Employing Role-play in teaching ChiShona literature at ‘O’ level in Zimbabwe

Abstract

Educators agree that active teaching helps learners to think analytically, communicate effectively, develop an understanding of others and the self. This can only be accomplished through the practice of using teaching methodologies that draw on learners’ experiences. Role-play is such an active method because it offers an opportunity to ‘act out’ conflicts, accumulate information about social issues, take the roles of others and, in that way, impart learners with social skills. As such, role playing plays an important part in human development and offers a unique opportunity to resolve interpersonal and social dilemmas. This study examines the applicability of role-play in the teaching of ChiShona literature. The study aims to explain class activities which teachers can apply in teaching ChiShona literature. In this study, the qualitative method was adopted for data collection and data was analysed through themes. The study reveals that role-playing activities stimulate interest and understanding of literary works as well as enhance the learners’ ability to appreciate literary works. As such, the study concludes that role-play reflects the ChiShona literature more effectively. The study recommends that teachers employ role-play as one of their methodologies in teaching ChiShona literature.