Exploring oral literature as a resource to enhance communicative competency in a selected secondary school in Bukedea District

Abstract

The study aimed at exploring the teachers’ use of Oral Literature as a resource to enhance students’ communicative competence in a secondary school in Bukedea District. The study adopted a single-case study using the qualitative research design; and was guided by the Social Cultural Theory. Data was collected through interviews, classroom observations, focus group discussions and document analysis from one selected school involving 50 participants, 2 administrators, 2 teachers, and 46 students of S.1 and S.2 selected through purposive sampling. Findings reveal that while teachers used oral literature learning activities such as narratives, drama, songs and poems, the effectiveness of the pedagogical practices was significantly hampered by challenges including difficulty in management of group dynamics, insufficient training, large class sizes, learners’ shyness, local language influence (Ateso) and resource shortages. Classroom observations highlighted a clear disparity between the intended use of interactive methods and their practical application. The study concludes that despite teacher qualifications and their attempt to employ various methods in teaching speaking and listening, the development of communicative competence was constrained by interconnected factors. The study, therefore, recommends targeted professional development focused on implementing participatory, learner-centered strategies and the integration of diverse culturally relevant resources, alongside addressing systemic challenges like class size and resource availability, to promote a more engaging and effective learning environment for speaking and listening skill development.

Key Words: Oral Literature, Resources, Communicative Competency, Effective Speaking, Active Listening.