The Incorporation of Information Communication Technologies (ICTS) in the Teaching and Learning of Hausa

Citation: Mohammed Hamman BARKA, Musa ABUBAKAR & Abubakar Manu RATIBI (2021). The Incorporation of Information Communication Technologies (ICTS) in the Teaching and Learning of Hausa. Yobe Journal of Language, Literature and Culture (YOJOLLAC), Vol. 9, Issue 1. Department of African Languages and Linguistics, Yobe State University, Damaturu, Nigeria. ISSN 2449-0660

THE INCORPORATION OF INFORMATION COMMUNICATION TECHNOLOGIES (ICTS) IN THE TEACHING AND LEARNING OF HAUSA

By

Mohammed Hamman BARKA

Musa ABUBAKAR

Abubakar Manu RATIBI

Abstract

There is great value in incorporating Information Communication Technology (ICT) in language teaching not as a bolt on or reward, but as an integral part of the teaching and learning process. The use of ICT allows learners to foster the four C's: communication, creativity, collaboration and critical thinking. ICT lets learners easily draw on authentic resources that promote inter-cultural understanding and interact with virtual peers in real non-fabricated contexts. The study surveys some schools in Biu town to find out the utilization and incorporation of ICT in teaching Hausa. The study found out that all the schools visited still use the conventional talk- to- class and use of chalk-board method of teaching. The paper discusses the various ICT tools that help Hausa language teachers in the teaching learning process. Some of the learning tools discuss in this study includes e-creation tools, e-communication tools, reading/writing-facilitative e-tools, listening/speaking-facilitative e-tools, e-assessment tools, virtual Learning environment, video etc. Finally, the study recommends among others that Computer Education should be highly emphasized and made compulsory in all level of education, Curriculum planners and policy makers should enact Information and Communication Technology (ICT) policies that will favor ICT application in schools, new technology should be used to replace the conventional ‘talk-to class and use of chalk-board approach to teaching, establish a Hausa language teaching portal to enable students to learn in their free time especially during periods of pandemics.

1.0 Introduction

Hausa is a Chadic language with largest number of speakers. Out of the 7,100 of languages spoken in the world today, Hausa is ranked 27^th (Ethnologue, 2020). It has 43.9 million of people who speak it as first language (L1) and another 19.5 million who speak it as second language (L2). Hausa is mostly spoken throughout southern Niger Republic and northern Nigeria. It has developed into a lingua franca across most part of western Africa for purpose of commerce. Alongside Yoruba and Igbo, Hausa is one of the major three languages in Nigeria and is certainly the language of wider communication (lingua franca) which has the most non-native speakers. 

As an international language as well as a national language of wider communication, Hausa competes with the former colonial languages such as English and French, and to a much lesser extent in its geographical domain with Arabic (Wolff, 1991). At least seven African countries broadcast in Hausa (Cameroon, Central African Republic, Egypt, Ghana, Niger Republic, Nigeria and Togo) together with non-African countries broadcasters in China, Germany, U.S.A, France, U.K, Iran, Vatican, Turkey and Russia. According to BBC Radio, at one time Hausa service of the BBC was heard by people in no less than 22 African countries. Newspapers and magazines appear in Hausa, and book publishing is active. Both the Quran and the Bible have been translated into it. Hausa has been the subject of linguistic study since the mid-19^th century (Yahaya, 1988). Also as a language, Hausa has a recognized importance. It is taught in Universities in Africa (mainly in universities of Northern Nigeria and Niger Republic). It is also taught in universities of Europe, North America, Middle East and Africa.

Information Communication Technology (ICT), is often used as an extended substitute for Information Technology (IT), but is a more specific term that stresses the role of unified communications and the integration of telecommunications (telephone lines and wireless signals), computers as well as necessary enterprise software, storage devices and audio-visual systems which enable learners to access, store, transmit and manipulate information (Kozlakova & Strelchenko 2015). According to Viatonu & Kayode (2012), communicative method of teaching and learning combines extensively, high quality content with flexible and interactive multimedia technology. Because of these, learners can respond at ease for communicative mode of teaching. A variety of skills could be developed in a learner through a wide range of activities. In addition to teaching support to formal courses, these comprehensive language learning methods can act as a total solution for self-teaching. A Hausa language learner needs to communicate in oral and written form. For example, in teaching Hausa phonetics and phonology, Hausa consonants and vowels can be written down using International Phonetic Alphabet (IPA) for adequate exercises. For example, the use of minimal pairs perception exercises can help learners learn the sounds of Hausa. With the help of software or by using CDs in Language laboratory, this can also be well practiced on pronunciation exercises.

