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Journal articles on the topic 'African literature (English)'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Jenkins, E. R. "English South African children’s literature and the environment." Literator 25, no. 3 (July 31, 2004): 107–24. http://dx.doi.org/10.4102/lit.v25i3.266.

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Historical studies of nature conservation and literary criticism of fiction concerned with the natural environment provide some pointers for the study of South African children’s literature in English. This kind of literature, in turn, has a contribution to make to studies of South African social history and literature. There are English-language stories, poems and picture books for children which reflect human interaction with nature in South Africa since early in the nineteenth century: from hunting, through domestication of the wilds, the development of scientific agriculture, and the changing roles of nature reserves, to modern ecological concern for the entire environment. Until late in the twentieth century the literature usually endorsed the assumption held by whites that they had exclusive ownership of the land and wildlife. In recent years English-language children’s writers and translators of indigenous folktales for children have begun to explore traditional beliefs about and practices in conservation.

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2

Paasche, Karin Ilona. "The Linguistics of Literature in Education: African Literature in African Universities." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 9 (April 6, 2017): 65–74. http://dx.doi.org/10.18844/prosoc.v2i9.1086.

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Teaching African Literature - the English text - would seem to be a replicable skill across continents and countries. Experience shows that understanding texts depends less on the lecturerâ€™s skills and more on student perceptions. Since the inventions of the Gutenberg Press and subsequently of â€œOral Manâ€ the story of Africa has been the story about Africa. Linda Tuhiwai Smith (2012) speaks of deliberate attempts â€œto destroy every last remnant of alternative ways of knowing and living, to obliterate collective identities and memories and to impose a new orderâ€ on the colonized. Education has been one of the chief instruments in this process, systematically alienating students from their cultural roots. Today as African writers learn to tell the story of Africa, African students are less able to relate to these literary texts than for example students in a German university. Even though texts reflect their own culture, they resist the â€œother ways of knowingâ€ Tuhiwai Smith speaks about and force internalized perceptions of their own selves on to narrative texts. Careful linguistic analysis provides students with the opportunity to re-connect with the cultural values a foreign-based education system has attempted to abolish from their cultural memory. The tools provided by critical discourse analysis are invaluable in helping students understand differences in approach in literature; they become a means for students to hear the extent of cultural and personal alienation from their own selves, and to re-connect. This paper explores what happens when students are almost totally alienated from the culture as reflected in their own literature written in the colonizerâ€™s language. It seeks an approach that makes fruitful learning possible as African students study the works of South African novelist Zakes Mda; Zanzibari novelist Abdulrazak Gurnah and Malian filmmaker Cheik Oumar Sissoko.Â Â

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3

Waliaula, Ken Walibora. "The Afterlife of Oyono's Houseboy in the Swahili Schools Market: To Be or Not to Be Faithful to the Original." PMLA/Publications of the Modern Language Association of America 128, no. 1 (January 2013): 178–84. http://dx.doi.org/10.1632/pmla.2013.128.1.178.

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Africa, the world's second-largest continent, speaks over two thousand languages but rarely translates itself. it is no wonder, therefore, that Ferdinand Oyono's francophone African classic Une vie de boy (1956), translated into at least twelve European and Asian languages, exists in only one African translation—that is, if we consider as non-African Oyono's original French and the English, Arabic, and Portuguese into which it was translated. Since 1963, when Obi Wali stated in his essay “The Dead End of African Literature” that African literature in English and French was “a clear contradiction, and a false proposition,” like “Italian literature in Hausa” (14), the question of the language of African literature has animated debate. Two decades later, Ngũgĩ wa Thiong'o restated Wali's contention, asserting that European languages led to African “spiritual subjugation” (9). Ngũgĩ argued strongly that African literature should be written in African languages. On the other hand, Chinua Achebe defended European languages, maintaining that they could “carry the weight of African experience” (62).

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4

Caraivan, Luiza. "Constructing Womanhood in Zimbabwean Literature: Noviolet Bulawayo and Petina Gappah." Gender Studies 18, no. 1 (December 1, 2019): 58–68. http://dx.doi.org/10.2478/genst-2020-0005.

