ABSTRACT
This chapter describes what was widely regarded by Fulbe in Maroua as the traditional model of Qur'anic schooling. It uses the ethnographic past because schooling traditions, like any other tradition, are not static, but constantly changing in their forms and meanings. Exposure to other Qur'anic schooling traditions has led some Somalis to reflect critically on the practices of their own community. Despite the extent of this kind of educational experience, the chapter discusses Qur'anic schooling and double schooling, and shows how they shape Muslim children as learners and users of second languages and literacies. It shows the children to be strategic and syncretic in their use of multiple languages and literacies to negotiate and construct their social identities across secular and religious educational contexts. The teaching and learning of each Qur'anic text was accomplished through guided repetition, a practice for teaching and learning that involves modeling by an expert and imitation of the model by a novice.
