Ditlhohlo tseo di lebanego le barutwana ba Sepedi ba Mphato wa Seswai dikolo tsa go ikema tsa Tshwane

Abstract

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.