Scenic Storytelling: Scenography as a Culturally Grounded Pedagogical Innovation in African Language and Culture Education

Abstract

This study investigates the pedagogical efficacy of integrating scenographic elements, specifically set design, costume, and spatial arrangements, as a culturally grounded, embodied learning approach within African language instruction. Drawing on sociocultural theory, embodied cognition, and design thinking, the research examines how immersive, visual, and material theatrical environments enhance linguistic proficiency, cultural competence, and heritage-language identity. A mixed-methods quasi-experimental design was employed with 45 secondary school students learning Yoruba in Nigeria. The experimental group (n=23) participated in a 16-week Theatre Design Integrated Language Learning (TDILL) curriculum, while the control group (n=22) received traditional instruction. Quantitative analysis revealed that the TDILL group achieved significantly higher post-test scores in overall language proficiency (t(43) = 3.89, p < .001, d = 1.12), cultural vocabulary (d = 1.89), and cultural knowledge (d = 1.62). Furthermore, the experimental group demonstrated a 34% higher retention rate in vocabulary assessments eight weeks post-intervention. Qualitative findings, derived from interviews and focus groups, highlighted that the design process repositioned learners as active cultural knowledge-holders, fostered embodied cultural understanding, and affirmed heritage language identity through creative agency. The study proposes the TDILL framework as a replicable model for revitalising African language pedagogy by bridging visual culture, material practice, and communicative competence, offering significant implications for curriculum development and teacher training across the continent.