Curriculum Autonomy for Bhutanese Schools : A Fitting Solution to the Current Crisis in Bhutanese Education System

Dorji, Tenzin

doi:10.56916/ijess.v2i2.473

Cited by 1 publication

(1 citation statement)

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“…This involves various measures like identification, documentation, research, preservation, protection, promotion, enhancement, transmission (primarily through formal and informal education), and revitalization (UNESCO, 2016). In the digital age, safeguarding folktales becomes imperative to prevent their extinction amidst rapid globalization and the dominance of commercial entertainment (Ihueze, 2015;Dorji, 2009).…”

Section: Introductionmentioning

confidence: 99%

Unleashing the Transformative Power: Nusantara Indigenous Folktales Framework Revolutionizing ESL Learning

Saad,

Amat,

Mansor

et al. 2024

MJSSH

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Folktales are invaluable repositories of cultural heritage, reflecting the identity and values of indigenous communities while transmitting traditional knowledge. Serving as educational tools, they offer engaging resources for learners of all ages, contributing to education, language acquisition, and character development. Recognizing the importance of preserving intangible heritage, the Nusantara Indigenous Folktales Framework (NIFF) emerged from a collaborative effort between language specialists at Universiti Teknologi MARA Kedah in Malaysia and Universitas Merdeka Malang in Indonesia. This framework, employing a unified Edu-Tale approach, unites the Semai tribe from Malaysia and The Tengger tribe from Mount Bromo, Indonesia, aiming to preserve intangible heritage through formal education. To assess the impact of the Nusantara project on ESL learners, a questionnaire was distributed to 47 students actively participating in the initiative. The survey aimed to gather feedback on students' experiences with Nusantara folktales and their perceptions of the impact on overall motivation to learn English. Feedback from ESL learners was overwhelmingly positive, with students expressing enjoyment and acknowledging a significant enhancement of their overall motivation to learn English through engaging with Nusantara folktales. The Edu-Tale approach employed in the NIFF framework proved effective in creating a positive and impactful learning experience. The Nusantara Indigenous Folktales Framework demonstrates its potential as a transformative tool in ESL learning. Beyond its educational benefits, it fosters respect for intangible cultural heritage and raises awareness about the importance of safeguarding such valuable aspects of cultural identity. The positive feedback from students underscores the framework's effectiveness in enhancing motivation and engagement in English language learning.

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Section: Introductionmentioning

confidence: 99%