This paper describes the relevance of Dagbanli folksongs as a resource for multilingual pedagogy in basic schools through a series of collaborative engagements involving teachers and learners. The paper describes Dagbanli folksongs as a multilingual resource and how the folksongs are employed as multilingual pedagogical strategies to facilitate language transfer in teaching practices in multilingual classrooms. The challenges and opportunities associated with using folksongs, which are sung during storytelling, with particular attention to the Ghanaian context, are discussed for the purpose of multilingual education. Grounded in sociolinguistics and critical pedagogy, the paper provides a robust description framework for exploring how the use of folksongs in storytelling supports early literacy development and enhances multilingual education practices.
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Volume 4 | Issue 3 | Year 2026 | Article Id: LLL-V4I3P104 DOI: https://doi.org/10.59232/LLL-V4I3P104
Folksongs as a Resource for Multilingual Pedagogy in Basic Education
Abdul-Razak Inusah
| Received | Revised | Accepted | Published |
|---|---|---|---|
| 27 Jun 2026 | 25 Jul 2026 | 18 Aug 2026 | 18 Sep 2026 |
Citation
Abdul-Razak Inusah. “Folksongs as a Resource for Multilingual Pedagogy in Basic Education.” DS Journal of Language, Linguistics and Literature, vol. 4, no. 3, pp. 33-41, 2026.
Abstract
Keywords
Folksong, Dagbanli, Storytelling, Multilingual Pedagogy, Basic education.
References
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