Abstract
This paper is made out of the descriptive techniques of some Arabic sounds rendered in Kanuri Ajami. It also focuses on the customized pedagogy, which based on the socio-cultural resources of the Kanuri people. The data retrospectively collected within the Tsangayateaching materials. The qualitative data is consisting of collection of Tsangayamaterials for example, Ya-kÓ™shau, Ming-kÓ™nshau, Nun-kÓ™shau, Lam-kÓ™shau, etc. and observe them from the perspective of the teacher (as a resource person), the materials used in reference to the socio-cultural background of the Kanuri people, and the students who are the prime recipient of the skills. Therefore, the study needs to account for the multidimensional approach in imparting the knowledge of the Arabic–Kanuri sounds and techniques of their production to the children. The description of the consonant sounds ranging from phonetics, phonology and semantic unit or constituent, which will be the starting points. However, the framework of teaching concrete object to abstract, simple to complex etc. is conceived in this paper. Furthermore, the phonological awareness of the Arabic sounds and rendering them in Kanuri Ajami proved effective, giving the relevance of the phono-semantic and socio-cultural ordering in the utterance.
Keyword: Pedagogy, YakÓ™shau, Min-kÓ™nshau, Nun-kÓ™shau, Lam-kÓ™shau,phono-semiotic
DOI: www.doi.org/10.36349/sojolics.2025.v01i02.025
author/Tahir Abba PhD
journal/Sokoto JOLICS 1(2) | November 2025 |
