Abstract
Digital transition overstates expectations in the education sector, which in turn highlights the difficulties in the implementation. Digital learning is without a doubt the future of education, and therefore, it is important to provide equitable access to curriculum information for all African students. The question is whether African-language teaching schools would use digital resources in their native languages if it was made available. Specifically, how would African language speaking teachers feel about their language being used in educational digital platforms and content and what difficulties would they confront? The purpose of this study was to investigate the perceptions of high school teachers of including African languages on digital learning platforms.
The study aimed to identify the challenges teachers face when using digital learning platforms to teach non-English first-language learners and to investigate the teachers’ perceptions of the relevance of African languages in the 21st century.
The researcher examined the phenomenon under study using a mixed methods technique and chose 11 people who teach African languages in Gauteng schools to make up the sample for the online survey and interviews. The data from the online survey were analysed using descriptive and inferential analysis, and the data from the interviews were analysed using thematic analysis. The overall conclusions show that most participating teachers believed it would be advantageous to introduce African languages in the digital learning space. All the participating teachers prefer using African languages as the medium of instruction despite the majority of them being concerned about the lack of resources and the challenge posed by the dominance of English.
Several constructive subthemes emerged from the qualitative data analysis includes positive learning attitude, improved benefits & accessibility, the power of African languages on cultural status and global influence. Based on the research findings this research concludes that teachers would appreciate the addition of African languages on digital platforms and that students would gain from these favourable changes in their attitudes toward learning as well as the opportunity to use computers without feeling intimidated. For African languages to remain relevant in the 21st century, it will be helpful
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to educate cultural norms and values in the native tongue via digital platforms, Hence the study recommends that African languages should be taught on digital platforms so to enable students to choose their favourite language and maximise their potential. African languages should be upgraded to match the highest learning standards feasible by providing instructional resources in African languages.
Key words: 21st century status, African languages, challenges, digital learning platforms, English dominance.