Citation: Yakubu, A. & Mustapha, D.A. (2025). Tasirin Amfani Da Harshen Uwa Wajen Bunƙasa Harkar Koyo Da Koyarwa a Makarantun Firamare. Tasambo Journal of Language, Literature, and Culture, 4(2), 32-38. www.doi.org/10.36349/tjllc.2025.v04i02.005.
TASIRIN AMFANI DA HARSHEN UWA
WAJEN BUNƘASA HARKAR KOYO DA KOYARWA A MAKARANTUN
FIRAMARE
Na
Abubakar Yakubu
Department of Hausa
Federal University of
Education, Zaria
08035764293
yakumbo971@gmail.com
Da
Dalhat Ahmad Mustapha
Department of Hausa
Federal University of
Education, Zaria
08036376052
adalhat037@gmail.com
Tsakure
Ilimi shi ne ginshiƙin rayuwa, kuma a
matakin fako na neman ilimin wato makarantar firamare, a nan ne ake fara ɗora yara bisa hanya
na koyon karatu da kuma fahimtar abin da ake koya masu. Saboda haka, amfanin
harshen Uwa baya ga harshen Ingilishi abu ne mai muhimmanci domin kuwa yana
agazawa wajen sanya yara su fahimci saƙon da malami ke son
isarwa gare su, kuma yakan taimaka wajen sanya su, su fahimta cikin ƙanƙanin
lokaci. Saboda muhimmancin harshen uwa wajen koyo da koyarwa a makarantun
Firamare yasa hukumar tsare-tsaren ilimi ta ƙasa ta amince da yin
amfani da harshen Uwa wajen gudanar da koyarwa a makarantun. Wannan bincike mai
taken: Tasirin Amfani Da Harshen Uwa Wajen Bunƙasa Harkar Koyo Da
Koyarwa A Makarantun Firamare, yake son fito da sababbin dubarun amfani da
harshen Uwa tare da harshen Ingilishi wajen Koyar da yara tun daga matakin
farko har zuwa mataki na shida. Saboda muhimmancin amfani da harshen Uwa Wajen
Koyarwa a makarantun Firamare, ya sanya ƙungiyoyi masu zaman
kansu, suka yiwo hoɓɓasa wajen bayar da tasu gudummuwa domin cimma nasarar
wannan buri, ƙungiyoyi irin su: Better Education Service Delivery for
All (BESDA) sun ɗauki nauyin buga littafin RANA tare da haɗin guiwa da hukumar
ilimi na matakin farko na Jihar Kaduna (Universal Basic Education) da kuma
taimakon Bankin Duniya (World Bank). Sannan akwai ƙungiyar
USAID na mutanen ƙasar Amurka wanda suka buga littafin Early Grade Reading
na Hausa kuma mu karanta domin agazawa wannan manufa na tsare-tsaren ilimi na ƙasa kai
ga samun nasara. Wannan bincike zai kalli ire-iren gudummuwar da waɗannan littattafai
suke bayarwa tare da kawo sababbin hanyoyi da za su taimaka wajen bunƙasa
amfani da harshen Uwa wajen koyarwa a matakan ilimin firamare.
Fitilun Kalmomi: Harshen Uwa, Ilimi, Koyo Da
Koyarwa, Makarantu Firamare
1.1 Gabatarwa
Daga
cikin manyan manufofin ilimi shi ne samar da dubaru da suka dace wajen koyo da
koyarwa. Tasirin koyar da ilimi ta hanyar amfani da harshen Uwa abu ne mai
muhimmanci ga ɗaliban makarantun firamare, duba da yadda zamani yake
tafiya. Hausawa kan ce “Zamani riga idan ya zo a sa, idan ba a sa ba a tafi
tsirara”. Kamar yadda Newman (2020) ya ce zamani shi ne lokaci. Bunƙasar harshe da amfani da shi ta hanyar da ta dace kan
kawo cigaban al’ummu tare da saurin fahimtar karatu yadda ya dace. Manyan ƙasashen duniya da ake yi masu kirarin ci gaba, sun taka
wannan matsayi ne dalilin amfani da harshen Uwa a dukkan matakai na ilimi ta
hanyar koyo da koyarwa. Aminu (2019) ya bayyana cewa ƙasashe da dama sun ci gaba ne a sanadiyyar bai wa harshen
Uwa muhimmanci ta fuskan koyo da koyarwa a kowane mataki na ilimi.
