siSwati language as a subject in senior secondary schools in Eswatini: learners’ experiences in two selected schools in the Lubombo region.
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Date
2021
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Abstract
The study explored the experiences of learners on learning siSwati language as a
subject in senior secondary schools in the Lubombo region of Eswatini. It was based
on the notion that for many years in the education system of Eswatini, focus has been
on English as an important subject while siSwati as a subject was neglected. However,
now, there has been a shift of emphasis from English to both English and siSwati as
core subjects and siSwati has been declared as a core subject together with
Mathematics, Science subjects and English language at senior secondary school level.
The study was based on the following research questions: What are the learners’
experiences of learning siSwati as a subject at two senior secondary schools in the
Lubombo region of Eswatini? How are the learners affected by their experiences in
learning siSwati as a subject at two senior secondary schools in the Lubombo region
of Eswatini? Why do the learners experience learning of siSwati as a subject in the
way they do in two senior secondary schools in the Lubombo region of Eswatini? The
study adopted the interpretive paradigm where the qualitative approach was used. It
utilised questionnaires, interviews and focus group discussions as data gathering tools.
Data were gathered from twenty (20) learners in two schools that were randomly
selected in the Lubombo region of Eswatini. Data were analysed using content
analysis. The findings revealed that learners liked siSwati as a subject because it
promotes their culture as Emaswati, however, there is still not much that they benefit
by learning and passing siSwati at senior secondary school apart from the fact that
learning it helps them promote it as their mother tongue and that they learn a lot
about their culture. The findings also revealed that learners enjoyed and understood
siSwati concepts better if they do role-plays, debates, hot sits, class discussions, trips
to Eswatini museums and cultural villages. Another finding was that despite that
siSwati is now a core subject learners are still punished for speaking it at school. The
study recommended that Language policy makers should make a follow up on the
policy made to ensure that what is stipulated in that policy is implemented. They
should make sure that learners are not punished for speaking in siSwati in schools
because the policy stipulates that they are free to do so as siSwati has been made the
official language together with English. The study further recommends that teachers
should find better methods of teaching grammar so that learners enjoy grammar
lessons as much as they enjoy doing the other components in the language. Teachers
of siSwati should also make sure that in what they say or do, they should not seem to
favour English language as a subject over siSwati.
Description
Masters Degree. University of KwaZulu-Natal, Durban.