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Abstract Literature written in English in the former British colonies of Southern Africa has attracted the public’s attention after the publication of Michael Chapman’s “Southern African Literaturesˮ (1996). The paper analyses the writings of two Zimbabwean authors - NoViolet Bulawayo (Elizabeth Zandile Tshele) and Petina Gappah – taking into account African feminist discourses.

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5

Minter, Lobke. "Translation and South African English Literature: van Niekerk and Heyns' Agaat." English Today 29, no. 1 (February 27, 2013): 53–57. http://dx.doi.org/10.1017/s026607841200051x.

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English is in many ways the language that is assumed to be the giant in the South African literary field. The mere mention of South African literature has a different nuance to, let's say, African literature, since African literature has a vast array of national, colonial and post-colonial contexts, whereas South African literature is focused on one nation and one historical context. This difference in context is important when evaluating the use of English in South African Literature. In many ways, the South African literary field has grown, not only in number of contributors, and the diversity represented there, but also in genre or style. South African literature is becoming more fluid, more energetic, and more democratic in all the ways that the word implies. Writers like Lauren Beukes and Lily Herne are writing science fiction worlds where Cape Town is controlled by autocratic fascists or zombie wastelands that stretch from Table Mountain to Ratanga Junction; Deon Meyer writes crime thrillers, and Renesh Lakhan plumbs the depths of what it means to be South African after democracy. In many ways, the entire field of literature has changed in South Africa in the last twenty or so years. But one aspect has remained the same: the expectation, that while anyone who has anything to say at all, creatively, politically or otherwise, can by all means write it in their mother tongue, if the author wants to be read by more than a very specific fraction of society, then they need to embark on the perilous journey that is translation, and above all, translation into English.

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6

Scott, Patrick, and Bernth Lindfors. "Black African Literature in English, 1982-1986." African Studies Review 33, no. 2 (September 1990): 226. http://dx.doi.org/10.2307/524486.

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7

McLaren, Joseph, and Bernth Lindfors. "Black African Literature in English, 1987-1991." African Studies Review 40, no. 1 (April 1997): 199. http://dx.doi.org/10.2307/525061.

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8

van Wyk, David. "A survey of South African English literature." Journal of Literary Studies 10, no. 3-4 (December 1994): 437–49. http://dx.doi.org/10.1080/02564719408530093.

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9

BROWN, S. "Black African Literature in English, 1987-1991." African Affairs 96, no. 383 (April 1, 1997): 282–84. http://dx.doi.org/10.1093/oxfordjournals.afraf.a007832.

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10

Ukam, Edadi Ilem. "The Choice of Language for African Creative Writers." English Linguistics Research 7, no. 2 (June 18, 2018): 46. http://dx.doi.org/10.5430/elr.v7n2p46.

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Language issue has been considered as a major problem to Africa. The continent has so many distinct languages as well as distinct ethnic groups. It is the introduction of the colonial languages that enable Africans to communicate with each other intelligibly: otherwise, Africa has no one central language. Among the colonial languages are English, French, Arabic and Portuguese which today serve as lingua franca in the mix of multiple African languages. Based on that, there is a serious argument among African critics about which language(s) would be authentic in writing African literature: colonial languages which serve as lingua franca, or the native indigenous languages. While some postcolonial African creative writers like Ngugi have argued for the authenticity and a return in writing in indigenous African languages, avoiding imperialism and subjugation of the colonisers, others like Achebe are in the opinion that the issue of language should not be the main reason in defining African literature: any languagecan be adopted to portray the lifestyles and peculiarities of Africans. The paper is therefore, designed to address the language debate among African creative writers. It concludes that although it is authentic to write in one’s native language so as to meet the target audience, yet many Africans receive their higher education in one of the colonial and/or European languages; and as such, majority do not know how to write in their native languages. Rather, they write in the imposed colonial languages in order tomeet a wider audience. Not until one or two major African languages are standardised, taught in schools, acquired by more than 80 per cent of Africans and used as common languages, the colonial languages would forever continue to have a greater influence in writing African literature. The paper recommendes that Africans should have one or two major African languages standardised, serving as common languages; also African literature should be written in both colonialand African languages in order to avoid the language debate by creative African writers.