A duk lokacin da abu sabo ya shigo ana ƙoƙarin wayar da kan jama’a da kuma masu ruwa da tsaki da
fahimtar da su yadda ake amfani da shi. Tsarin koyar da ilimi ta hanyar amfani
da harshen Uwa, wani sabon tsari ne da ya zo a harkar koyo da koyarwa wanda ya
shafi darussan da ake koyarwa a makarantun firamare da ma na gaba da firamare,
har ma da manyan makarantu. Dangane da wannan tsari, za a yi ƙoƙarin bayyana tasirin amfani da harshen Uwa wajen koyo da
koyarwa, musamman a makarantun firamare.
Wannan bincike zai fara ne da taƙaitattun bayanai a kan harshen Uwa, koyo da kyarwa,
matsayin harshen Hausa a fagen koyo da koyarwa da kuma hanyoyin da za a bi
wajen yin amfani da harshen Uwa wajen koyo da koyarwa. Daga ƙarshe, an bayyana cancantar harshen Uwa a matsayin
harshen da ya kamata a koyar da sauran darussa da shi, da rawar da manyan
makarantu ke takawa domin inganta koyarwa ta hanyar amfani da harshen Uwa.
1.2 Matsaloli Da Hanyar Magance Su
Matsaloli da suka shafi harkar koyo da koyarwa suna da
yawa, kama daga tsarin karatu da hukumar ilimi ta bai ɗaya ke tsarawa da
kuma matsalar tilasta amfani da harshen Ingilishi da mafiya yawan malamai kan
fi son amfani da shi wajen koyarwa a maimakon surkawa da harshen Uwa. Haka nan
akwai matsalar ko in kula da hukumomi ko masu ruwa da tsaki a harkar ilimi ke nunawa
da matsalar ƙarancin littattafan karatu na sauran ɓangarori da babu a
harshen Hausa. Duk da kasancewa, yana cikin tsarin ilimi na ƙasa wajen yin amfani da harshen Uwa wajen koyarwa a
makarantun firamare, hukuma ba ta yi wani hoɓɓasa wajen bunƙasa lamarin ba, har sai da wasu ƙungiyoyi masu zaman kansu kamar su BESDA da USAID suka
samar da wasu littattafai tare da ɗaukar nauyin horas da malamai hanyoyi da dubarun amfani
da harshen Uwa a harkar koyo da koyarwa sannan tsarin ya fara samun tagomashin
kulawa daga hukumar da abin ya shafa.
Wannan binciken ya kalli waɗannan matsaloli da
kuma kawo shawarwari na hanyoyin da za a bi wajen magance matsalolin.
2.1 Ma’anar Koyo da Koyarwa
Manazarta da masana irin su Gordin (1986) da Zarruk
(1979) da Kazaure (2011) da Rilwanu (2019) da Mani (2001). Sun bayyana
ra’ayoyinsu dangane da ma’anar koyo da koyarwa kamar haka: Ƙamusun Hausa (2006) ya bayyana koyo da Koyarwa da cewa,
“Koyo na nufin neman sanin abu ta hanyar koyarwar wani, wato Malami ko mai ba
da horo”.
Shi kuwa Green (1971) ya bada ma’anar koyo da cewa “Kalmar
Koyo kalma ce da take wakiltar duk wani tsari ko mataki da ake bi domin ƙoƙarin sanin ko yin wani abu da can baya ba a san shi ba ta
bin shimfiɗaɗɗun ƙa’idoji domin samun nasara”.
Haka nan, Zarruk (1979), ya bayyan koyarwa da cewa “Aikin
koyarwa aiki ne na hulɗa tsakanin mutum da mutum, kuma ana yin wannan hulɗa ne domin a kawo
canje-canje cikin abin da mutum ya sani, ko wanda ya iya ko wanda ya yarda da
shi. Hulɗa dai ita ce zuciyar aikin, canjin halayen mutum kuwa shi
ne manufarsa.
