Exploring the Influence of Social Context on the Development of Swahili Reading Literacy Among Foreign Children in Zanzibar

Msellem Mohammed Ali

doi:doi:10.11648/j.hss.20241206.22

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Exploring the Influence of Social Context on the Development of Swahili Reading Literacy Among Foreign Children in Zanzibar

Msellem Mohammed Ali^*

Published in Humanities and Social Sciences (Volume 12, Issue 6)

Received: 9 December 2024 Accepted: 19 December 2024 Published: 31 December 2024

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Abstract

This article was intended to explore the influence of social context in helping foreign children develop Swahili reading literacy. The study was guided by Marie Clay's Literacy Development Theory. A total of 28 informants participated, including 16 foreign children and 12 parents. The questionnaire method was used to gather information from parents in order to determine the social context of foreign children. Additionally, interviews were conducted with foreign children to gather information about the role of the social context in learning Swahili literacy skills. Through interviews, the article identified various elements of the social context such as Swahili books, digital literacy resources, interaction with friends, and parents' positive attitudes toward the Swahili language have influenced the development of reading literacy among foreign children. The study also found that parents' involvement in practicing Swahili reading and engaging in conversations in Swahili played a significant role in developing Swahili reading skills among foreign children. The article concludes that, even when the formal language learning environment is unstable, the social context in which a language learner resides, with access to language input, significantly contributes to proficiency in various language skills. Based on the findings of this article, it is recommended that aspects of the social context be given consideration by Second Language (L2) and Foreign Language (FL) educators as an essential pedagogical element in teaching L2 and FL reading literacy. Additionally, further research is recommended to investigate the role of social context in developing other L2 and FL literacy skills.

Published in	Humanities and Social Sciences (Volume 12, Issue 6)
DOI	10.11648/j.hss.20241206.22
Page(s)	276-283
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Reading Literacy, Swahili Language, Social Context, Foreign Children

References

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APA Style

Ali, M. M. (2024). Exploring the Influence of Social Context on the Development of Swahili Reading Literacy Among Foreign Children in Zanzibar. Humanities and Social Sciences, 12(6), 276-283. https://doi.org/10.11648/j.hss.20241206.22

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ACS Style

Ali, M. M. Exploring the Influence of Social Context on the Development of Swahili Reading Literacy Among Foreign Children in Zanzibar. Humanit. Soc. Sci. 2024, 12(6), 276-283. doi: 10.11648/j.hss.20241206.22

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AMA Style

Ali MM. Exploring the Influence of Social Context on the Development of Swahili Reading Literacy Among Foreign Children in Zanzibar. Humanit Soc Sci. 2024;12(6):276-283. doi: 10.11648/j.hss.20241206.22

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@article{10.11648/j.hss.20241206.22,
  author = {Msellem Mohammed Ali},
  title = {Exploring the Influence of Social Context on the Development of Swahili Reading Literacy Among Foreign Children in Zanzibar
},
  journal = {Humanities and Social Sciences},
  volume = {12},
  number = {6},
  pages = {276-283},
  doi = {10.11648/j.hss.20241206.22},
  url = {https://doi.org/10.11648/j.hss.20241206.22},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20241206.22},
  abstract = {This article was intended to explore the influence of social context in helping foreign children develop Swahili reading literacy. The study was guided by Marie Clay's Literacy Development Theory. A total of 28 informants participated, including 16 foreign children and 12 parents. The questionnaire method was used to gather information from parents in order to determine the social context of foreign children. Additionally, interviews were conducted with foreign children to gather information about the role of the social context in learning Swahili literacy skills. Through interviews, the article identified various elements of the social context such as Swahili books, digital literacy resources, interaction with friends, and parents' positive attitudes toward the Swahili language have influenced the development of reading literacy among foreign children. The study also found that parents' involvement in practicing Swahili reading and engaging in conversations in Swahili played a significant role in developing Swahili reading skills among foreign children. The article concludes that, even when the formal language learning environment is unstable, the social context in which a language learner resides, with access to language input, significantly contributes to proficiency in various language skills. Based on the findings of this article, it is recommended that aspects of the social context be given consideration by Second Language (L2) and Foreign Language (FL) educators as an essential pedagogical element in teaching L2 and FL reading literacy. Additionally, further research is recommended to investigate the role of social context in developing other L2 and FL literacy skills.
},
 year = {2024}
}

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TY  - JOUR
T1  - Exploring the Influence of Social Context on the Development of Swahili Reading Literacy Among Foreign Children in Zanzibar

AU  - Msellem Mohammed Ali
Y1  - 2024/12/31
PY  - 2024
N1  - https://doi.org/10.11648/j.hss.20241206.22
DO  - 10.11648/j.hss.20241206.22
T2  - Humanities and Social Sciences
JF  - Humanities and Social Sciences
JO  - Humanities and Social Sciences
SP  - 276
EP  - 283
PB  - Science Publishing Group
SN  - 2330-8184
UR  - https://doi.org/10.11648/j.hss.20241206.22
AB  - This article was intended to explore the influence of social context in helping foreign children develop Swahili reading literacy. The study was guided by Marie Clay's Literacy Development Theory. A total of 28 informants participated, including 16 foreign children and 12 parents. The questionnaire method was used to gather information from parents in order to determine the social context of foreign children. Additionally, interviews were conducted with foreign children to gather information about the role of the social context in learning Swahili literacy skills. Through interviews, the article identified various elements of the social context such as Swahili books, digital literacy resources, interaction with friends, and parents' positive attitudes toward the Swahili language have influenced the development of reading literacy among foreign children. The study also found that parents' involvement in practicing Swahili reading and engaging in conversations in Swahili played a significant role in developing Swahili reading skills among foreign children. The article concludes that, even when the formal language learning environment is unstable, the social context in which a language learner resides, with access to language input, significantly contributes to proficiency in various language skills. Based on the findings of this article, it is recommended that aspects of the social context be given consideration by Second Language (L2) and Foreign Language (FL) educators as an essential pedagogical element in teaching L2 and FL reading literacy. Additionally, further research is recommended to investigate the role of social context in developing other L2 and FL literacy skills.