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11

Desai, Gaurav. "English as an African language." English Today 9, no. 2 (April 1993): 4–11. http://dx.doi.org/10.1017/s0266078400000274.

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12

Bandia, Paul F. "On Translating Pidgins and Creoles in African Literature." TTR : traduction, terminologie, rédaction 7, no. 2 (March 13, 2007): 93–114. http://dx.doi.org/10.7202/037182ar.

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Abstract On Translating Pidgins and Creoles in African Literature — This paper deals with some of the problems of translating pidgins and creoles in African literature. It begins with an overview of the origins and parallel evolution of the French-based and English-based pidgins spoken in West Africa, throwing light on their status, history, and use in African literature. After a brief sociolinguistic analysis of the two hybrid languages, the paper discusses the difficulty of translating them, by carrying out a thorough analysis of translated examples and suggesting more appropriate solutions where necessary. The paper concludes by highlighting the reasons for the translation difficulties which are not only linguistic but also historical and ideological.

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13

Neumann, Birgit, and Gabriele Rippl. "Celebrating Afropolitan Identities? Contemporary African World Literatures in English." Anglia 135, no. 1 (March 1, 2017): 159–85. http://dx.doi.org/10.1515/ang-2017-0010.

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AbstractAgainst the background of today’s debate on Afropolitanism, this article discusses three contemporary African novels as instances of world literatures, focusing on their creative modelling of open, non-Eurocentric worlds in motion. Taking existing research in the field of world literature into account, we argue that the affective and effective uniqueness of world literatures only comes to the fore when considering their distinct power to creatively make worlds. We suggest understanding world literatures in terms of their capacity to create open, polycentric worlds, which enmesh diverse places, multiple temporalities, situated practices and locally grounded experiences into open networks of reciprocal change. In theorizing world literatures as pluralized and multiple, we also try to overcome the privileging of western literature. The final section negotiates how these imaginative worlds interact, intersect and possibly collide with that world which is configured by labelling, marketing and canonizing a specific text as ‘world literature’.

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14

Coswosk, Jânderson Albino. "Educational Practices on Ethnic-racial Relations and the English Language Teaching through Image and Literature in an EFL Classroom." International Journal of English and Cultural Studies 3, no. 1 (April 20, 2020): 15. http://dx.doi.org/10.11114/ijecs.v3i1.4800.

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The article analyzes the unfoldings of the teaching project Introducing Literatures in English, held in 2018 at the Federal Institute of Espírito Santo (IFES), based in Alegre-ES, Brazil. The project aimed at promoting the improvement of reading, writing and speaking skills of English as a foreign language (EFL) learners, departing from African Literature in English and photography, so that they had the opportunity to improve their language skills while developing a broader discussion on Africa’s ethnic-cultural and linguistic diversity, building a viewpoint about the African continent less tied to colonialism, slavery, apartheid and victimization.For reading and written analyses, the students took into consideration the photo-book Another Africa (1998), with photographs by Robert Lyons and poems by Chinua Achebe (1930-2013). Based on the poems and photographs brought to light in Another Africa, I analyzed 1) the students’ multimodal reading process, by connecting images generated by poems and photographs and written and oral texts the students produced around them; 2) the students’ reception of the poems, considering Achebe’s constant use of code-switching and 3) the construction of new viewpoints around Africa elaborated by the students, bearing in mind the importance of the role of language, memory and history, oral and literary traditions when it comes to African writers and a new perspective concerning the colonial legacy and its impact on English language.

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15

Grant, Lynne. "English Literature in Southern Africa: NELM at 30." African Research & Documentation 112 (2010): 25–36. http://dx.doi.org/10.1017/s0305862x00020951.

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The National English Literary Museum (NELM) is one of South Africa's greatest treasures (website: http://www.ru.ac.za/nelm). Tucked away in the university town of Grahamstown in the Eastern Cape, NELM collects-all creative writing by southern African authors who write in English, and in the following genres: novels, short stories, plays, essays, poetry, theatre, television and film scripts, autobiography, travel, letters, memoirs and diaries. Critical writing on the authors and their works is also collected, as well as writings on related subjects such as literary history, censorship and literary awards. These materials are collected in all formats: books, study guides, theses, literary manuscripts, press clippings and audio-visual material.

