Proverbs in R. N. Phume’s Bohloko ba Maikutlo

Abstract: This article examines R. N. Phume’s use of proverbs in his volume of Sesotho poems entitled Bohloko ba Maikutlo. The proverbs to be considered are found in the poems: ‘Bohloko ba maikutlo’, ‘Motho’, ‘Re ka kgona’, ‘Moshanyana’ and ‘Ihlo la moya’, which are found in the said volume. The proverbs to be discussed, as found in the poems, are nnete re entse letsoho la monna (truly we’ve done a man’s hand), ha ho tume feela di melala (it’s not only the fat necks that gain fame), kgakgi o kgakga se ya beng se sa o kgakge (care about a person who does not care about you), moaha moriti ruri ha a o dule (the creator of a shade does not sit in it), ihlo la kgutsana ke lebone (the eye of an orphan is a light), and monate o utlwa ke moetsi, athe bohloko bo utlwa ke moetsuwa (happiness is felt by the doer, while pain is felt by the victim). The concept of ‘proverb’ will be defined as part of the introductory section of this study. The different sections of the article are the introduction and discussion. A concluding remark will be included towards the end of the discourse

The utilization of children’s oral literature as a literacy tool: Northern Sotho rhymes and folktales

The comprehension of oral literature is very crucial as it is the literature that is readily available, that is at no cost most of the time. If used well, it can play a huge role in combating some of the issues of literacy. Due to oral tradition being part of many people’s cultures, it is one literature that can be relied upon in a country that has varied socio-economic issues. It is considered that oral literature is an important entry point to the meaning of verbal texts and that it plays an important role in exposing children to words. This article analyses selected Northern Sotho rhymes and folktales as forms of oral literature that can be utilised in addressing literacy challenges, demonstrating how teachers and learners can use rhymes and folktales as a teaching and learning resource. The article has demonstrated that some rhymes can teach children sequence of events, colours, different animals, cooperation, social skills and be a form of exercise. Folktales add on to their vocabulary and impart some moral skills

The utilization of children’s oral literature as a literacy tool: Northern Sotho rhymes and folktales

The comprehension of oral literature is very crucial as it is the literature that is readily available, that is at no cost most of the time. If used well, it can play a huge role in combating some of the issues of literacy. Due to oral tradition being part of many people’s cultures, it is one literature that can be relied upon in a country that has varied socio-economic issues. It is considered that oral literature is an important entry point to the meaning of verbal texts and that it plays an important role in exposing children to words. This article analyses selected Northern Sotho rhymes and folktales as forms of oral literature that can be utilised in addressing literacy challenges, demonstrating how teachers and learners can use rhymes and folktales as a teaching and learning resource. The article has demonstrated that some rhymes can teach children sequence of events, colours, different animals, cooperation, social skills and be a form of exercise. Folktales add on to their vocabulary and impart some moral skills

Social issues faced by children which can be solved through children’s literature: From a bibliotherapy perspective

This article discusses social issues faced by children which can be solved through children’s literature. Apart from children’s literature is seen only as a resource for reading, it can also be utilised in solving other societal ills faced by children. These ills include bullying, abuse, family structure and physical impairment. Social challenges are unpacked, detailing how they affect children. Low literacy levels are an issue for many children in South Africa. There are external conditions of learning which may be explained as features outside the learner that influence learning possibilities and are involved in the learning process. These external features are what this article analyze as it has been observed that some of them inhibit the environment for learning, thereby obstructing learning or the required standard of literacy in general

Social issues faced by children which can be solved through children’s literature: From a bibliotherapy perspective

This article discusses social issues faced by children which can be solved through children’s literature. Apart from children’s literature is seen only as a resource for reading, it can also be utilised in solving other societal ills faced by children. These ills include bullying, abuse, family structure and physical impairment. Social challenges are unpacked, detailing how they affect children. Low literacy levels are an issue for many children in South Africa. There are external conditions of learning which may be explained as features outside the learner that influence learning possibilities and are involved in the learning process. These external features are what this article analyze as it has been observed that some of them inhibit the environment for learning, thereby obstructing learning or the required standard of literacy in general