2.0 Technology and Hausa Language Education

The use of modern technology in language teaching is broadly understood to encompass an innovative application of methods, tools, materials, devices, systems and strategies which are directly relevant to Hausa language teaching and learning and lead to the achievement of the desired goals. Thus, while technology is now generally accepted as an important educational and auxiliary tool across a range of teaching and learning contexts, it is particularly true of Hausa language teaching since it affords a number of potential opportunities to enhance both the content and delivery of the pedagogies typically associated with traditional Hausa language instruction. This is primarily achieved by enabling the student and/ or teacher to revisit problematic content time after time until is fully understood and assimilated.

 Familiarity, with the concept of using modern technology is not merely limited to the use of modern appliances and devices, but rather obtains to the introduction of innovative systems and methods of teaching which facilitate faster and more comprehensive learning progression. According to prevailing pedagogical theories, in utilizing the leaning potential of technology students are better able to acquire and hone their Hausa language knowledge and skills. The use of technology in teaching Hausa consolidates the integrated view of the modern means system and association with other components which benefits students by achieving the required results.

 The use of modern technology in Hausa language teaching has therefore become indispensable, especially in the wake of unprecedented developments in numerous fields and disciplines. It is important that the education sector keep space of the global technological revolution by adopting modern technological means such as computerization, multi-media devices, mobile phones, audio/visual effects applications and social media (Facebook, Instagram, WhatsApp, Twitter, Tik Tok etc), to optimize Hausa language instruction and equip teachers to connect with classroom learners in a systematic and advanced way. The internet provides easy, immediate and virtually unlimited access to software, applications and a host of several platforms and materials which can expedite Hausa teaching and learning. While these affordances may be widely available to all, it is noted that teachers often play an important role in operating the different tools and teaching methods

3.0 ICT Tools for Hausa Language Teachers

 Erben et al., (2009) classify ICT tools which focus on the functions of the different ICT tools.

3.1 E-creation tools

Those tools enable Hausa language learners to be creative. They involve playing with and using language to create, explore, and discover while producing content and learning performances that can be measured. Examples of these tools include web publishing, presentations software and exercise creating tools, podcasting, camera, moviemakers, and audio makers.

3.2 E-communication tools

Software that promotes communication among students and teachers may be divided into two kinds of tools. First, there are those types of software that allow for in real time interaction (i.e. synchronous) such as telephone conversations, voice conferencing, and instant messaging. The second type of software includes those that occur with a time delay (i.e. asynchronous) such as email, text messages transmitted over cell phones. This allows students and teachers to interact even when schools are closed during pandemics.

3.3 Reading/ writing-facilitative e-tools

Some ICT tools can facilitate and boost teaching and learning of writing and reading skills. Examples of these tools include online boards, online journals, blogs, wikis, and e-books. Blogs, wikis, boards and journals can be used to create digital material or portfolios online spaces where learners work in collaborative projects. They can also be used for professional development or to summarize learners’ work. Examples of these tools are blogger, wikispaces etc. Similarly, e-books have many functions. Learners can use them to develop their reading skill. For instance, e-books have added audio, interactive tasks and built-in dictionaries. Another advantage of this tool is that learners can access e-books on several devices such as tablets, mobile phones, desktops and laptops.

3.4 Listening/speaking-facilitative e-tools

The listening skill can be developed through ICT tools such as:

Video and audio files;

Podcasts (syndicated audio files) and vodcasts (syndicated video files);

Audio Video sharing libraries like YouTube.

3.5 E-assessment tools

There are three basic performance types of assessment, namely, performances, portfolios, and projects. The main difference between these types of assessment and standardized traditional tests lies in the fact that with the alternative assessment tools, the leaner “produces evidence of accomplishment of curricula objectives”. This evidence is put in the form of a performance, project, or portfolio and can be “archived and used at a later date with other pieces of learning evidence as a compilation of proof to demonstrate achievement.”