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16

Grant, Lynne. "English Literature in Southern Africa: NELM at 30." African Research & Documentation 112 (2010): 25–36. http://dx.doi.org/10.1017/s0305862x00020951.

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The National English Literary Museum (NELM) is one of South Africa's greatest treasures (website: http://www.ru.ac.za/nelm). Tucked away in the university town of Grahamstown in the Eastern Cape, NELM collects-all creative writing by southern African authors who write in English, and in the following genres: novels, short stories, plays, essays, poetry, theatre, television and film scripts, autobiography, travel, letters, memoirs and diaries. Critical writing on the authors and their works is also collected, as well as writings on related subjects such as literary history, censorship and literary awards. These materials are collected in all formats: books, study guides, theses, literary manuscripts, press clippings and audio-visual material.

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17

Yan, Yan. "CHINESE TRANSLATION OF CULTURE-LOADED WORDS IN AFRICAN ENGLISH LITERATURE FROM THE PERSPECTIVE OF ECO-TRANSLATOLOGY: A CASE STUDY OF GURNAH’S BY THE SEA." International Journal of Education Humanities and Social Science 06 (2023): 284–93. http://dx.doi.org/10.54922/ijehss.2023.0596.

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African English literature is the most influential branch of African literature, carrying the history, culture, and politics of African countries, so the translation research of culture-loaded words in African English literature is of great practical significance. This paper takes Eco-Translatology as the theoretical guide to analyzing the strategies and methods adopted by the Chinese translator of Abdulrazak Gurnah’s By the Sea in the process of adaptation and selection of culture-loaded words in the three dimensions of language, culture, and communication, with a view to providing insights for translation studies in African English literature.

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18

Lockett, Cecily. "The black woman in South African English literature." Journal of Literary Studies 4, no. 1 (March 1988): 21–37. http://dx.doi.org/10.1080/02564718808529849.

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19

Frenkel, Ronit, and Craig MacKenzie. "CONCEPTUALIZING ‘POST-TRANSITIONAL’ SOUTH AFRICAN LITERATURE IN ENGLISH." English Studies in Africa 53, no. 1 (May 2010): 1–10. http://dx.doi.org/10.1080/00138398.2010.488331.

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20

Lilleleht, Mark L. "Black African Literature in English, 1992-1996 (review)." Africa Today 51, no. 2 (2004): 143–45. http://dx.doi.org/10.1353/at.2005.0009.

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21

Westley, David. "Black African Literature in English, 1992-1996 (review)." Research in African Literatures 34, no. 1 (2003): 198–99. http://dx.doi.org/10.1353/ral.2003.0017.

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22

Bauerle, Richard, and Angela Smith. "East African Writing in English." World Literature Today 64, no. 4 (1990): 683. http://dx.doi.org/10.2307/40147050.

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23

DISTILLER, NATASHA. "ENGLISH AND THE AFRICAN RENAISSANCE." English Studies in Africa 47, no. 2 (January 2004): 115–30. http://dx.doi.org/10.1080/00138390408691325.

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24

Cooke, J., and J. de Grandsaigne. "African Short Stories in English." World Literature Today 60, no. 4 (1986): 682. http://dx.doi.org/10.2307/40142958.

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25

Kurtz, J. Roger, and Gareth Griffiths. "African Literatures in English: East and West." World Literature Today 75, no. 2 (2001): 303. http://dx.doi.org/10.2307/40156541.

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26

Kazemek, Francis E. "African Literature in the Secondary English Language Arts Classroom." English Journal 84, no. 6 (October 1995): 95. http://dx.doi.org/10.2307/820902.

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27

BOOTH, J., S. NASTA, C. R. STEELE, A. POLLARD, and P. GUPTARA. "African, Caribbean, Canadian, Indian, and Australian Literature in English." Year's Work in English Studies 64, no. 1 (January 1, 1986): 531–86. http://dx.doi.org/10.1093/ywes/64.1.531.

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28

Tunca, Daria. "Contemporary African literature in English: Global locations, postcolonial identifications." Journal of Postcolonial Writing 53, no. 5 (June 9, 2017): 617–18. http://dx.doi.org/10.1080/17449855.2017.1330321.

