Abstract
The study examines the complex language dynamics of a Home Language (HL) class in a rural, yet linguistically diverse, area of the Bojanala district in the North West Province of South Africa. The study sought to investigate the clash that arises when learners use informal Setswana varieties (such as Sepitori, Tsotsitaal, and Lokshin' lingua) in a formal school setting that seeks to apply standard Setswana. This variance may create a ‘language gap’ that impacts the learning process of learners. This may also result in issues with comprehension, self-expression, and academic outcomes, as well as possibly posing a threat to performance in examinations.
The primary research goal was to investigate the perceived impact of using non-standard varieties, the reasons for doing so, and the experiences, views, and coping strategies of teachers and learners in dealing with this language diversity.
A case study design with a mixed-methods approach was used. Additionally, the study's conceptual framework was based on Fishman’s (1965) idea of domains and domain analysis, Bourdieu’s (1991) theory of symbolic power and the linguistic market, and Bucholtz and Hall’s (2005) sociocultural linguistic approach to identity and interaction. Data was collected from Setswana HL teachers (four) and Grade 8 to 11 learners (169 questionnaires and 12 interviews). Questionnaires, classroom observations, and semi-structured interviews were used to collect data. This data was analysed using thematic analysis and the Constant Comparative Method (CCM).
The findings confirm that the Setswana HL classroom is highly diverse, with learner language choices influenced by the community being a melting pot of languages. Teachers were predominantly prescriptive and negative in their approach to non-standard forms, viewing this as unacceptable street language and focusing on correcting what is wrong with what is right. Furthermore, learners were hesitant and embarrassed to use their non-standard varieties, which hindered their participation. They also confirmed that they received low marks on written assignments for using non-standard forms of language. While teachers applied methods like translation to account for meaning, they largely avoided the official inclusion of non-standard varieties in the curriculum, fearing a decline in performance, and favoured adherence to the rigorous format of the Annual Teaching Plan (ATP). Learners suggested more ...