4.0 Virtual Learning Environments (VLEs)

Virtual Learning Environments (VLE) are Web-based platforms that allow teachers and learners to manage and organize their work electronically. Some of the benefits of these online spaces are as follows:

- Both parents and learners can access these spaces to assess progress.

- All participants may have their say on the discussion forums or conferencing sections. VLEs reduce the social distance between all participants. Virtual learning environments (VLEs) also offer students distance learning opportunities wherever and whenever they want especially during Covid 19 pandemic where learners were told to remain at home. Tools like Padlet, Popplet, Linoit and Pinterest let students collaborate easily with others as a class or in small groups and reflect on learning.

4.1 Video

Video is another powerful vehicle in and out of the languages classroom. Making videos draws upon multiple intelligences, promotes creativity and fosters collaboration. The process gives students ownership of their work which increases engagement. Pupils can produce short films in the target language; create animations using apps such as Yakit Kids, Puppet Pals and explain everything screen casts, as well as peer assess each other's work. These videos can be easily uploaded and stored in the cloud, used to form part of an e-portfolio over time and are accessible at all times. Other tools used for generating e-portfolios and submitting homework is Edmodo or Showbie. The advantage of these tools is that students don't require an email address just a class code. Using video to flip the classroom is another possibility where learners access the lesson content they would normally learn in class, at home which frees up more class time for practicing and accessing higher-order thinking skills.

4.2 Quizlet

Furthermore, in Hausa language teaching and learning, vocabulary is essential and Quizlet is an effective way of memorizing and embedding words, phrases and making sound spelling links. Students and teachers can search for existing lists and easily create their own. Socrative is another free cross-platform tool which allows for classroom voting, instant feedback and formative assessment. Teachers can send students multiple choices, true or false or short answer questions as well self-marking pre-made quizzes. Similarly, using avatars instead of real pupils' faces may encourage increased participation among students especially from reluctant learners.

Finally, rehearsing, recording and editing spoken work digitally allows students to improve their pronunciation, boost their confidence, extend their speaking and listen back as many times as they like. They can also produce a script individually or collaboratively through a Google doc and import their text into an online teleprompter like Cue Prompter or the Visioprompt app so they can record their audio while it scrolls up the screen using Audacity or Voice Record Pro. Some Teachers employ this technique, as well as Textivate and Triptico to help students learn their controlled assessment pieces.

5.0 Conclusion

Technology lends itself very well to personalized and independent learning where students can work at their own pace complete interactive exercises rigorously at school or at home and receive immediate feedback. Gaining points for their efforts and being able to compare their scores with their classmates is motivating for them too and adds an element of engaging gamification to their learning.

6.0 Recommendation

- Computer Education should be highly emphasized and made compulsory in Schools from primary to tertiary level of education.

- Curriculum planners and policy makers should enact Information and Communication Technology (ICT) policies that will favor ICT application in schools. New technology should be used to replace the conventional ‘talk –to – class’, use of chalk-board approach in teaching and learning.

- School administrators and class teachers should motivate the students to acquire and develop full language skills such as speaking, reading, listening and writing.

- The government should adopt complete electronic curriculum projects in line with modern requirements.

- Establish a Hausa language teaching portal to enable students to learn in their free time especially during periods of pandemics.

- Establish internet networks within educational institutions to equip teachers to properly avail themselves of modern technology.

 References

 Erben, T., Ban, R., & Castañeda, M. (2009). Teaching English language learners through technology. Routledge.

Galyna Kozlakova & Oksana Strelchenko (2015). Information and communication technologies in teaching and learning English as a foreign language, National Academy of Pedagogical Sciences of Ukraine, Kiev, Ukraine

Sharma, P. & Barret, B. (2007). Blended learning: Using technology in and beyond the language classroom. Macmillan.

Wolff, H. E. (1991). Standardization and varieties of written Hausa (West Africa) symposium on languages standardization. In Utta von Gleich (ed.) and Ekkhard Wolff, 2^nd -3^rd February 1991. UNESCO Institute for Education, Hamburg.

Yahaya I.Y. (1988), Hausa a rubuce: Tarihin rubuce-rubuce cikin Hausa. NNPC