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29

Kazemek, Francis E. "African Literature in the Secondary English Language Arts Classroom." English Journal 84, no. 6 (October 1, 1995): 95–102. http://dx.doi.org/10.58680/ej19957429.

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30

Dorsey, David, and John Haynes. "African Poetry and the English Language." World Literature Today 62, no. 3 (1988): 497. http://dx.doi.org/10.2307/40144449.

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31

HARESNAPE, GEOFFREY. "SOUTH AFRICAN ENGLISH POETRY AND JERUSALEM." English Studies in Africa 46, no. 2 (January 2003): 13–26. http://dx.doi.org/10.1080/00138390308691008.

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32

Boyer-Kelly, Michelle Nicole. "Reading Contemporary African-American Literature: Black Women’s Popular Fiction, Post-Civil Rights Experience, and the African-American Canon. By Beauty Bragg." English: Journal of the English Association 67, no. 256 (2018): 81–83. http://dx.doi.org/10.1093/english/efy004.

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33

Munslow Ong, Jade. "Decolonizing the English Literature GCE A-Level via the South African Ex-Centric." English: Journal of the English Association 70, no. 270 (September 1, 2021): 244–52. http://dx.doi.org/10.1093/english/efab009.

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Abstract In this snapshot article, I outline the background and context for the development of research-led teaching activities aimed at students pursuing the WJEC Eduqas GCE A-Level English Literature qualification. The aims of these activities are threefold: first, to assist students’ learning and preparation for the exam component ‘Unseen Prose’ (worth 10% of the overall qualification); second, to extend the impact of AHRC-funded research on South African literature to 16- to 18-year-old learners; and third, to mobilize the first two aims in support of decolonizing efforts in English Studies.

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34

Ntombela, Berrington. "Switch from Mother Tongue to English: A Double Jeopardy." Studies in English Language Teaching 8, no. 2 (April 16, 2020): p22. http://dx.doi.org/10.22158/selt.v8n2p22.

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This paper interrogates the sorry state of switching from mother tongue instruction to English medium of instruction in South Africa. Adopting a critical approach to literature review, it critiques the resistance mounted on the utility of African languages as viable media of instruction. It argues that the status quo is perpetuated by the dominance of English as a medium of instruction both in South Africa and abroad, and that this state of affairs can be traced back to a colonial system which presently works itself out as globalisation and internationalisation. The paper ends by demonstrating how switching from mother tongue instruction to English medium of instruction robs learners and teachers of their intellectual capacity, where they appear incompetent due to a language barrier. The paper concludes that the situation could only be rescued by promoting mother tongue instruction for the majority of South Africans which at the moment is enjoyed by a minority.

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35

Jeffery, Chris. "Standards in South African English." English Academy Review 10, no. 1 (December 1993): 14–25. http://dx.doi.org/10.1080/10131759385310041.

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36

Adeniyi, Emmanuel. "East African Literature and the Gandasation of Metropolitan Language – Reading from Jennifer Makumbi’s Kintu." Tydskrif vir Letterkunde 58, no. 1 (May 7, 2021): 86–97. http://dx.doi.org/10.17159/tl.v58i1.8272.

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Jennifer Nansubuga Makumbi is, without doubt, one of the finest literary writers to have come out of East Africa. The Ugandan has succeeded in writing herself into global reckoning by telling a completely absorbing and canon-worthy epic. Her creative impulse is compelling, considering her narration of a riveting multi-layered historiography of (B)-Uganda nation in her debut novel, Kintu. With her unique style of story-telling and intelligent use of analepsis and prolepsis to (re)construct spatial and temporal settings of a people’s history, Makumbi succeeds in giving readers an evocative historical text. In narrating the aetiological myth of her people, Makumbi bridges metonymic gaps between two languages – core and marginal. She deliberately attenuates the expressive strength of the English language in Kintu by deploying her traditional Luganda language in the text so as to achieve certain primal goals. The present study seeks to disinter these goals by examining the use of Metonymic Gaps as a postcolonial model to construct indigenous knowledges within a Europhone East African text. The study also mines overall implications of this practice for East African Literature. I argue that, just like her contemporaries from other parts of Africa, Makumbi projects Luganda epistemology to checkmate European linguistic heteronomy on East African literary expression. Her intentionality also revolves around the need to bend the English language and force it to carry the weight of Luganda socio-cultural peculiarities. Consequently, her text becomes a locus of postcolonial disputations where the marginal jostles for supremacy with the core in East African literary landscape.

