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Narrative performance in context: analysis and implications within a South African context

University of Pretoria

H. Tesner

University of Pretoria

E. Taljaardt

University of Pretoria

The importance of narrative abilities for scholastic achievement has received much attention in recent literature. The complexity of the concept Of NARRATIVE, particularly in a multi-cultural situation, necessi tates a more in-depth description of narrative abilities within a specific linguistic and social context. This article aims to describe the narrative ability of 24 Northern Sotho-speaking children in a preschool class. Quantitative and qualitative analyses of spontaneous narratives were made and are discussed. Results indicate that most of the children were reluctant to tell stories of a monologue nature, but that raters did not necessarily perceive them as 'unspontaneous' in the situation. Their story-telling ability is interpreted within the framework of a transitional oral-literacy approach, and implications for intervention are discussed.

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