Literary Pedagogies and Teaching of Literatures Today
Keywords:literacy, narrative empathy, oracy, pedagogical stylistics
The primary purpose of sending persons to school is to equip the learners with skills of oracy and literacy as effective expression of issues. Literary studies have been more concerned with how to create and interpret a text, written or oral. As Ong (1977) points out it is strange that persons interested in writing and reading processes like structuralist and phenomenological analysts of textuality, have done little to enlarge understanding of these processes by contrasting writing and reading processes in depth with oral and oral-aural processes. The study, “Performance of Ateso Oral Narratives”, was carried out in some selected communities of Ateso speakers in Uganda and Kenya ethnographically and analysed qualitatively. Research has shown that the problem with much of pedagogical stylistics so far is that it has concentrated on spotting and interpreting textual patterns with little, if any, regard to the reader’s feelings (Oatley, 2004; Miall, 2006). The study recommended that paradigms of orality and writing should to be integrated in the visualizing a bright future of communication for African communities.
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