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37

Kruger, Alet. "Translation, self-translation and apartheid-imposed conflict." Translation and the Genealogy of Conflict 11, no. 2 (June 8, 2012): 273–92. http://dx.doi.org/10.1075/jlp.11.2.06kru.

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Translation has played a major role alongside original literature in each of the South African languages in aiding the construction of their cultural and literary identities. Because of apartheid (literally, ‘apartness’), Afrikaans carried a political burden and literary authors in this language were considered the protectors of Afrikaner cultural and national identity. After outlining the historical origins and the consolidation of apartheid, this paper charts the emergence of a versetliteratuur (‘protest literature’) movement among disillusioned Afrikaans authors during the apartheid era. Growing censorship and the first banning of an Afrikaans novel under the 1974 Publications and Entertainment Act led to translation and self-translation (into English) being used as a tool of resistance by Afrikaans writers against the ideology of apartheid. The paper moves on to explore the effects of apartheid-imposed conflict on other authors such as South African authors writing in English. It then focuses on the ideological agenda informing the language policy-makers’ and Africanists’ selection of books to be translated into African languages, as part of the government’s attempts to promote mother tongue education in African schools and thus perpetuate the segregation of black South Africans. The concluding section discusses how changes in political life since 1990 have influenced the use of translation in South African literature.

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38

Gates, Henry Louis. "Introduction: “Tell Me, Sir, … What Is ‘Black’ Literature?”." Publications of the Modern Language Association of America 105, no. 1 (January 1990): 11–22. http://dx.doi.org/10.1632/s0030812900069431.

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For those of us who were students or professors of African or African American literature in the late sixties or through the seventies, it is a thing of wonder to behold the various ways in which our specialties and the works we explicate and teach have moved, if not exactly from the margins to the center of the profession of literature, at least from defensive postures to a position of generally accepted validity. My own graduate students often greet with polite skepticism an anecdote I draw on in the introduction to my seminars. When I was a student at the University of Cambridge, Wole Soyinka, recently released from a two-year confinement in a Nigerian prison, was on campus to deliver a lecture series on African literature (collected and published by Cambridge in 1976 under the title Myth, Literature, and the African World). Soyinka had come to Cambridge in 1973 from Ghana, where he had been living in exile, ostensibly to assume a two-year lectureship in the faculty of English. To his astonishment, as he told me in our first supervision, the faculty of English apparently did not recognize African literature as a legitimate area of study within the “English” tripos, so he had been forced to accept an appointment in social anthropology, of all things! (Much later, the distinguished Nigerian literary scholar Emmanuel Obiechina related a similar tale when I asked him why he had taken his Cambridge doctorate in social anthropology.) Shortly after I heard Soyinka's story, I asked the tutor in English at Clare College, Cambridge, why Soyinka had been treated this way, explaining as politely as I could that I would very much like to write a doctoral thesis on “black literature.” To which the tutor replied with great disdain, “Tell me, sir, … what is black literature?” When I responded with a veritable bibliography of texts written by authors who were black, his evident irritation informed me that I had taken as a serious request for information what he had intended as a rhetorical question.

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39

Ibrahim, Binta Fatima. "The appropriation of linguistic forms for better cognitive comprehension of the Nigerian pragmatic literature." Babel. Revue internationale de la traduction / International Journal of Translation 56, no. 2 (August 13, 2010): 119–28. http://dx.doi.org/10.1075/babel.56.2.02ibr.

