Abstract:
SiSwati and English are the two official languages of Eswatini (Constitution of the Kingdom of Swaziland, 2005). The rationale of this qualitative study was to explore what the student teachers’ views and practices were regarding this language policy prescription. Although much research has been conducted on language policy in decolonised countries in Africa, there is a dearth of such research in Eswatini. Much of my research was grounded on research of a similar nature in other African countries. The literature review discusses this in detail, as it is relevant to the Eswatini experience. The intention is to contribute to existing research studies on language policy, and its implications for trainee language teachers who teach the indigenous language, SiSwati. From the existing literature, it is evident that the predominance of the coloniser’s language is a highly contentious debate. This was confirmed by the participants’ differing views in this study. It is hoped that the results of this study will contribute to existing research studies and literature, by informing language policy in education of the student teachers’ challenges, academically and in practice. It also calls for more research to be conducted in this area, to contribute to an effective and optimal change in language policy in education. This study based its research on authentic views of trainee teachers on using English and SiSwati in teaching SiSwati literacy from school entry level to more advanced levels. I observed the lessons of the student teachers as they taught SiSwati. It was clear that English was the predominant language, thereby marginalising the indigenous language. This study hopes to inform policy on the importance of using the mother tongue, especially for entry level learners in literacy. Data was collected from 33 language student teachers at a public teachers’ college in Eswatini, using the following methods: semi structured interviews, classroom observations, and analyses of documents, such as lesson plans, curricula, and policy documents. ATLAS.ti was used, as a qualitative research tool, in data analysis. It was found that most student teachers used both English and SiSwati to teach SiSwati at all levels at primary school. This study calls for Africanisation or decolonisation of language teacher education, emphasising the need for a language policy that would afford learners optimal success in their future studies and endeavours. It also recommends a national language policy for tertiary education institutions in Eswatini on the basis of Africanisation or decolonisation of language in teacher education.
