Community Wisdom in the Classroom: Oral Histories as Pedagogical Tools in Brazilian Indigenous Schools

Clara Mendes (1), Felipe Souza (2), Livia Alves (3)
(1) Universidade Estadual Campinas, Brazil,
(2) Universidade Federal Rio Grande do Norte, Brazil,
(3) Pontifícia Universidade Católica Rio, Brazil

Abstract

Background. The effectiveness of oral corrective feedback (OCF) in language learning is influenced by learners’ comprehension and response to various OCF techniques. Therefore, it is essential for teachers to consider learners’ preferences for OCF strategies.


Purpose. This quantitative study aimed to investigate the preferences of Thai as a foreign language (TFL) learner for ten commonly discussed types of OCF. Specifically, it examined whether these preferences are influenced by four learner variables: proficiency level, first language (L1), foreign language classroom anxiety (FLCA), and foreign language enjoyment (FLE).


Method. The study involved 288 university students from Chinese, Japanese, and Korean TFL settings, and the data from questionnaires were analysed using appropriate statistical methods.


Results. The findings indicate that, regardless of proficiency level, L1, FLCA, or FLE level, learners prefer more explicit OCF techniques, such as metalinguistics feedback and explicit correction. However, Korean undergraduates scored lower in the majority of OCF strategies (i.e., ignoring, elicitation, recast, explanation, and public feedback) compared to the other participants.


Conclusion. This study has significant implications for instructional practices in TFL settings and for L2 lecturers in the classroom. By understanding learners’ preferences for OCF, educators can tailor their instructional approaches to meet the specific needs of their students.


 

Full text article

Generated from XML file

References

Adu-Gilmore, L. (2024). Authentic Intelligence Mixtapes: DJs and producers’ communal radical archiving and teaching in the age of AI. Organised Sound, 29(2), 162–173. Scopus. https://doi.org/10.1017/S135577182400013X

Ayres, A. D., da Rocha Brando, F., & Ayres, O. M. (2023). INDIGENOUS PRESENCE AT THE UNIVERSITY AS RESUMPTION OF TERRITORY. Revista Brasileira de Educacao, 28. Scopus. https://doi.org/10.1590/S1413-24782023280060

Babichenko, D., & Swanson, T. (2024). HeritageRoots: Developing Interconnected Immersive Experiences for Cultural Preservation and Education. Dalam Kilsa K. & Basaiawmoit R.V. (Ed.), Proc. European Conf. Games-based Learn. (Vol. 18, Nomor 1, hlm. 89–98). Dechema e.V.; Scopus. https://doi.org/10.34190/ecgbl.18.1.3057

Basson, E., & Burger, B. (2023). (Self)portraits in Uit die kroes by Lynthia Julius: A culturally sustaining pedagogical approach to the teaching of Afrikaans literature. Tydskrif vir Geesteswetenskappe, 63(4), 860–877. Scopus. https://doi.org/10.17159/2224-7912/2023/v63n4a6

Campesato, M. A. G. (2023). From orality to writing: Indigenous peoples, history of the present time and challenges in the educational field. Tempo e Argumento, 15(40). Scopus. https://doi.org/10.5965/2175180315402023e0103

Cupchoy, L. (2023). Healing our histories through otros saberes: Latina activism, testimonios and intergenerational food justice. Latino Studies, 21(3), 364–387. Scopus. https://doi.org/10.1057/s41276-023-00416-4

Cupchoy, L. (2024). Digital Testimonios and Reimagining Public History: University Courses, Micro-documentaries, and Community Archives. California History, 101(1), 52–65. Scopus. https://doi.org/10.1525/ch.2024.101.1.52

da Assumpção, J. L., Paim, E. A., Santana, G., & Oliveira, S.-L. R. C. (2024). Indigenous Oralituras and the Teaching of History: An Experience in Higher Education. Revista Historia Hoje, 13(29), 39–60. Scopus. https://doi.org/10.20949/rhhj.v13i29.1178

Endeshaw, M. G. (2023). The life of Yäkolo-tämari in Gondär as Reflected in Contemporary Oral Poetry. Eastern African Literary and Cultural Studies, 9(1), 57–78. Scopus. https://doi.org/10.1080/23277408.2022.2109831

Greendeer, N. H., & Weston, J. (2021). Mother tongues and community well-being: Survivance, decolonization, and the Wôpanâak language reclamation project. Dalam The Hist. Roots of Human Traff.: Informing Primary Prevention of Comm. Violence (hlm. 291–303). Springer International Publishing; Scopus. https://doi.org/10.1007/978-3-030-70675-3_16