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The propensity of the English language to absorb native nuances by the African writers should be seen as a worthwhile stylistic device, despite the position of English language. Its adaptability to natural flavours should therefore be aimed at the writers’ intention to reach a wider audience. This also means that the attempt by writers to decolorize through literature the polluted African culture god through the use of appropriate notions and local nuances. The technique has, however, been to put on record traditional ways of life, the peoples’ customs, communal activities such as festivals, ceremonies, rituals, myths, folktales, proverbs, music, dance, songs, etc. in order to remind the African reader about the importance of these crucial aspects of the tradition in addition to the appropriation of language use. Hence most African writings can be said to have their foundations in the cultural heritage of their various groups. through the use of what one may call technically implanted African English, African coinages, direct translation, proverbs, local idioms transfers of mother tongues, local insertions/ect. Hence it is not enough to use the sociological and residual approaches to literature. The formalist and pragmatic approaches should also be considered paramount in the writing of African literature. For the choice of diction, narrative technique and the entire pragma-aesthetic implications of the African man’s speech is important to the reader of African literature, if he is to understand the theme

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40

Zobaer, Sheikh. "The Language Debate:." Crossings: A Journal of English Studies 9 (August 1, 2018): 132–38. http://dx.doi.org/10.59817/cjes.v9i.113.

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Thiong’o’s groundbreaking book Decolonising the Mind: the Politics of Language in African Literature is one of the most discussed and critically acclaimed postcolonial works. The book has four essays; “The Quest for Relevance” is the last essay which discusses the importance of prioritizing African literature in the academia. According to Thiong’o, the only way African students can benefit from studying literature is by prioritizing the study of their own literature in their own language. In fact, Thiong’o has taken his view to such an extreme that he has declared this book to be his “farewell to English” as a means of any of his writings (1). In contrast, Chinua Achebe embraced English as a medium of his writings which not only made him famous, but also earned him a permanent place in the pantheon of the greatest postcolonial authors and scholars. Like Thiong’o, Achebe was also a strong proponent of promoting African literature and African experience; but unlike Thiong’o, he did not shun the use of English. This paper examines Achebe in light of Thiong’o’s essay “The Quest for Relevance” and explores Achebe’s success as an author in Things Fall Apart.

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Bula, Andrew. "Literary Musings and Critical Mediations: Interview with Rev. Fr Professor Amechi N. Akwanya." Journal of Practical Studies in Education 2, no. 5 (August 6, 2021): 26–31. http://dx.doi.org/10.46809/jpse.v2i5.30.

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Reverend Father Professor Amechi Nicholas Akwanya is one of the towering scholars of literature in Nigeria and elsewhere in the world. For decades, and still counting, Fr. Prof. Akwanya has worked arduously, professing literature by way of teaching, researching, and writing in the Department of English and Literary Studies of the University of Nigeria, Nsukka. To his credit, therefore, this genius of a literature scholar has singularly authored over 70 articles, six critically engaging books, a novel, and three volumes of poetry. His PhD thesis, Structuring and Meaning in the Nigerian Novel, which he completed in 1989, is a staggering 734-page document. Professor Akwanya has also taught many literature courses, namely: European Continental Literature, Studies in Drama, Modern Literary Theory, African Poetry, History of Theatre: Aeschylus to Shakespeare, European Theatre since Ibsen, English Literature Survey: the Beginnings, Semantics, History of the English Language, History of Criticism, Modern Discourse Analysis, Greek and Roman Literatures, Linguistics and the Teaching of Literature, Major Strands in Literary Criticism, Issues in Comparative Literature, Discourse Theory, English Poetry, English Drama, Modern British Literature, Comparative Studies in Poetry, Comparative Studies in Drama, Studies in African Drama, and Philosophy of Literature. A Fellow of Nigerian Academy of Letters, Akwanya’s open access works have been read over 109,478 times around the world. In this wide-ranging interview, he speaks to Andrew Bula, a young lecturer from Baze University, Abuja, shedding light on a variety of issues around which his life revolves.

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Emsley, Maletšema Ruth, and Malesela Edward Montle. "The silence of black female voices in the course of learning english literature in South African secondary schools." EUREKA: Social and Humanities, no. 6 (November 30, 2022): 30–38. http://dx.doi.org/10.21303/2504-5571.2022.002661.

