Bringing Wolof Orality into the Classroom trough QR-Coded Proverbs

Abstract

Wolof proverbs carry meaning through tone, rhythm, and social intention—elements often lost in written form. This article proposes a QR-coded listening routine that brings oral performances into the classroom, allowing students to hear proverbs as they are spoken in community settings. Drawing on African oral literature, affective pedagogy, and ritual theory, the project outlines a design-stage model that supports emotional grounding, cultural literacy, and epistemic justice in African language instruction.

Keywords: Wolof proverbs; digital orality; African epistemologies; affective pedagogy; QR-based language learning; embodied communication.