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Tasirin Amfani Da Harshen Uwa Wajen Bunkasa Harkar Koyo Da Koyarwa a Makarantun Firamare

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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