Shi kuwa Kazaure (2011) ya bayyana koyarwa da cewa, “Wani
aiki ne na sa kai wanda akan aiwatar da shi ne bayan an koye shi ta wata
yardajjiyar hanya, kuma tsararriya. Haka kuma na faruwa ta hanyar tara gungun ɗalibai domin nusantar
da su ko ɗora musu wani abu da ba su sani ba domin su koya.
Don haka, za a iya bayyana koyarwa da cewa “hanya ce ta
samar da ilimi daga malami zuwa ɗalibi da nufin kawo sauyi a ɗabi’a ko halayyar ɗalibi.
Amma Rilwanu (2019) cewa ya yi “Koyo hanya ce da ɗalibi kan bi domin ya
san wani ilimi na musamman wanda zai yi amfani da shi domin inganta rayuwarsa
da kuma kare kansa daga aikata abin da bai da masaniya a kansa da kuɓuta daga duhun
jahilci don ciyar da al’umma gaba”.
Mani (2001) ya bayyana hanyoyin koyarwa a inda ya kawo
hanyoyin koyarwa kamar haka: koyarwa ta hanyar nuni da koyarwa ta hanyar
tattaunawa da kuma koyarwa ta hanyar ziyarar gani da ido. Amma Onwucabu (1979)
ya bada ma’anar koyarwa da cewa, “Wata aba ce wadda ake yi wajen ba da darasi
ga wani abu mai rai, domin tarbiyyantar da shi ya zama mutum nagari”.
Su kuwa Olaitom da Aguslobo sun nuna cewa; “Ƙoƙari ne na kawo sauyi mai ma’ana ga rayuwar ɗan Adam da kuma
halayyarsa”. Darussan Hausa (FUE, Zaria) (2016) ya bayyana koyarwa da
cewar “Koyarwa hanya ce ta ilmantar da ɗalibi, domin sanin abin da ba a sani ba kwata-kwata ko
kuma tunatar da abin da aka sani amma an shafa’a aikin koyarwa, ko ilmantarwa,
aiki ne mai sauƙi, kuma mai wahala. Sauƙinsa shi ne Malami ya laƙanci hanyoyi tare da dabarun koyarwa gamsassu, kana
malami ya zamanto mai dabarar tanadar kayayyakin koyarwa daban-daban don bunƙasa aikinsa tare da cimma burinsa.
Haka zalika, ya kawo waɗansu hanyoyin inda ya
ke bayanin cewar:
Shekaru da dama har ya zuwa yau, ana amfani da waɗannan hanyoyi a
matsayin ma’auni wajen koyarwa:
1) Bayani
(Lecture).
2) Tattaunawa
((Discussion).
3) Nuni
(Demonstration).
4) Bincike
(Project).
5) Ziyarar
Gani da ido (Study Trip).
6) Koyarwa
ta hanyar wasa.
2.2 Harshe
Harshe wata baiwa ce da Allah ya ba ɗanadam, wanda yake
amfani da shi wajen bayyana tunaninsa ta hanyar magana ko rubutawa. Da harshe
ne muke bayyana tunaninmu a fili. Masana irin su Yakasai (2012) da Sapir
(1956:1) da kuma Lado (1964) da Skinner (1977) da Fronkin da Rodman a ciki duk
sun yi bayanin ma’anar harshe daidai fahimtarsu.
Yakasai (2012) ya bayyana harshe da cewa, “Wata hanya ce
ta bayyana kai da kuma hulɗa tsakanin mutane wadda dabbobi ba su da irinta. Sapir
(1956:1) ya nuna harshe ne a matsayin rai ko kuma zuciyar duk wani tunani da
ciki na ɗanadam, musamman dangane da abin da mutum ke yi game da
kansa ko ƙasarsa ko addininsa ko kuma yadda shi kansa ya ɗauki kansa.
Amma Lado (1964:11). Cewa yayi “Kalmomi ba wasu abubuwa
ba ne illa tubular ginin tunane-tunane da kuma ayyukan da ‘yanadam ke tsarawa
domin samun damar yadda za su iya fahimta su kuma iya sarrafa mazaunansu. Shi
kuwa Skinner (1977) ya ce “harshe shi ne magana”.
