The Implementation of Setswana as a Language of Learning and Teaching in the Early Years: Teachers’ Challenges

Abstract

This paper explores the challenges of implementing Setswana as a Language of Learning and Teaching (LoLT) in a selected Foundation Phase School. The literature review provided a theoretical framework for the implementation of a home language as Language of Learning and Teaching (LoLT). This case study followed a basic qualitative methodology to collect data. Interviews related to the Principal, School Management Team (SMT) and Teachers at the school. The analysis of biographical data and a qualitative content analysis resulted in various themes and three categories. The analysis provided evidence of the experiences of the participants during the implementing of Setswana as Language of Learning and Teaching (LoLT). The findings showed the aspects that were identified related to the needs, advantages and challenges that the participants encountered. In general, the participants were positive that Setswana could be used as Language of Learning and Teaching (LoLT) as long as these challenges can be addressed. Although this bounded case<strong> </strong>study was limited in terms of scope, it provides important information on the live-world experiences of how Setswana affects learning and teaching through a home language. The major recommendation is that the government should strive for the development of Setswana as a Language of Learning and Teaching (LoLT).