Exploring picture stories and repetition in L2 acquisition through two IsiNguni language songs: A cognitive analysis

Abstract

Despite South Africa’s rich multilingual landscape, second language (L2) acquisition in formal education often marginalises culturally embedded tools such as indigenous music and picture-based storytelling. This oversight limits learner engagement and slows cognitive development in L2 classrooms, particularly for African languages which include the isiNguni languages. This article examines the pedagogical value of repetition and picture stories in two isiNguni language songs as tools to support L2 acquisition. Drawing on Paivio’s Dual Coding Theory, which emphasises the cognitive advantages of combining verbal and visual stimuli, the study argues that such integration can enhance learners’ memory retention and conceptual understanding. A systematic, descriptive literature review was conducted, screening 401 non-duplicate articles retrieved from seven academic databases. Fifty articles were selected for final thematic analysis. The findings indicate that repetitive linguistic structures in songs like Jerusalema and Ndiyagodola not only strengthen auditory memory but also promote cultural identity and contextual language comprehension. When paired with visual aids such as animated sequences or storyboards, these songs support deeper engagement with abstract language elements, especially for L2 acquisition students. The emotional resonance and familiarity of indigenous musical content further enhance learner motivation and retention. While international studies confirm the effectiveness of multimodal and culturally contextualised approaches in L2 learning, there is a notable scarcity of similar research within the South African context. This study’s novelty lies in its integration of Dual Coding Theory with culturally grounded isiNguni songs and visual storytelling, offering a context-specific, multimodal framework for enhancing L2 acquisition in African languages an approach largely absents in current literature.