LITERACY BASED ON DIFFERENT THEORIES

Introduction

A language learning curve between people and animals has been formed over years of studies and research. There have been studies developed to analyze how various persons interact and how they can communicate. At the same time, these studies have also sought to understand how animals and people communicate, where there is speech and no speech. These studies have focused on identifying the strategies and methodologies that have been employed by the individuals and in them identify the method of communication. Various scholars and teaching institutions that provide an easy learning and adoption curve of a specific lesson also utilize specific strategies in teaching language to foster communication. All over the world, individuals are provided with the opportunity to interact with either formal or informal learning structures which mold them to adopt a certain language or way of communication that best suits the scenario. There have been many ideas issued on how various languages are adopted. Studies have also concentrated on the nature of these methods and their effectiveness. In this paper, an analysis will be made between two common learning methodologies that have been employed identifying a common pattern. From this pattern, a new idea is formulated and explained in the paper.

Human beings are programmed to gain knowledge through the teaching of grammar and sentences (Mahiri, 2008). In every country, there is a presiding education system that seeks to ensure the children are taught on grammar and language structures. The system provides a teaching syllabus which incorporates the study of language to every student enrolled. For many children, this the first standard form of education they experience and interact with. They are offered a structured syllabus that teaches them on how to speak, write and read. The school setup has provided this facility over the years adjusting its methods of delivery with changing economic systems. The systems that were once in place have gradually changed incorporating new and innovative methods of teaching. The teaching study continued to focus not only on the ability to read, write and speak but also focusing on interpretations of media technology. Through the incorporation of media technology such as computers, images, numbers and other languages. Hence, the process of ensuring literacy in students has changed, from simple techniques to incorporate various technologies. The process has ceased to be one of simple learning and advanced to incorporating literacy as a standard to achieve.

Language in Learning Institutions

In today’s generation, learning institutions have arguably had to adopt new methods of teaching as complete literacy cannot be achieved with traditional conceptions of teaching (Mahiri, 2008). Through behavioral reinforcement, teachers can delegate the nature and outcome of a certain study session. Positive behavioral reinforcement is incorporated where children can employ actual learning in the manner expected. For instance, rewarding the children for something they have been doing well. Negative behavioral reinforcement is issued where a child behaves in a manner that requires punishment. For instance, giving them a time out for not completing a certain assignment. All these are techniques which ensure the learning curve within learning institutions are successful. As a result, children can incorporate new communication skills into their speech and actions. However, several scholars have argued that the traditional methods of teaching yield greater results than those currently employed in formal learning institutions (Mahiri, 2008). These are the informal learning practices that are conducted in informal settings and play an active part in modeling the character, language, and speech of the child. In B. F. Skinners Perspective theory, he argued that children can copy and implement what they hear and see. Hence, learning does not only take part in the classroom, rather extends to all other activities outside the classroom. One way that literacy levels of children and youths are enhanced is through being told old stories. These stories that are narrated to them have different meanings and different functions in various communities. Some stories are narrated by entertainment while others are told for learning purposes. Hence, when looking at the various methods through which learning takes place, it would be crucial to analyze all other factors (Mahiri, 2008).

Storytelling has over the years been given in various forms. There are stories issued in writing, by word of mouth and the most common being through music. Music has formulated a major factor of how stories are told in modern times. Various genres are found in today’s generation. One which has a great following is Hip-Hop. Hip Hop incorporates several elements and with them dominates all other popular music and youth culture in all continents (Alim, Ibrahim & Pennycook, 2008). The music industry has adopted the same concepts that are utilized within schools to teach the language. Hip Hop as a music genre has proven the spread of this concept through the development of the Hip Hop Nation Language (HHNL). It has been incorporated in America as a language that is used to pass information and make others knowledgeable in the process. Through the use of its five major elements, the language has been able to create its lexicon, grammar, communicative styles and phonology that are unique. In the society, the adoption of the language has been observed mainly with preadolescents and youth who are struggling to fit in with the changes in technology (Alim, Ibrahim & Pennycook, 2008). Through Hip Hop, they have been able to adopt new communication and language styles that are fast spreading and learned than languages taught within formal learning institutions.

