- Title
- Language-in-education policy and language practices in Botswana primary schools: a case study of 3 schools
- Creator
- Tselayakhumo, Dumelang
- ThesisAdvisor
- Nkomo, Dion
- ThesisAdvisor
- Maseko, Pamela
- Subject
- Translanguaging (Linguistics)
- Subject
- Multilingual education -- Botswana
- Subject
- Home and school -- Botswana
- Subject
- Language in contact -- Botswana
- Subject
- Language and education -- Case studies -- Botswana
- Subject
- Language policy -- Botswana
- Date
- 2019
- Type
- text
- Type
- Thesis
- Type
- Masters
- Type
- MA
- Identifier
- http://hdl.handle.net/10962/68271
- Identifier
- vital:29226
- Description
- This is a multiple case study of language practices in relation to the language-in-education policy of Botswana. The impetus for this study came after realising a decline in the academic achievement of learners as they move to higher levels of education. Taking into cognisance other factors like socio-economic background and marginalised communities, this study intended to investigate language practices at 3 primary schools at Standard 1, Standard 4 and Standard 7. Cases were selected from 3 various schools in different districts that present the language situation in Botswana. School A was in Kgalagadi district where the dominant spoken language is Shekgalagarhi, a minority language of Botswana. School B was in Southern district where the dominant spoken language is Setswana, the national language of Botswana and School C was in Gaborone city, the capital city of Botswana, where languages of Botswana come into contact and parents mainly use English to communicate with their children at home. Observation of language practices at these schools was the primary technique of data collection. The researcher also used questionnaires and focus group discussions for authentication. It was realised that whereas the language-in-education policy of Botswana is monoglossic, as it separates languages into separate functions, language practices in the three primary schools were transglossic, as they involved the use of different language varieties in the classroom. However, the researcher discovered that there was limited translanguaging that limited learner creativity and participation in class. The language practices revealed compliance and non-compliance of some schools to the national language-in-education policy. The researcher found language teaching to be one of the factors that limited content acquisition in content subject lessons. Realising the irrelevance of the policy to the linguistic needs of learners, this study proposes guidelines on the implementation of a multilingual micro policy that considers both the strong and the weak versions of translanguaging. This will open ways for translanguaging henceforth, active participation and enhanced performance for all Batswana. It also proposes the study of 3 languages: a minority language of Botswana, Setswana and English as compulsory subjects to embrace multilingualism and for the development of indigenous languages.
- Format
- 204 pages, pdf
- Publisher
- Rhodes University, Faculty of Humanities, School of Languages
- Language
- English
- Rights
- Tselayakhumo, Dumelang
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| Thumbnail | File | Description | Size | Format | |||
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