Sai Fronkin da Rodman a ruwayar Ɗantumbushi (2005) cewa suka yi, “harshe shi ne mutuncin ɗanadam, wanda yasa ya
yi fice. Kuma harshe babbar alfarma ce ga mutum wadda ta bambanta shi da wasu
halittu.
Harshe za a iya cewa wata hanya ce ta sadarwa wadda ake
isar da saƙo daga mai bayarwa zuwa mai karɓa. Kowane mutum mai
ilimi da mara ilimi yana amfani da shi wajen neman biyan buƙatu na yau da kullum.
2.3 Harshen Uwa
Masana irin su Yakasai (2012) da Aminu (2021) da Abubakar
(2023) duk sun tofa albarkacin bakinsu kamar haka: Yakasai (2012) ya bayyana
harshen Uwa a matsayin abu ne da ya ƙunshi alamomin da ɗanadam yake amfani da
su wajen bayyana tunaninsa, waɗannan alamomin sun ƙunshi sautuka waɗanda ake furtawa,
kuma a jajjere ake amfani da su cikin cikakken tsari ba tare da an zaunar da
mutum domin koya masa musamman ba, kamar yadda ake yi a tsarin ilimi na
makarantu. Ya ƙara da cewa kowace al’umma ta duniya da ta ci gaba tana
amfani da harshenta wajen sadarwa da sauran abubuwan da ya shafi ilimi da
al’amuransu na yau da kullum.
Shi kuwa Aminu (2021) ya bayyana harshen Uwa a matsayin
wani harshen da mutum kan tashi da shi ya koye shi ba tare da ya san wanda ya
koyar da shi ba. Shi ake wa laƙabi da harshen da aka sha a mama.
A taƙaice harshen uwa shi ne harshen da aka haifi mutum a
cikinsa ya taso a cikinsa ya kuma girma a cikinsa a tsakanin uwa da uba.
2.4 Tasirin Amfani da Harshen Uwa Wajen Bunƙasa Harkan Koyo da Koyarwa a Makarantun Firamare
Harshe dai na ɗaya daga cikin mashahuran abubuwan da ɗanadam yake buƙata, matsayinsa ɗaya da iskar da ake shaƙa ko ruwan da ake sha ko abincin da ake ci a rayu. Hasali
ma ai harshe na ɗaya daga cikin abubuwan da suka bambanta ɗanadam ɗin da dabba. Saboda
haka harshe ya ƙunshi abubuwa ne da yawa kuma masu muhimmanci ga rayuwa
da suka haɗa da iliminsa tunaninsa da kuma addininsa, kuma kowace
al’umma tana tunƙaho ne da harshenta (wato harshen uwa) wajen ci gaban
al’ummanta. Musamman a matakin farko na iliminsu da hulɗoɗinsu na zamantakewa.
Tsaure & Sani (2024) sun bayyana koyarwa da harshen
Ingilishi a matsayin ɗaya daga cikin ƙalubalen da ke
kawo naƙasu ga cigaban
ilimi a Nijeriya, musamman a makarantun firamare. Harshen uwa na da muhimmanci a ɓangaren koyo da
koyarwa ga al’umma, domin akan samu sauƙin sadarwa ga al’umma
da sauƙin fahimta ga mai koyo da kuma koyarwa da kuma samun sauƙin yin amfani da shi da isar da saƙo. Tsaure & Sani (2016) da Abubakar (2023) sun
jaddada cewa, duk manyan ƙasashen da suka ci gaba suna amfani ne da harshen Uwa a
duk matakan karatu a ƙasashensu. Misalan ƙasashen sun haɗa da Chaina da Ingila
da Faransa da Jamus da Rasha. Waɗannan ƙasashen sun samar da duk matakan da ake buƙata domin koyo da koyar da karatu da rubutu da
littattafan karatu duk a cikin harshensu ne domin koyon da kuma koyarwan.
2.5 Tasirin Koyarwa da Harshen Uwa
a. Yin
amfani da harshen Uwa yana ƙara ƙarfafa iya yin karatu da rubutu a wani harshe kuma yana
taimakawa ɗalibai su iya karatu da rubutu na wani harshen na daban.
