Preserving cultural heritage by teaching idioms to young learners as part of imaginative language in Setwana
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Date
Authors
Ramagoshi, Refilwe Morongwa
Joubert, Ina
Journal Title
Journal ISSN
Volume Title
Publisher
University of Johannesburg
Abstract
Teachers need creative strategies and techniques when teaching idioms in Setswana. However,
they do not know what idioms are nor are they aware that through idioms cultural heritage
can be preserved and that idioms can be taught as part of imaginative language, especially in
Grade 3. As a result, teachers and learners in Grade 3 Setswana classes lack the understanding
of the role of idioms and language proficiency in using and writing idioms. The aim of this
paper was to show how intervention could help teachers with new strategies for teaching
idioms. Constructivism and the five subtheories of decoding idioms were used (Liu 2008). The
project consisted of two research-based phases and the findings showed that teachers can now
use their own initiative and creativity in language teaching and the learners learned and
retained the idioms they have learnt.
Description
Keywords
Language proficiency, Cultural heritage, Teaching idioms, Setswana, Idioms, Language teaching
Sustainable Development Goals
Citation
Ramagoshi, R. & Joubert, I.,
2016, ‘Preserving cultural
heritage by teaching idioms
to young learners as part of
imaginative language in
Setswana ‘, South African
Journal of Childhood
Education 6(1), a279. http://
dx.DOI.org/ 10.4102/sajce.v6i1.279.