Hasslocher-Moreno, A. M., Magalhaes Saraiva, R., Do Brasil, P. E. A. A., Conde Sangenis, L. H., Salles Xavier, S., Sousa, A. S., Sperandio-Da-Silva, G. M., Mendes, F. S. N. S., da Costa, A. R., Teixeira De Holanda, M., Horta Veloso, H., Mazzoli-Rocha, F., Carneiro, F. M., Portela, L. F., & Mediano, M. F. F. (2021). Temporal changes in the clinical-epidemiological profile of patients with Chagas disease at a referral center in Brazil. Revista Da Sociedade Brasileira de Medicina Tropical, 54. Scopus. https://doi.org/10.1590/0037-8682-0040-2021

Henry, R. (2021). Indigenous Women and Street Gangs: Survivance Narratives. Dalam Indigenous Women and Str. Gangs: Survivance Narratives (hlm. 125). Alberta Press; Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124860962&partnerID=40&md5=0b8467956bd4274152862699a83e94dc

Hong Lee, L. X. (2022). Oral Histories of Tibetan Women: Whispers from the Roof of the World. Dalam Oral Histories of Tibetan Women: Whispers from the Roof of the World (hlm. 137). Taylor and Francis; Scopus. https://doi.org/10.4324/9781003268031

James, K., Tuidraki, H., Tuidraki, A., & Tabaiwalu, S. (2022). Sources of Indigenous Fijian ‘law’: Village mores versus town-based criminal laws. Griffith Law Review, 31(4), 465–484. Scopus. https://doi.org/10.1080/10383441.2022.2121462

Khadka, D., Paudel, H. R., Luo, B., Ding, M., Basnet, N., Bhatta, S., Aryal, P. C., Kunwar, R. M., Cui, D., & Shi, S. (2023). Edible oil-producing plants in the Sinja Valley, Jumla, Nepal. Frontiers in Sustainable Food Systems, 7. Scopus. https://doi.org/10.3389/fsufs.2023.1276988

Kisely, S., Ogilvie, J., & Lalloo, R. (2021). Avoidable emergency department presentations for dental comorbidities of psychiatric disorders: A population-based record-linkage analysis. Journal of Psychosomatic Research, 143. Scopus. https://doi.org/10.1016/j.jpsychores.2021.110387

Logan, A. L., & Grillo, K. M. (2023). How African Pasts Can Inspire Alternative Responses to Climate Change: A Creative Writing Experiment. African Archaeological Review, 40(3), 507–517. Scopus. https://doi.org/10.1007/s10437-023-09543-8

Mahuika, N., & Porou, N. (2022). “The mis-education” of Aotearoa: The struggle for Indigenous history in New Zealand. Dalam International Encyclopedia of Education: Fourth Edition (hlm. 1–6). Elsevier; Scopus. https://doi.org/10.1016/B978-0-12-818630-5.06063-2

Manitowabi, D. (2021). Gambling with the Windigo: Theorizing Indigenous Casinos and Gambling in Canada. Critical Gambling Studies, 2(2), 113–122. Scopus. https://doi.org/10.29173/cgs82

McComsey, T., & Porter, A. (2022). Memory, Place, and Mobility: Kinchela Boys Home Aboriginal Corporation’s Mobile Education Centre as a Site of Conscience. Space and Culture, 25(2), 184–191. Scopus. https://doi.org/10.1177/12063312211065556

Milligan-McClellan, K. C. A. (2024). Teaching the way I wish I was taught: Design and implementation of a class on historically excluded and underrepresented scientists. Journal of Cellular Physiology, 239(7). Scopus. https://doi.org/10.1002/jcp.31352

Moitra, N. (2024). Participation, assertion and aspiration-indigenous teacher agency in higher education. Teaching in Higher Education, 29(7), 1813–1831. Scopus. https://doi.org/10.1080/13562517.2024.2359712

Nicholas, G. (2022). Protecting Indigenous heritage objects, places, and values: Challenges, responses, and responsibilities. International Journal of Heritage Studies, 28(3), 400–422. Scopus. https://doi.org/10.1080/13527258.2021.2009539

Okoomian, J. D. (2024). Cooking Pilaf with Words: Intersubjectivity and Feminism in the Armenian Transnation. Oral History Review, 51(2), 254–277. Scopus. https://doi.org/10.1080/00940798.2024.2382318

