Children Literature in Kiswahili: A Stylistic Approach
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Date
2011
Authors
Ngugi, Pamela
Nabea, Wendo
Journal Title
Journal ISSN
Volume Title
Publisher
Logs Verlag Berlin
Abstract
Swahili children's literature in Kenya has seen tremendous developments in the
recent past. The ambience in which this literature is produced and disseminated is
usually characterised by a focus on content, particularly the theme. In essence, the
literature has maintained a commitment to making young people aware of the topical
debates taking place in the society, in particular; substance abuse, bullying, disability,
children's rights, equal opportunities and injustices that are inherent in society.
Style in children's literature receives little attention. However, style, thus the
way in which things are represented, based on complex codes and conventions of
language as well as presuppositions about language, is an important component of
children's books (Stephen, 1992). A study of it allows us access to some of the key
processes which shape text production. This essay explores style as used in selected
Swahili storybooks for children, and shows how the literary elements make the
language used in these books memorable.
Within the language system of Swahili, it is possible for young readers to encounter
in their reading an extensive range and variety of language issues. Some
textual varieties such as lexicon and syntax will seem familiar and immediately accessible,
since they can be appreciated as everyday language. However, other features
will appear as less familiar, either because the lexicon contains forms or uses
that are specific to a different speech community, or because writers may choose
to employ linguistic forms whose occurrences are largely or wholly restricted to
narrative fiction. As a result of differences in language use, books which may have
a common theme or topic will differ just because the theme is expressed through
differing linguistic resources. This means that writers have many options of styles
to choose from. The study is guided by models of Manfred (2005), Rothlin (2001)
and Lukens (2003), as they apply a structural approach which is one of the modern
methods of literary study. We examine the novels in regard to discourse structure,
point of view, register, and foregrounding. It also focuses on imaginary speech,
presentation of speech, imagery, figurative language, hyperbole, allusion, use of
proverbs and use of dreams.
Description
Book Chapter