Speaker
Description
Kwalam, H. D.
Jigawa State College of Education and Legal Studies, Ringim
hdkwalam8@gmail.com
Track: Digital Pedagogy and Teaching Innovation
DIGITAL PEDAGOGY AND THE TEACHING OF HAUSA LANGUAGE AND LITERATURE IN NIGERIAN HIGHER EDUCATION: BRIDGING THE DIGITAL DIVIDE IN INDIGENOUS LANGUAGE STUDIES
BY
DR. HASSAN DAUDA KWALAM
DEPARTMENT OF HAUSA
JIGAWA STATE COLLEGE OF EDUCATION AND LEGAL STUDIES, RINGIM, JIGAWA STATE, NIGERIA
Email: hassandaudakwalam@jscoels.edu.ng
Abstract
The teaching and learning of Hausa language and literature in Nigerian higher educational institutions have historically depended on traditional pedagogical methods that, while rich in cultural tradition, are increasingly unable to meet the scale, diversity, and quality demands of contemporary higher education. In an era defined by digital transformation, the integration of digital pedagogical tools into indigenous language education represents both a significant opportunity and an underexplored frontier. This paper examines how digital pedagogy is reshaping the teaching of Hausa language and literature in Nigerian colleges of education and universities, with specific attention to its implications for learner-centred instruction, access, quality, and the preservation of Hausa linguistic and literary heritage in a digital age. Drawing on a conceptual analysis of relevant literature in language pedagogy, educational technology, and African linguistics, and anchored in the Technological Pedagogical Content Knowledge (TPACK) framework of Mishra and Koehler (2006), the paper argues that digital pedagogy holds transformative potential for Hausa language education when it is thoughtfully integrated with a deep understanding of the linguistic, cultural, and institutional specificities of the Hausa studies context. The study finds that digital tools including corpus-based learning platforms, audio-visual resources, mobile language applications, and computer-mediated communication environments offer compelling pedagogical advantages for the teaching of Hausa oral literature, tonal phonology, and written composition, while also presenting challenges related to content localisation, digital literacy, and the risk of marginalising oral dimensions of Hausa literary tradition. The paper concludes with a set of recommendations for curriculum developers, language educators, and institutional leaders committed to building future-ready Hausa studies programmes in Nigerian colleges of education.
Keywords: digital pedagogy, Hausa language, Hausa literature, indigenous language education, TPACK, higher education, Nigeria, digital innovation, language technology