Ditlhohlo tseo di lebanego le barutwana ba Sepedi ba Mphato wa Seswai dikolo tsa go ikema tsa Tshwane
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Date
Authors
Makgabo, Connie
Makgobatlou, Keletso F.
Journal Title
Journal ISSN
Volume Title
Publisher
South African Association for Language Teaching (SAALT)
Abstract
Lefapheng la thuto ya Dipolelo tša Aforika
Borwa, kudu toropong ya Tshwane, bokgoni
bja barutwana bja go ithuta dipolelo ke
tlhobaboroko. Bontši bja barutwana ba
Mphato wa Seswai dikolong tša go ikema
tša Tshwane, ba atiša go itemogela ditlhohlo
tša moswanamong lelemeng la Sepedi. Go
tšwetša pele le go kaonafatša go ithuta
polelo ya Afrika, nyakišišo ye e tseneletše ka
gare ka maitekelo a go utolla le go tšweletša
ditlhohlo tša tšeo barutwana ba Sepedi ba
Mphato wa Seswai ba kopanago le tšona
dithutong tša polelo ye. Ka go šomiša
mokgwa wa nyakišišo wa khwalithethifi,
nyakišišo ye e nepiša go šupa le go sekaseka
ditlhohlo tše, go tšweletša kwešišo ye e
amago dipoelo tša go ithuta polelong ya
Sepedi. Nyakišišo ye e ithekgile ka teory ya
Vygotsky ya Setšo le Leago, mo go
nepišwago khuetšo yeo tikologo ya
morutwana, setšo, le polelo ya gagwe di
kgathago tema go ithuteng ga gagwe ga
polelo. Ditlhohlo tšeo di hweditšwego di
akaretša khuetšo ya tša leago le setšo,
mekgwa ya go aba thuto ya Sepedi, le
tikologo yeo barutwana ba lego go yona.
Ditšhišinyo tšeo di filwego ke gore barutiši
ba swanetše go lemoga bohlokwa bja go ruta
barutwana tlotlontšu ya maleba ka ge e le
bona bahlahli le ditsebi tša polelo, le gona ba
se hlaloše mantšu ka Seisimane ka
phapošeng. Dikolo di swanetše go thwala
barutiši ba go ba le bokgoni bja maleba bja
go ruta Sepedi. Barutwana ba hlohleletšwa
go theeletša mananeo a go gašwa ka Sepedi
le go bala diphatlalatši tša gona gore ba
kaonafatše tlotlontšu ya Sepedi.
The learner’s ability to learn Sepedi Language education is a concern, especially in some independent schools in Tshwane. Most Grade Eight learners in these independent schools often experience unique challenges in the Sepedi language. To promote and improve African language learning, this research has delved into an attempt to identify and highlight the challenges that Grade 8 Sepedi learners face. Using a qualitative research approach, this study aims to identify and analyse those challenges to develop an understanding of the implications that affect the achievement of the learning outcomes in the Sepedi language. This study is anchored by Vygotsky's Sociocultural theory, where the focus is on the role that the learner's environment, culture, and language play in his or her language learning and development. Challenges identified include the social and cultural influences, methods of teaching the Sepedi language, and the environment in which learners are located. The study recommends that teachers recognise the importance of teaching learners the appropriate vocabulary as they are the instructors and language experts and should not explain words in English in the classroom. Learners are encouraged to be engaged in debates and conversations in Sepedi to develop their Sepedi vocabulary. Also, parents should make an effort to speak to their children in Sepedi.
The learner’s ability to learn Sepedi Language education is a concern, especially in some independent schools in Tshwane. Most Grade Eight learners in these independent schools often experience unique challenges in the Sepedi language. To promote and improve African language learning, this research has delved into an attempt to identify and highlight the challenges that Grade 8 Sepedi learners face. Using a qualitative research approach, this study aims to identify and analyse those challenges to develop an understanding of the implications that affect the achievement of the learning outcomes in the Sepedi language. This study is anchored by Vygotsky's Sociocultural theory, where the focus is on the role that the learner's environment, culture, and language play in his or her language learning and development. Challenges identified include the social and cultural influences, methods of teaching the Sepedi language, and the environment in which learners are located. The study recommends that teachers recognise the importance of teaching learners the appropriate vocabulary as they are the instructors and language experts and should not explain words in English in the classroom. Learners are encouraged to be engaged in debates and conversations in Sepedi to develop their Sepedi vocabulary. Also, parents should make an effort to speak to their children in Sepedi.
Description
Keywords
Language learner’s challenges, Study environment, Influence of socioeconomic and culture, Appropriate vocabulary, Polelo, Ditlhohlo tša barutwana, Tikologo ya go ithuta, Khuetšo ya Leago le Setšo, Le tlotlontšu ya maleba, SDG-04: Quality education, SDG-10: Reduced inequalities
Sustainable Development Goals
SDG-04:Quality Education
SDG-10:Reduces inequalities
SDG-10:Reduces inequalities
Citation
Makgabo, C., & Makgobatlou, K. F. (2024). Ditlhohlo tšeo di lebanego le barutwana ba Sepedi ba Mphato wa Seswai dikolo tša go ikema tša Tshwane. Journal for Language Teaching , 58(1), Article 6589. https://doi.org/10.56285/jltVol58iss1a6589.