VL  - 12
IS  - 6
ER  -

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Author Information

Msellem Mohammed Ali

School of Education, The State University of Zanzibar, Zanzibar, Tanzania

Contact Email

http://orcid.org/0000-0002-2333-4471

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APA Style

Ali, M. M. (2024). Exploring the Influence of Social Context on the Development of Swahili Reading Literacy Among Foreign Children in Zanzibar. Humanities and Social Sciences, 12(6), 276-283. https://doi.org/10.11648/j.hss.20241206.22

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ACS Style

Ali, M. M. Exploring the Influence of Social Context on the Development of Swahili Reading Literacy Among Foreign Children in Zanzibar. Humanit. Soc. Sci. 2024, 12(6), 276-283. doi: 10.11648/j.hss.20241206.22

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AMA Style

Ali MM. Exploring the Influence of Social Context on the Development of Swahili Reading Literacy Among Foreign Children in Zanzibar. Humanit Soc Sci. 2024;12(6):276-283. doi: 10.11648/j.hss.20241206.22

Copy | Download

@article{10.11648/j.hss.20241206.22,
  author = {Msellem Mohammed Ali},
  title = {Exploring the Influence of Social Context on the Development of Swahili Reading Literacy Among Foreign Children in Zanzibar
},
  journal = {Humanities and Social Sciences},
  volume = {12},
  number = {6},
  pages = {276-283},
  doi = {10.11648/j.hss.20241206.22},
  url = {https://doi.org/10.11648/j.hss.20241206.22},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20241206.22},
  abstract = {This article was intended to explore the influence of social context in helping foreign children develop Swahili reading literacy. The study was guided by Marie Clay's Literacy Development Theory. A total of 28 informants participated, including 16 foreign children and 12 parents. The questionnaire method was used to gather information from parents in order to determine the social context of foreign children. Additionally, interviews were conducted with foreign children to gather information about the role of the social context in learning Swahili literacy skills. Through interviews, the article identified various elements of the social context such as Swahili books, digital literacy resources, interaction with friends, and parents' positive attitudes toward the Swahili language have influenced the development of reading literacy among foreign children. The study also found that parents' involvement in practicing Swahili reading and engaging in conversations in Swahili played a significant role in developing Swahili reading skills among foreign children. The article concludes that, even when the formal language learning environment is unstable, the social context in which a language learner resides, with access to language input, significantly contributes to proficiency in various language skills. Based on the findings of this article, it is recommended that aspects of the social context be given consideration by Second Language (L2) and Foreign Language (FL) educators as an essential pedagogical element in teaching L2 and FL reading literacy. Additionally, further research is recommended to investigate the role of social context in developing other L2 and FL literacy skills.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Exploring the Influence of Social Context on the Development of Swahili Reading Literacy Among Foreign Children in Zanzibar

AU  - Msellem Mohammed Ali
Y1  - 2024/12/31
PY  - 2024
N1  - https://doi.org/10.11648/j.hss.20241206.22
DO  - 10.11648/j.hss.20241206.22
T2  - Humanities and Social Sciences
JF  - Humanities and Social Sciences
JO  - Humanities and Social Sciences
SP  - 276
EP  - 283
PB  - Science Publishing Group
SN  - 2330-8184
UR  - https://doi.org/10.11648/j.hss.20241206.22
AB  - This article was intended to explore the influence of social context in helping foreign children develop Swahili reading literacy. The study was guided by Marie Clay's Literacy Development Theory. A total of 28 informants participated, including 16 foreign children and 12 parents. The questionnaire method was used to gather information from parents in order to determine the social context of foreign children. Additionally, interviews were conducted with foreign children to gather information about the role of the social context in learning Swahili literacy skills. Through interviews, the article identified various elements of the social context such as Swahili books, digital literacy resources, interaction with friends, and parents' positive attitudes toward the Swahili language have influenced the development of reading literacy among foreign children. The study also found that parents' involvement in practicing Swahili reading and engaging in conversations in Swahili played a significant role in developing Swahili reading skills among foreign children. The article concludes that, even when the formal language learning environment is unstable, the social context in which a language learner resides, with access to language input, significantly contributes to proficiency in various language skills. Based on the findings of this article, it is recommended that aspects of the social context be given consideration by Second Language (L2) and Foreign Language (FL) educators as an essential pedagogical element in teaching L2 and FL reading literacy. Additionally, further research is recommended to investigate the role of social context in developing other L2 and FL literacy skills.

VL  - 12
IS  - 6
ER  -

Copy | Download