Abin nufi a nan shi ne tasirin yin amfani da harshen uwa yana taimakawa ɗalibai su koyi iya
karatu a cikin harshen gida da suka fi iyawa kafin su koyi karatun a harshen da
ba nasu ba.
b. Tasirin
koyarwa da harshen Uwa yana jaddada muhimmancin yin bayani daki-daki daga tushe
zuwa rassa na darrussan da ake son koyarwan. Abin nufi a nan koyarwa a matakin
farko takan fara ne daga sauƙaƙan ya zuwa masu tsauri. Misali a harshen Hausa a kan fara
ne daga sanin ƙwayoyin sauti zuwa gaɓoɓi sai sanin tsarin
haruffan Harshe da kalmomi daga ƙarshe iya karatu.
c. Haka
kuma, tasirin na amfani da harshen Uwa yana ba da fifiko kan yin amfani da
littattafai na karatu da kuma tsare-tsare iri-iri. Abin nufi a nan ɗalibai suna buƙatar samun damar yin amfani da littattafan koyan karatu
da rubutu da suka dace da shekarunsu, sannan kuma suna da buƙatan samun ƙwararrun malamai da suka dace.
d. Yana
da kyau a fahimci cewa wannan tsari na koyar da karatu da harshen uwa hanya ce
da za ta fi tasiri ta koyarwa a azuzuwan makarantu a matakin farko na makaranta
wato Firamare. Kuma yana da kyau a samar da sabon tsari na manhajar karatu da
zai yi dai-dai da tsarin.
e. Sannan
kuma tasirin yin amfani da harshen uwaa ya yi amfani da muhimman rassan koyar
da karatu don taimakawa malami da ɗalibai su iya karatu kuma su fahimta, malaman kuma su
samu sauƙin ƙulla zaren tunaninsu.
3.1 Matakan Koyar da Karatu da Rubutu da Harshen Uwa
A Najeriya akwai manyan harsuna guda uku, a Arewacin ƙasar harshen Hausa a Kudu maso yamma Yarbanci sai kuma
kudu maso Gabas harshen Igbo. Harshen Hausa harshe ne da kusan kashi tamanin da
biyar (85%) na al’ummar da ke Arewacin ƙasar ke amfani da shi,
hakan ne yasa muke ganin harshen ne ke mazaunin harshen da za a iya amfani da
shi a matsayin harshe uwa.
A bisa wannan dalilai ne binciken ke ganin ya kamata
malamai da ɗalibai su fahimci matakan koyar da karatu da rubutu da
harshen Hausa kamar haka:
3.2 Naƙaltar Ƙwayoyin Sauti
Naƙaltar ƙwayoyin sauti na nufin ƙwarewa wajen saurarensu ko jinsu da rarrabewa tare da
sarrafa ɗaiɗaikun sautukan a cikin magana, kafin a fara nuna yadda za
a yi karatu. Kuma dole ne a fahimtar da cewa kalmomi sun ƙunshi ƙwayoyin saututtuka ne.
3.3 Tsarin Harrufa Harshe
Sanin tsarin harrufar Harshe shi ne fahimtar cewa harrufa
ne ke tattaruwa su gina kalma, kuma harrufar wakilai ne na sauti. Tare da nuna
muhimmancin dangantakar harafi da sauti, hakan na daga cikin hanyar fara iya
karatun kalmomi da rubutunsu.
3.4 Fara Koyan Karatu
Wannan na nufin fara koyar da jeranta harrufa a samar da
kalma domin a fara iya karatu da rubutu. Iya karatu da rubutu na da muhimmanci
domin yana taimakawa wajen cike giɓi wajen tantance kalmomi da kuma fahimtar ma’anar
kalmomin.
3.5 Sanin Kalmomi
Yana da kyau a san kalmomi da ma’anarsu, hakan zai
taimaka musu su fahimci abin da ake nufi. Kuma sanin ma’anar kalmomin kan sanya
yin bincike ko nazari a kansa domin fahimta.
