Phepha leri ri hlela pholisi ya tindzimi
eAfrika Dzonga, ri kongomisa swinene eka
timhaka ta tidyondzo ta ku hlaya eka
Gireyidi ya 3. Ndzavisiso lowu wu vikiwaka
eka phepha leri wu tirhisile maqhinga ya
khwalithethivhi ku kuxiyaxiya titlilasi na ku
hlokisisa va vadyondzisi, masiku ma
ntlhanu hi ku landzelelana. Phepha leri ri tisa
vundzeni bya mitlhontlho leyi vadyondzisi
va hlanganaka na yona loko va ringeta ku
tirhisa mavonelo ya vona ya madyondzelo
na madyondziselo ya tindzimi, na pholisi ya
xikolo. Kahlekahle, vadyondzisi va
katsakatsa tindzimi to hambanahambana
etitlilasini, va ri karhi va tlula swipimelo swa
pholisi ya tindzimi leyi yi lavaka leswaku va
tirhisa ririmi rin’we ntsena. Tanihileswi
pholisi ya xikolo yi nga pfumeriki leswaku
tindzimi to hlaya ti tirhisiwa hi nkarhi
wun’we, swi endla leswaku vadyondzisi va
titwa nandzu. Ku hambana ka maendlelo ya
vadyondzisi na swipimelo swa Pholisi ya
Ririmi eswikolweni swi hi kombisa leswaku
timhaka ta tindzimi ta nonoha swinene.
Hikokwalaho, mbuyelo wa ndzavisiso lowu,
wu ringanyeta leswaku hi fanele ku tekela
enhlokweni mhaka ya matirhiselo ma
tindzimi etitlilasini hi vukheta lebyikulu.
Ngopfungopfu, yi lava leswaku hi nga
languteli leswaku nhlampfi yi tsutsma,
kumbe homu yi mila timpapa. Mbuyelo wa
ndzavisiso lowu, wu na xiave eku hi
dyondziseni leswaku tindzimi hi ku
angarhela, ti na nkoka lowukulu eka
tidyondzo. Phepha ri hlohlotela leswaku swi
na nkoka ku tekela enhlokweni tindzimi na
vutivi bya vana, leswaku tidyondzo ta vona
ti nga tekeli ehansi ndhavuko wa vona,
ngopfungopfu etindhawini ta le makaya. Hi
ku katsakanya, mbuyelo wa ndzavisiso wu
engetela vutivi bya nkoka eka swa tidyondzo
ta ririmi, wu ri karhi wu tiyisisa leswaku
tipholisi ta tindzimi ti fanele ku landzeleriwa
hi vurhonwani ku endlela leswaku dyondzo
ya xiyimo xa le henhla yi koteka eka
tindzhawu ta le makaya, naswona timfanelo
ta ku kuma dyondzo ti nga kandziyeriwi
This article critically analyses the implementation of the language policy in a
South African school concerning Grade 3 reading instruction. The study employs
a qualitative method, conducting classroom observations and semi-structured
interviews with three Grade 3 teachers over five days. The findings offer insights
into teachers' challenges in reconciling their language ideologies with the
school's language policies. The teachers fluidly use both Xitsonga and English
to explain concepts, disregarding the formal language of instruction. However,
using Xitsonga and English in reading lessons conflicts with the school's
language policy, leading to teacher guilt. This discrepancy between teachers'
language practices and the school's policy highlights the dynamic nature of
language use in the classroom. The study emphasises the need for a nuanced and
context-sensitive approach to language use, considering learners' diverse
language identities and experiences. The research contributes to the growing
literature emphasising the vital role of language in shaping teaching and learning
practices. It advocates for an inclusive pedagogy that embraces learners'
linguistic and cultural diversity in rural contexts. In conclusion, this article
makes a valuable contribution to the field of language education, emphasising
the importance of critically examining language policies and practices for
pedagogical effectiveness and social justice in rural contexts.