Hip Hop Nation Language

The Hip Hop Language incorporates five key elements. These are rapping, DJ’ing (also known as record spinning), MC’ing (or rapping), street dancing or breakdancing and graffiti art (or writing) (Alim, Ibrahim & Pennycock, 2008). Rapping is defined as the aesthetic art placement of verbal rhymes over musical beats. Through rap, many of the artists have been able to communicate a certain message with the art of storytelling as the undertone. Additionally, there is a unique correlation between musical beats that set the texture of the song. The first rap song was recorded in 1979 and from that time has had a tremendous following and growth among the African-American community. Since that time, there have been millions of rap songs released throughout the world. These songs incorporate the genres of hip-hop that are widespread and have similar characteristics. Through the use of popular media, various hip-hop communities are spread across the world. Collectively, they are called the Hip-Hop Nation. The HHN is collectively involved in the development of the Hip Hop Nation Language (Alim, Ibrahim & Pennycock, 2008).

Many scholars have argued that the language used in the HHNL is that which is ‘used in African American Language (AAL). However, there is a clear difference between the two languages as evidenced in a study journal written as a Scholar’s View (Alim, Ibrahim & Pennycock, 2008). Though the Hip Hop Language has a strong rootedness in the African American Language, it has no similarities to the language within the AAL. The HHNL is a unique way of communicating that has developed and is gradually changing with the continual development of words and pronunciation mannerisms as depicted in various songs. HHNL is said to exploit the various discourse and discursive features of the AAL. Through the use of AAL experiences, the HHNL utilizes the synergistic combination of speech, music, and literature. Additionally, it uses the links surrounding socio-political circumstances that occur within the African American Community (Alim, Ibrahim & Pennycock, 2008). The sociolinguist Geneva Smitherman defined HHNL as, “ an Africanised form of English reflecting Black America’s linguistic-cultural African heritage and the conditions of servitude, oppression, and life in America.” (Alim, Ibrahim & Pennycock, 2008).

Relationship between HHNL and Schools

With the fast development of the language, many youths and children are evidently relating better with hip-hop other than other learning forms. The most common method to enhance literacy has been through the use of storytelling. Both formal and informal institutions of learning utilize this method with variating degrees. However, its efficient use is evident in Hip Hop music where storytelling is the main form of rap utilized in the songs. The artists tell stories ranging from historical events, political events, happenings within their own life and experiences. These form the base of the story and are narrated in various forms within different communities. For instance, for African-American communities residing in areas where there is low economic growth, there are a lot of hip-hop songs that narrate the conditions they had to put up with growing up, and the various decisions, experiences and other real events that transpire either in their own life or others. These form basis of teachings for people who are not born within that community. They influence the persons understanding of the situations of various parts of the city and the experiences most people have been faced with such tough events. The songs continually affirm the necessity of an individual to have grown within their community or “the streets” for them to understand the black street tradition. Most of the children and youth are thus incorporated into the way of thinking communicated within the hip-hop music and seek technology that will allow them to be up to date with all the Hip Hop Music.

Since hip-hop also uses the pronunciation of various regions, the youths can learn on how to articulate and pronounce certain words, therefore, increasing their literacy. Even though the language that is taught in schools is different from the one used by hip-hop, the children and youths are still able to pass information and also acquire information through it hence reinforcing the fact that literacy is not only confined to the school setup. All issues about grammar are taught in the school set up. Thus, the school set up is complementary to the non-school set up in passing knowledge to the youth.

Another factor which is affected by the spread of Hip-Hop music are the trends. In this factor, other elements that makeup hip-hop music are incorporated, for instance, breakdancing. The anatomy of the body systems is greatly utilized when breakdancing for instance. With every song, there is a flow of the body which is followed by a dance. The continued spread of these dances gives rise to the development of a trend that can be worldwide. An example is the “dub,” a simple dancing style that has become a trend worldwide and is incorporated in other genres of music as a dance to be emulated. The knowledge of how to name the dance moves and instructions on how to ensure one is doing them well has been made clear within the songs. In the same manner, the knowledge of how to understand the human anatomy has been issued in school-based learning systems through the study of the body.

