GRAFOLOJIA NA UCHIMUZI WA MAUDHUI KATIKA FASIHI YA WATOTO YA KISWAHILI: UCHANGANUZI WA RIWAYA TEULE ZA WATOTO

Abstract

Graphology as a stylistic feature manifests itself in several literary texts including children‟s literature. Although most authors of children‟s literature use it in the construction of their works, the use of some of the graphological aspects creates ambiguity among young readers who may either fail to interpret or comprehend its use. The aim of this study was to investigate how graphology enhances thematic foregrounding in children‟s literature. The specific objectives were to elaborate graphological features used in children‟s literature, to analyse the role of graphological features in children‟s literature and evaluate their influence on thematic comprehension among learners. The research focused on specific Kiswahili prose texts read by young readers from grade one to four in public primary schools in Kenya. A multi model theoretical approach of Stylistics (Bally, 1909) and Readers response theory (Rosenblatt, 1939) was applied. The area of study was Mumias West Sub County of Kakamega County. This was a library based and field work research which targeted five children‟s novels in Kiswahili, learners and teachers selected purposively from public primary schools in Kenya. The selected Kiswahili novels were: Nyumba ya Sungura (Bracey & Lieta 2012), Hadithi za Mamba (Bracey & Lieta 2009), Harusi ya Mwanasungura (Waihiga, 2006), Usicheze na Moto (Ngugi, 2003) and Dani na Wezi wa Toyota (Ngugi, 2015). This was a qualitative research whose design was basically descriptive. Secondary data was collected through document review and content analysis of selected texts while field data was collected by participatory observation and informal interview of learners and teachers. Data collection tools included observation and interview schedules, previous notes, camera, diary, check lists, the researcher as well as a questionnaire. Data was qualitatively analysed and findings presented in descriptions and explanations. The research outcome indicated that several graphological features are used in the construction of children‟s literature in Kiswahili. Among the features are punctuations, capital letters, pictures and drawings, the use of different colours in the wording of a text, typography and several fonts, the use of bold letters, italicization, several features of paragraphs, the use of space and spacing between words, the size of a text and the general structure of a text. These features play a critical role in childrens‟ literature such as effecting communication, creating realism in a text, enhancing the aesthetic role, enhancing comprehension, re-awakening the reader, emphasis as well as the enhancement of interpretation of a text through simplification of vocabulary. The research outcome confirmed that graphological features are used to foreground themes in children‟s novel in Kiswahili by enhancing its comprehension. It is expected that the research will add to the already existing knowledge of writing, reading and analysis of children‟s literature in Kiswahili and benefit curriculum developers, curriculum implementers, policy formulators, teachers, authors of texts and future researchers. The research concludes by acknowledging that there are many graphological features used in writing including the use of glossary of words in context, revision questions and answers as well as tables and graphs which previous researchers did not mention. The research recommends further sensitization of teachers on a wide range of graphological features used in writing, their roles and effects in texts as well on young readers especially in Kiswahili literary texts.