Exploring the writing experiences of Selobedu-speaking learners in Sepedi as home language: A case study in the Mopani District.
Ramothwala, Tsebo
Ramothwala, Tsebo
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Abstract
This study sought to explore the writing experiences of Selobedu-speaking learners writing Sepedi as Home Language in Grade 8. The purpose of this study was to investigate the dialectal challenges that Selobedu-speaking learners contend with when writing in Sepedi home language at school. An explorative, qualitative study was conducted, with data gathered through semi structured interviews with four Sepedi teachers, focus group interviews with 60 learners, and an evaluation of 60 learners‟ essays at two secondary schools. Data were analysed through error ananlysis, content and text analysis. The findings revealed that there are dialectal interferences from Selobedu on the learners‟ writing in „standard‟ Sepedi, Selobedu learners spell and pronounce words in Sepedi with a selobedu accent and the teachers also use Selobedu in Sepedi classrooms. Furthermore, the findings revealed that the learners are unable to respond to questions in Sepedi, upon which they resort to using Selobedu in Sepedi classrooms. The study also revealed that the learners have a limited Sepedi vocabulary, and they use Selobedu words to make up for their Sepedi deficit. The success of the learners in the learning process depends much on the materials and resources at their disposal (in schools), amongst other things, particularly when learning a second language. Therefore, the study recommends that „standardised‟ Sepedi should be the only language used in Sepedi classrooms; the Department of Education should make available adequate materials such as textbooks, study guides, videos/DVDs and dictionaries written in Sepedi, to schools around Bolobedu.,. The Department could also consider revising the curriculum in the Intermediate Phase to focus more on extending Sepedi vocabulary and spelling to enable learners in the senior phase to write in Sepedi. Lastly, the study recommends that the district should conduct more Sepedi workshops and developmental courses to empower teachers to use different ways in which to assist learners who are learning Sepedi from a Selobedu background.
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Submitted in partial fulfilment of the requirements for the Degree Magister Technologiae: Language practice in the Department of Applied Languages Faculty of Humanities.
Date
2019-01-01
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Tshwane University of Technology
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Keywords
Khelobedu Dialect, Sepedi Home Language, Writing Challenges, Language Standardization, Mother Tongue Education