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Impoliteness in Modern Taarab Music 现代塔拉阿拉伯音乐中的不礼貌

Jarida la Kiswahili Pub Date : 2022-06-01 DOI: 10.56279/jk.v85i1.1

L. Chacha, J. Habwe

{"title":"Impoliteness in Modern Taarab Music","authors":"L. Chacha, J. Habwe","doi":"10.56279/jk.v85i1.1","DOIUrl":"https://doi.org/10.56279/jk.v85i1.1","url":null,"abstract":"This paper is about impoliteness in modern taarab music. It focuses mainly on impoliteness strategies occasionally used by some artists of selected modern taarab music on the island of Zanzibar and mainland Tanzania; where politeness is culturally embedded. Although taarab music is composed, played and performed across the East African coast, we selected taarab from Zanzibar island and mainland Tanzania for this study because these regions are arguably the hub of modern styles, innovations, presentations, performances and singing of taarab music. Data for this study were obtained from YouTube where some lyrics from modern taarab were purposively selected for analysis. We selected a sample of eight taarab songs that we thought were representative in answering the question of impoliteness in taarab music. The data were qualitatively analysed using Culpeper’s (1996) impoliteness model. It was found that modern taarab music is a highly dialogic and interactive sub-genre which is sensational, has specialised lyrics and employs some impoliteness strategies for contestation, open correction, rivalry and grandstanding between fellow artists and their audience. Only four mega strategies were observed in the data, namely positive impoliteness, negative impoliteness, sarcasm and bald on record, with withhold politeness missing. Some of the impoliteness sub-strategies that were observed in modern taarab are ridicule, admonishing, open threats, segregation, exhibitionism, boasting, and teasing, blaming and name-calling.","PeriodicalId":411809,"journal":{"name":"Jarida la Kiswahili","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133323503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Secondary School Teachers’ Beliefs about Learner-Centred Approach and their Practices in the Teaching of Kiswahili Literature in Tanzania 坦桑尼亚中学教师以学习者为中心的教学理念及其在斯瓦希里语文学教学中的实践

Jarida la Kiswahili Pub Date : 2022-06-01 DOI: 10.56279/jk.v85i1.7

Gaudensia Emanuel, M. Vuzo, Wadrine Maro

{"title":"Secondary School Teachers’ Beliefs about Learner-Centred Approach and their Practices in the Teaching of Kiswahili Literature in Tanzania","authors":"Gaudensia Emanuel, M. Vuzo, Wadrine Maro","doi":"10.56279/jk.v85i1.7","DOIUrl":"https://doi.org/10.56279/jk.v85i1.7","url":null,"abstract":"Teachers’ beliefs and practices are part and parcel of components underpinning what transpires in schools and other educational organisations. The two are associated in the sense that teachers’ beliefs are a key factor that shape teachers’ practices in the classroom, and thus have a significant impact on any initiative or curriculum reform that aims to transform teaching practices. Based on that, a study was undertaken in Tanzania, to explore Kiswahili literature teachers’ beliefs in using the learner-centred approach (LCA) to teaching Kiswahili literature. Employing a qualitative research approach and a case study design, the study was conducted in Kilimanjaro and Dar es Salaam regions. Data were collected through in-depth interviews and classroom observation and were analysed through thematic lenses. The study found out that the majority (five) of Kiswahili teachers believed in using LCA, whereas one teacher believed in using teacher-centred approach (TCA), and two teachers believed in blending TCA and LCA. All teachers blended TCA and LCA practices in their teaching. The findings partly imply that, in the selected regions LCA is yet to be fully adopted in teaching. As such, there was a need for a teachers’ continuous professional development programme that may reshape teachers’ beliefs towards embracing critical self-reflection and questioning as a foundation for the full adoption of LCA in the teaching of Kiswahili literature.","PeriodicalId":411809,"journal":{"name":"Jarida la Kiswahili","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126382221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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