Abagusii Traditional Environmental Knowledge and HIV/AIDS Management: Implications for English Language Teaching

Abstract

Multidisciplinary and multisectoral interventions are necessary for the management of chronic conditions such as HIV/AIDS. One such intervention is the promotion of socially responsible teaching. Anchored within an eclectic theoretical framework involving traditional environmental knowledge, the Sapir-Whorf Hypothesis, and Vygotsky’s theory of thought, language and culture, this paper analyses the link between Abagusii traditional environmental knowledge and management of HIV/AIDS. Seven groups of people living with HIV/AIDS were engaged in focus group discussions on the management of HIV/AIDS treatment adherence through sustainable production and use of natural products. The paper reveals that the Abagusii have rich ecological knowledge on the production and use of natural products, which could improve treatment outcomes of people living with HIV/AIDS. This ecological knowledge can be harnessed, documented and ploughed into ELT materials for English Language Teaching. A three-tier ELT framework comprising classroom activities, integrated tasks and practical actions could be adopted for teaching integrated English in interesting ways while at the same time restoring the environment, food sufficiency and health.