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This article explores patriarchal supremacist content in English secondary school Literature in postcolonial South Africa. In the course of colonization and Bantu Education, South African women, particularly Blacks were excluded in matters of education. They did not only endure racial, sexist, cultural, and other gendered-based atrocities in their societies and homes, they also suffered politically, economically, and intellectually. That made them more apprehensive than white women. For millennia black women, in particular, were treated as nurturers, caregivers and homemakers who were regarded as weak and dependent. Much of what secondary school literature, read in English classes, is written by males and follows a male protagonist. If women texts are involved, women are [were] portrayed differently from males, viewed as less capable or less significant. Although SA democratic constitution (Chapter 2) prescribed that everyone has a right to expression, in which everyone shares human rights, such as equality and freedom; black South African women still experience inequalities and lack of resourcefulness in the academic literary world. While women are the broad targets of myriad inadequacies and appalling atrocities in SA and have tried to raise their plights scholastically through literary writings and movements, they are deprived of chances to share these experiences in the literature that is scholastically acknowledged in secondary school Literature. As a result, this study examined the gender representation in English texts, read in SA secondary school Literature, regarding women representation in English first additional language (EFAL) Literature set-works in post-apartheid South Africa from 2009-2019 using a quantitative approach. Black Feminism Theory, which advocates equal representation of sexes, undergirds this study.

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Povey, John F. "Contemporary West African Writing in English [1966]." World Literature Today 63, no. 2 (1989): 258. http://dx.doi.org/10.2307/40144828.

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Gibbs, James, and M. Keith Booker. "The African Novel in English: An Introduction." World Literature Today 73, no. 2 (1999): 376. http://dx.doi.org/10.2307/40154820.

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Newsum, H. E. "The African Heritage of American English (review)." Research in African Literatures 31, no. 1 (2000): 220–22. http://dx.doi.org/10.1353/ral.2000.0024.

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Ajani, Oluwatoyin Ayodele. "Enhancing Pre-Service Teacher Education Curriculum for English Language Instruction in South African Classrooms: Navigating Technological Advancements and Cultural Diversity." World Journal of English Language 14, no. 6 (July 10, 2024): 234. http://dx.doi.org/10.5430/wjel.v14n6p234.

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The educational environment in South Africa is characterised by linguistic diversity and technological advancements, which present particular difficulties and opportunities for pre-service teacher education programmes. This systematic literature review explores the effectiveness of current pre-service teacher training programmes in addressing the demands of teaching the English language in South African classrooms. Drawing upon a synthesis of empirical studies, theoretical frameworks, and policy documents, this review critically examines how existing teacher education curricula prepare educators to navigate the complexities of English language instruction within diverse cultural and linguistic contexts. The review follows the PRISMA guidelines, systematically searching and synthesising relevant literature published between 2000 and 2022. The findings reveal a range of insights into the strengths and limitations of current pre-service teacher education programmes in South Africa concerning English language instruction. Key themes emerge around the integration of technology in language teaching, strategies for addressing linguistic diversity, and the alignment of curriculum with the needs of diverse learners. The review highlights the importance of incorporating pedagogical approaches that leverage technology to enhance English language learning outcomes while fostering intercultural competence among pre-service teachers. Furthermore, it underscores the need for a culturally responsive pedagogy that acknowledges and respects the linguistic diversity present in South African classrooms.

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Thompson, Consentine O. "Issues in English: African American Literature: A Case for Inclusion." English Journal 80, no. 3 (March 1991): 15. http://dx.doi.org/10.2307/819543.

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BOOTH, J., S. NASTA, P. GUPTARA, J. THIEME, and C. STEELE. "XVIII African, Caribbean, Indian, Australian, and Canadian Literature in English." Year's Work in English Studies 65, no. 1 (January 1, 1987): 665–761. http://dx.doi.org/10.1093/ywes/65.1.665.

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Foley, Andrew. "Truth and/or Reconciliation: South African English Literature after Apartheid1." Journal of the Australasian Universities Language and Literature Association 2007, no. 107 (May 2007): 125–44. http://dx.doi.org/10.1179/000127907805260058.

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Schmidt, Nancy J. "A Select Index to South African Literature in English (review)." Research in African Literatures 31, no. 1 (2000): 227–28. http://dx.doi.org/10.1353/ral.2000.0035.

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