Phokelelo ya kgaso mo barutwaneng ba Setswana Puo ya Gae Mephato ya 11 le 12

Abstract

Setswana: Botlhokwa jwa tiriso ya puo e e kannweng bo gatelelwa ke maitemogelo a a tseneletseng a dingwaga tse di fetang 30 a motlhotlhomisi jaaka morutabana wa Setswana Puo ya Gae. Maitemogelo a a fetang dingwaga di le 25 jaaka motshwai wa Setswana Puo ya Gae, Tlhatlhobo ya Mophato wa 12, gammogo le tekolo ya ditshekatsheko tse di maleba ke tse dingwe tse di ntlhotlheleditseng le go ntshusumetsa go dira tlhotlhomiso e. Dipotso tse di tlhotlheleditseng tlhotlhomiso e, ke gore ‘ke phokelelo efe e kgaso e nang le yona mo puong ya Setswana?’. Potso ya bobedi ke gore ‘a barutwana le barutabana ba kgona go lemoga phokelelo e e leng teng mo mananeong a thelevišene le seyalemowa?’. Tlhotlhomiso e, e dirisitse Tiori ya Setso-Seleago ya ga Lev Vygotsky go tlhotlhomisa ka moo bobegakgang (kgaso), segolobogolo seyalemowa le thelevišene, le barutabana ba nang le phokelelo ka teng fa ba ruta le go ithuta Setswana mo Mephatong ya 11 le 12. Mo tlhotlhomisong e, go dirisitswe Mmeo wa Tlhotlhomiso wa Khwalitatifi. Didiriswa tsa go kokoanya dinewa tse di dirisitsweng mo tlhotlhomisong e, ke dipotsolotso le dipotsotherisano tse di rulagantsweng bontlhabongwe. Go dirisitswe gape le kgatiso ya lenaneo la ‘Sekhutlhwaneng sa dithuto’ mo Motsweding FM, kgatiso ya kgaolo ya terama ya ‘The Queen’ mo thelevišeneng le tepo ya mo phaposiborutelong. Go dirisitswe le kutlo-kgatiso go thusa go fitlhelela tshedimosetso yotlhe. Maikaelelo a tlhotlhomiso e, ke go gatelela botlhokwa jwa go dirisa dipuo tse di maleba le tse di kannweng tsa Bantsho mo dithulaganyong tsa kgaso, mme di ka neelwa barutabana, Lekgotlakgaso la Aforika Borwa, Lefapha la Thuto le bafatlhosi ba serutwa sa Setswana. Maikaelelo a mangwe gape ke go neela PanSALB le batlhami ba dipholisi tshedimosetso ka ga botlhokwa jwa tiriso ya puo e e kannweng. Tlhotlhomiso e, e ka thusa gore go nne le dipuisano tse di tseneletseng tse di malebana le thuto ya dipuo le ditlamorago tsa yona mo go dirisaneng mmogo ga setšhaba le go boloka setso. Mo tlhotlhomisong e, go fitlhetswe gore ka nako ya tepo ya mo phaposiborutelong, barutabana botlhe ba ne ba dirisa puotswakanyo le puothefosano fa ba ne ba ruta. Barutabana le barutwana mo mabakeng a mangwe, ba ne ba dirisa puo ya Sepitori (Pretoria Sotho) le ditengwana ka nako ya thuto. E nngwe ya diphitlhelelo ke gore bagasi mo seyalemoweng le badiragatsi mo thelevišeneng, ba ne ba dirisa Setswana se se sa kanwang. Go fitlhetswe gape gore ba dirisa maadingwa le fa go na le mareo a Setswana a mafoko ao.English: The significance of using standard language is emphasised by the researcher’s extensive experience, spanning over 30 years, as a teacher of Ra Home Language. In addition, over 25 years of experience as a Setswana-language examination marker at Grade 12 level, along with the assessment of various relevant examinations, has motivated and inspired this research. The key questions driving this study are: What factors contribute to the decline of broadcasting in the Setswana language? Do students and teachers recognise this decline in television and radio programming? This research employs Lev Vygotsky’s Social Theory to explore how the media, particularly radio and television, and teachers, are underrepresented in the teaching and learning of Setswana for Grades 11 and 12. A qualitative research approach was adopted, with data collected through interviews, questionnaires, and semi-structured interviews. The study also includes an analysis of recorded content from ‘Sekhutlhwaneng sa dithuto’ program on Motsweding FM, a regional broadcast of the television drama ‘The Queen’, and audio recordings of classroom observations. An audio recording was additionally utilised to access comprehensive data. The primary aim of this research is to underscore the importance of incorporating certified African languages in broadcasting programs and to provide insights for teachers, the South African Broadcasting Corporation (SABC), the Department of Education, and Setswana tutors. Another key objective is to furnish the Pan South African Language Board (PanSALB) and policymakers with critical information on the necessity of using standardised language. The findings of this study have the potential to initiate further discussions on language education and its impact on social interaction and cultural preservation. The research revealed that during classroom sessions, teachers frequently relied on repetition in their instructional methods. Both teachers and students occasionally used Pretoria Sotho and other dialects during lessons. One of the notable findings is that radio presenters and television actors frequently employed non-standard Setswana. It was also observed that they often used borrowed words despite the availability of Setswana words.