Olko, J., & Radding, C. (2023). Living with nature, cherishing language: Indigenous knowledges in the Americas through history. Dalam Living with nat., cherishing lang.: Indig. Knowledges in the Am. Through hist. (hlm. 410). Springer International Publishing; Scopus. https://doi.org/10.1007/978-3-031-38739-5

Osipova, M. (2022). Aino/Ainu/Ainy and Utari: On the Naming of Indigenous Peoples of the Far Eastern Pacific Islands. Etnograficeskoe Obozrenie, 2022(2), 54–68. Scopus. https://doi.org/10.31857/S086954152202004X

Philpot, S., Marks, N. R., & Dumarce, D. (2023). Online education through an indigenous lens. Dalam Motiv. And Momentum in Adult Online Educ. (hlm. 199–214). IGI Global; Scopus. https://doi.org/10.4018/978-1-6684-7712-0.ch012

Rodríguez, A. S., & Rebolledo-Rebolledo, R. (2024). Historical-cultural contributions from Mapuche oral memory to the teaching of History in Chile. Pensamiento Educativo, 61(1). Scopus. https://doi.org/10.7764/PEL.61.1.2024.7

Rosas, M. (2024). “God Save Me from a Civilized Indian”: Labor Union Schools and Contending Visions for Indigenous Education in Ecuador, 1936–1963. HAHR - Hispanic American Historical Review, 104(3), 465–495. Scopus. https://doi.org/10.1215/00182168-11189972

Samaraweera, B. P., Pillay, M., Muttiah, N., & Moodley, L. (2024). Exploring clinical reasoning in child language assessment through decoloniality. International Journal of Speech-Language Pathology. Scopus. https://doi.org/10.1080/17549507.2023.2296864

Sukumar, M. B. A., Joseph, A., & Alhalabi, B. (2024). Geriatric Oral Health and Quality of Life Among the Indigenous Irula Tribes of Tamil Nadu. Clinical and Experimental Dental Research, 10(6). Scopus. https://doi.org/10.1002/cre2.70036

Thomas, A. (2024). Land, labour, and sovereignty in school: The Strelley mob and zones of contest in Indigenous education. Critical Studies in Education, 65(2), 198–215. Scopus. https://doi.org/10.1080/17508487.2023.2249064

Thomas, A. C. (2021). Bilingual education, Aboriginal self-determination and Yol?u control at Shepherdson College, 1972–1983. History of Education Review, 50(2), 196–211. Scopus. https://doi.org/10.1108/HER-05-2020-0032

Twum-Danso Imoh, A. (2024). Researching colonial childhoods: Accessing the voices of children in the Gold Coast (Ghana) 1900 –1957. Archives and Records, 45(3), 257–272. Scopus. https://doi.org/10.1080/23257962.2024.2407789

Vieira, L. O., & Dias, T. O. (2021). Local History: Reflections on Teaching and Research of Afro-Brazilian and Indigenous History. Revista Historia Hoje, 10(20), 291–311. Scopus. https://doi.org/10.20949/rhhj.v10i20.699

Vue, R. (2021). From first to first: Black, indigenous, and people of color first-generation faculty and administrator narratives of intersectional marginality and mattering as communal praxis. Education Sciences, 11(12). Scopus. https://doi.org/10.3390/educsci11120773

Weuffen, S., & Pickford, A. M. (2021). Imagining the possibilities of a cross-cultural oral narrative portraiture method: Stepping beyond binary discourses. Australian Journal of Indigenous Education, 50(1), 71–79. Scopus. https://doi.org/10.1017/jie.2019.12

Willemse, H. (2021). The Afrikaans cultural expressions of the powerless and subjugated. Dalam A Companion to Afr. Lit. (hlm. 251–265). wiley; Scopus. https://doi.org/10.1002/9781119058199.ch16

Yaagun, B. A. (2024). Old meets new – Moving forward with the colonial mindset of disability – A Kabyle perspective. Dalam Indigenous Disability Stud. (hlm. 126–131). Taylor and Francis; Scopus. https://doi.org/10.4324/9781032656519-16

Authors

Clara Mendes
clararrr@gmail.com (Primary Contact)
Felipe Souza
Livia Alves
Mendes, C., Souza, F., & Alves, L. (2025). Community Wisdom in the Classroom: Oral Histories as Pedagogical Tools in Brazilian Indigenous Schools. International Journal of Educational Narratives, 3(3), 206–217. https://doi.org/10.70177/ijen.v3i3.2212

Article Details

No Related Submission Found