Lefapheng la thuto ya Dipolelo tša Aforika
Borwa, kudu toropong ya Tshwane, bokgoni
bja barutwana bja go ithuta dipolelo ke
tlhobaboroko. Bontši bja barutwana ba
Mphato wa Seswai dikolong tša go ikema
tša Tshwane, ba atiša go itemogela ditlhohlo
tša moswanamong lelemeng la Sepedi. Go
tšwetša pele le go kaonafatša go ithuta
polelo ya Afrika, nyakišišo ye e tseneletše ka
gare ka maitekelo a go utolla le go tšweletša
ditlhohlo tša tšeo barutwana ba Sepedi ba
Mphato wa Seswai ba kopanago le tšona
dithutong tša polelo ye. Ka go šomiša
mokgwa wa nyakišišo wa khwalithethifi,
nyakišišo ye e nepiša go šupa le go sekaseka
ditlhohlo tše, go tšweletša kwešišo ye e
amago dipoelo tša go ithuta polelong ya
Sepedi. Nyakišišo ye e ithekgile ka teory ya
Vygotsky ya Setšo le Leago, mo go
nepišwago khuetšo yeo tikologo ya
morutwana, setšo, le polelo ya gagwe di
kgathago tema go ithuteng ga gagwe ga
polelo. Ditlhohlo tšeo di hweditšwego di
akaretša khuetšo ya tša leago le setšo,
mekgwa ya go aba thuto ya Sepedi, le
tikologo yeo barutwana ba lego go yona.
Ditšhišinyo tšeo di filwego ke gore barutiši
ba swanetše go lemoga bohlokwa bja go ruta
barutwana tlotlontšu ya maleba ka ge e le
bona bahlahli le ditsebi tša polelo, le gona ba
se hlaloše mantšu ka Seisimane ka
phapošeng. Dikolo di swanetše go thwala
barutiši ba go ba le bokgoni bja maleba bja
go ruta Sepedi. Barutwana ba hlohleletšwa
go theeletša mananeo a go gašwa ka Sepedi
le go bala diphatlalatši tša gona gore ba
kaonafatše tlotlontšu ya Sepedi.
The learner’s ability to learn Sepedi Language education is a concern, especially
in some independent schools in Tshwane. Most Grade Eight learners in these
independent schools often experience unique challenges in the Sepedi language.
To promote and improve African language learning, this research has delved into
an attempt to identify and highlight the challenges that Grade 8 Sepedi learners
face. Using a qualitative research approach, this study aims to identify and
analyse those challenges to develop an understanding of the implications that
affect the achievement of the learning outcomes in the Sepedi language. This
study is anchored by Vygotsky's Sociocultural theory, where the focus is on the
role that the learner's environment, culture, and language play in his or her
language learning and development. Challenges identified include the social and
cultural influences, methods of teaching the Sepedi language, and the
environment in which learners are located. The study recommends that teachers
recognise the importance of teaching learners the appropriate vocabulary as they
are the instructors and language experts and should not explain words in English
in the classroom. Learners are encouraged to be engaged in debates and
conversations in Sepedi to develop their Sepedi vocabulary. Also, parents should
make an effort to speak to their children in Sepedi.
