semantics/article-
dc.typeinfo:eu-repo/semantics/publishedVersion-
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