Koyar da harshe a cibiyoyin ilimi tun daga matakin firamare har zuwa jami’a, al’amari ne da ke da salo iri daya, ma’ana akan faro daga haruffa ko bakake (Alphabet) ko kuma babbaku da farfaru (Phonetics and Phonology) a karatunmu na gargajiya kafin a kai ga gina kalmomi da jumloli (syntad) daga bisani kuma a zakulo ma’anonin da ke karkashin kalmomin (semantics).
A matakin firamare, ba a wuce salon sanin babbakun (Alphabet) da kuma yadda za a rubuta kowace kalma (spelling ko morphology). A saboda haka shi dan firamare zai iya karanto maka bakaken ABCD har zuwa karshe zai kuma san kuramen bakake (Consonants) da wasula (bowels) bi da bi.
Shi kuwa dan sakandare zai lakanci yadda ake gina Jumloli (Syntad) tare da sanin ma’anonin (Semantics) yadda suke a ilimance (Classically) ba a maganance ba (Collokuially).
Idan mai koyo ya tsallake matakin Firamare da na gaba kamar kwalejoji da jami’o’i, abin da ke gabansa shi ne bambanta tsakanin harshe (Linguistically) da ilimi (Terminological). Abin nufi, a jami’a babu ruwan malamai da bata lokacin koya maka sigogin gina magana a rubuce tun daga babbaku har zuwa ginuwar jumla, a maimakon haka sai dai a yi ta zuba ana cika ka da sharhi ko bayani kan fannin ilimi kawai.
Shi malamin jami’a ko kwaleji, idan ya tsaya a gaban dalibai, ba ya tunani ko jin ba su lakanci harshe ba, idan aka yi la’akari da tsarin koyon da suka ratsa suka shigo jami’ar.
A gaskiya, al’amarin ya sauya baki daya, dalili tsarin koyarwar (Methodology) ya gamu da tasgaro saboda ba a yi la’akari da matsayin fahimtar dalibai ko sha’awarsu ga karatun ba.
A matakin firamare ake son dalibi ya san cewa, yana koyon harshen Hausa a yayin da a matakin gaba da sakandare har zuwa jami’a, abin da ake son dalibi ya sani shi ne nazari kan Harshe (Linguistics) dalibi ko me yake nazarta a jami’a, zai iya cewa, ina nazartar harshe (I study Language) maimakon ya ce Turanci ko Hausa.
Gaskiyar magana, manhajar (Curriculum) da muka gada daga Turawan Ingila ta fi yin tasiri a tsarin koyar da harshe a dukkan matakan koyarwa, dalili tsari ne da dan Adam ya sani shekara da shekaru can baya tun daga Daulolin Rumawa da Farisawa, da Sinawa da Girkawa da Hindiyawa da sauran tsofaffin daulolin duniya wadanda suka yi sharafi kan wayewar kai da fannonin ilimi daban-daban kafin bayyanar Musulunci. Shi ma Musulunci daman tsarin wayewar kan dan Adam ne bai yi watsi da su ba.
Idan haka al’amarin yake, ka ga ya kamata ke nan a waiwayi baya a koma kan tsohon tsarin koyar da Hausa a jami’o’i, wanda ake gwama kalmomin Nahawun Turanci da Hausa tun ma ba gabobin magana ba kamar Noun, Pronoun, berb, Adberb, Ideophone, Idiom, Object, Transitibe, Subjuctibe da makamantansu abin da zai kai ga shirya dalibi ya kasance kwararre cikin akalla harsuna biyu (bi-linguistically) a maimakon koyar da Hausa da kalmomin Nahawun da aka fassara zuwa Hausa kamar su Jinginau, Karbau, Amsau da dai sauransu.
Ko kadan ba ni da nufin kushe sabon tsarin koyarwar, a maimakon haka, shawara nake bayarwa kan abin da ya kamata a yi a cin ma nasarar fahimtar harshen Hausa a ilimince (Classically) a yi nesa da Hausar-baka (Collokuially) saboda fahimtar rubutun Hausa sosai da sosai.
Za a yarda da ni ne kawai idan aka kwatanta fahimtar harshe da Adabin Hausa tsakanin daliban jiya da yau, za a iske cewar akwai tazarar gaske tsakaninsu. A lokacin baya duk wanda Jami’ar Bayero ta yaye kan harshen Hausa, yakan zama tauraro kwararre tsakanin daliban da suka nazarci harshe (Language) domin yakan yi wa ’yan Turanci (English) zarra wajen fahimta da sarrafa harshen, musamman a rubuce (conbentionally) wani lokaci ma a maganance (collokuially).
Akwai misalai da dama da za a bayar kan wannan shawara tawa, wadanda suka hada da yada labarai da wallafe-wallafe da shirya wasan kwaikwayo da kuma shirye-shiryen wayar da kan jama’a ta kafafen yada labarai, inda aka sami zakakuran da jami’o’i suka yaye a harshen Hausa sun yi wa takwarori fintunkau.
Tsohuwar hanyar koyar da Hausa (Curriculum) ta taka muhimmiyar rawa wajen lakantar fassara daga Turanci zuwa yada labarai da wayar da kai ba tare da tangarda ba. Mai fassara wanda ya fito daga jami’a bayan an yaye shi kan harshen Hausa bisa tsohuwar hanyar koyarwa (Methodology) ba ya rawar kafa ballantana digirgire wajen fassara harshen Turanci zuwa Hausa a inda harsuna biyu (Source & Target Languages) kan zauna daram da gindinsu ba tare da an taba lafiyarsu ta ginuwar jumla (syntad) ba, ma’ana karin magana da jumla ko azanci kan hadu da ma’ana wajen fassara. Misali: “Youth is the steed of folly” (kuruci dangin hauka), Face is the inded of the heart (Labarin zuciya a tambayi fuska), Like father, like son (Barewa ba za ta yi gudu danta ya yi rarrafe ba), da sauransu birjik. Wannan kadan ne kwarai daga cikin misalan da za a bayar wajen fahimtar harshe bisa tsohon tsari.
Har ila yau, akwai kalmomin Larabci wadanda aka hausantar aka sauya ma’anarsu daga tushe aka bayar da akasi. Misali: Muhimmanci (Importance), Tasiri (Impact) Amfani (Benefit), sai ka ga an ba su ma’ana kusan iri daya alhali suna bukatar a yi taka-tsan-tsan wajen sanya su a gurabensu. Idan ka ce Muhimmanci kana nufin abin da ya zauna cikin ranka, Tasiri abin da ya zo ya yi wa wani abu kauci ko ya sauya masa tsarin rayuwa, a yayin da Amfani shi ne alherin da za ka samu bayan ka yi aikin wahala mai ma’ana.
A karshe, shawarata ita ce, jamio’i da kwalejoji su koma kan tsohon tsarin koyar da Hausa domin a rika yaye dalibai zakakurai wadanda za su kai harshen Hausa tudun-mun-tsira wanda zai sanya shi zama jagora da rike tutar shugabancin harsunan nahiya a Afirika ta Yamma (West African Sub-region).
ALIYU UMAR, Edita ne a Jihar Kano A Yau, Ma’aikatar Yada Labarai, PMB 3088 Kano – Najeriya 08065570493