3.6 Fahimta
Fahimta ita ce iya fitar da ma’ana na abin da aka rubuta
a kowane mataki. Misali fahimtar ƙwayoyin sauti da harrufan Harshe da iya karatu da rubutu
da sanin kalmomi na taimakawa wajen fahimta. Kuma ta kan taimaka wajen iya yin
bayani a kan abin da ke bayyane.
4.1 Sakamakon Bincike
Harshen Hausa ya kasance ɗaya daga cikin manyan
harsuna na duniya dake ƙara bunƙasa a kullum da ci gaba wajen masu magana da shi da
yalwarsa da kuma kwarjininsa, kuma yana daga cikin manyan harsunan Najeriya
idan ba a ce na ɗaya ba kuma mafi girma a Arewacin ƙasar da kusan kowa na jin harshen. (Wurma, 2005).
Hukumar Rana (Reading and Numeracy Activities) tare da haɗin gwiwa da wasu
gwamnatin jihohi ciki har da jihar Kaduna tare da tallafin UKAID da UNICEF da
kuma FHI360 ke ɗaukar nauyi a jihohin, sun samar da sabon tsarin koyarwa
da karatu da lissafi ta hanyar yin amfani da harshen uwa wato Hausa.
Binciken ya gano cewa yin amfani da harshen uwa a
makarantu ya taka muhimmiyar rawa wajen iganta ilimi a jihar Kaduna. Tasirin
yin amfani da harshen uwa a makarantun a jihar Kaduna ya samar da kyakkyawar ƙarin kaso saba’in da biyar bisa ɗari (75%) a cikin
malamai da kuma kaso tamanin da huɗu bisa ɗari (84%) na bisa adadin da aka samu ƙari a kan yara a makarantun da ke Zariya.
A cikin makarantun da ke cikin garin Kaduna kuwa kashi
saba’in da ɗaya (71%) ne na malamai suka nuna amincewarsu da tsarin,
a inda kashi ashirin da bakwai (27%) ke ganin kamar koma baya ce, kashi biyu
(2%) ba su ce komai ba. Kaso tamanin da bakwai (87%) na adadin ɗalibai na fahimtar
tsarin na amfani da harshen uwa, kaso kuma ashirin da uku (23%) na ganin ba
haka ba.
Ya kamata gwamnati ta ƙara ƙaimi don ganin ta samar da sababbin hanyoyin yin amfani
da harshen Uwa kamar yadda aka fara domin samun nasarar ilimi a makarantun. Mafi
yawancin ƙasashen da suka ci gaba a duniya sun dogara iliminsu ne
kai tsaye ta hanyar yin amfani da harshen uwa a makarantunsu, ta hakan ne za a
samar da ilimi ingantacce.
5.1 Kammalawa
Haƙiƙa komai ya yi farko zai yi ƙarshe, wannan bincike mai taken “Tasirin Amfani da
Harshen Uwa Wajen Bunƙasa Harkar Koyo da Koyarwa a Makarantun Firamare ya yi ƙoƙarin kawo ra’ayoyin masana dangane da koyo da koyarwa da
Harshe da kuma harshen Uwa. Matsayin harshen Uwa a fagen Koyo da Koyarwa da
hanyoyin da za a bi don ganin an bunƙasa harkar Koyo da
Koyarwan kamar sanin matakan da za a bi don ganin an bunƙasa koyo da koyar da rubutu da karatu ta yin amfani da
harshen Uwa da tasirin koyarwar da harshen Uwa. Haka kuma binciken ya gano cewa
a makarantun dake cikin garin Zariya kashi saba’in da biyar (75%) na malamai
masu goyan bayan tsarin da kuma kashi tamanin da huɗu (84%) na ɗalibai. A cikin garin
Kaduna kuwa an sami kaso saba’in da ɗaya (71%) na malamai da kuma kaso ashirin da bakwai (27%)
‘yan baruwanmu da kuma kashi biyu (2%) da basu ce komi ba. An kawo manufar
bincike da Harsashe da tambayoyin bincike.
Acknowledgement
The research work was supported by Tertiary Education
Trust Fund (TETFUND) Federal Republic of Nigeria. It was financially supported
by IBR TETFUND Research and Publication project (Batch 10 2024).
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