Suggested Literacy Theories

From the above, it is clear that the knowledge on how to incorporate literacy is a multifaceted feature. It comprises of various concepts and factors that have to be considered. The concepts are evidenced in the spread of Hip-Hop. HHN has spread awareness on the practices of various cultures, languages, and activities within those cultures through music coordinated with beats. When youths engage in these activities that involve hip-hop such as the dancing and rapping, they can familiarize with other cultures thus learning and improving their knowledge. Engaging activities such as spinning enables them to improve their skills hence improving their literacy. However, writing in learned in a formal setting where the teachers incorporate different literacy techniques to teach the students on how to write and interpret the various characters, images, and messages portrayed in different media sources. It is evident that music plays a major role in spreading the knowledge and increasing the literacy levels of individuals, especially music that appeals to the interest of students.

In many learning institutions, the struggle to keep all the students at par with the learning schedule and structure of languages is faced with their attention span. For many children and youth, they have a relatively short attention. In a study conducted by Hashemi Masoud and Azizinezhad Masoud (2011), they identified that the practice of teaching languages to promote literacy within various institutions was not difficult. However, the challenge was derived from the need to teach the languages at various stages in their development. Hashemi and Azizinezhad (2011) suggested that there are vast planning challenges which are incorporated with the need to adhere to the language teaching schedule. As such, they argued that there is a need to understand the various principles of language acquisition and apply them in ways which will give and keep motivation alive for studies amongst the children (Hashemi & Azizinezhad, 2011).

The interaction between studies and music is evident where students will spend most of their time researching on new and trending hip-hop music but will find it tedious to research on the use of various languages or technologies within a class environment. For most students, the process of literacy in learning institutions has become mechanistic and outdated. They struggle to maintain interest in their studies, but are however willing and motivated to research and maintain the current musical trends, especially in an HHN context. It is clear that the effect of music as a tool for storytelling and learning in many learning institutions has not been realized. In many institutions, children are read to by their teachers and asked to repeat. However, the method lacks ingenuity of the modern age, where children focus on technology to learn new things. For instance, three-year-olds can play a game incorporating musical instruments on digital technology, such as tablets.

Teachers can enhance the learning process and improve the literacy levels by incorporating music and storytelling. Hip-Hop has shown the success levels of storytelling within music. It would be important to consider the use of modern technology to foster language learning. For instance, coming up with various songs that give the pronunciation of various words and ensure the children are entertained while learning. Through the use of modern music that is child-friendly and gives an opportunity to memorize the culture or other lessons to be taught (Miller & Pennycuff, 2008).

For the youth, the incorporation of music in lessons would serve as beneficial points where they would review already existing songs that give accurate histories of various cultures or languages. The youth, by a certain age, are already well versed with the knowledge of certain songs, their lyrics, however, they may have forgotten most of the work learned in schools. The move to incorporate music that is already trending and contains the intended message or storyline allows the students to develop and enhance their skills. Additionally, it would motivate them and have a lasting effect. Additionally, the incorporation of dancing would “spice” up the lessons to bring about a change in how the lessons are portrayed and issued to the students. Having students come up with their music that incorporates the various languages, and lessons to be taught is an ingenious way which ensures the motivation to learn is maintained.

Conclusion

Music and especially hip-hop has opened a path for the development of new trends in learning. Taking advantage of the industry in formal institutions would foster better results as viewed in the development of HHN since 1979.

References

Alim, H. S., Ibrahim, A., & Pennycook, A. (Eds.). (2008). Global linguistic flows: Hip-hop cultures, youth identities, and the politics of language . Routledge.

Hashemi, M., & Azizinezhad, M. (2011). Teaching English to Children: A Unique, Challenging Experience for Teachers, Effective Teaching Ideas. Procedia - Social and Behavioral Sciences , 30 , 2083–2087. https://doi.org/10.1016/j.sbspro.2011.10.405

Mahiri, J. (Ed.). (2008). What they don't learn in school: Literacy in the lives of urban youth (Vol. 2). Peter Lang.

Miller, S., & Pennycuff, L. (2008). The Power of Story: Using Storytelling to Improve Literacy Learning. Journal of Cross-Disciplinary Perspectives in Education , 1 (1), 36–43.