INTEGRATING INDIGENOUS ORAL LITERATURE INTO ENGLISH AS A FOREIGN LANGUAGE (EFL) TEACHING: A PEDAGOGICAL STUDY OF YAKA DIRGES IN CONGOLESE SECONDARY SCHOOLS

Abstract: The teaching of English as a Foreign Language (EFL) in many African contexts continues to rely predominantly on imported instructional materials that often neglect learners’ sociocultural backgrounds (Richards & Rodgers, 2001). This lack of cultural relevance may reduce learner motivation, engagement, and meaningful language use (Kramsch, 1993). This study investigates the pedagogical potential of integrating indigenous oral literature—specifically Yaka dirges—into EFL instruction in Congolese secondary schools. Using a qualitative research design, the study draws on textual analysis of selected Yaka dirges, classroom observations, and semi-structured interviews with EFL teachers and learners (Creswell & Creswell, 2018). The findings indicate that Yaka dirges are rich in linguistic, poetic, and cultural features that can be effectively didactized to support vocabulary development, listening and speaking skills, and intercultural awareness (Finnegan, 2012). Participants reported increased motivation and stronger engagement when culturally familiar materials were used. The study argues that integrating indigenous oral literature into EFL classrooms supports culturally responsive pedagogy and fosters more meaningful language learning (Gay, 2018). Pedagogical implications for curriculum design, teacher training, and materials development in the Democratic Republic of the Congo are discussed. Keywords: English as a Foreign Language, oral literature, Yaka dirges, authentic materials, culturally responsive teaching.