siSwati language as a subject in senior secondary schools in Eswatini: learners’ experiences in two selected schools in the Lubombo region.

Abstract

The study explored the experiences of learners on learning siSwati language as a subject in senior secondary schools in the Lubombo region of Eswatini. It was based on the notion that for many years in the education system of Eswatini, focus has been on English as an important subject while siSwati as a subject was neglected. However, now, there has been a shift of emphasis from English to both English and siSwati as core subjects and siSwati has been declared as a core subject together with Mathematics, Science subjects and English language at senior secondary school level. The study was based on the following research questions: What are the learners’ experiences of learning siSwati as a subject at two senior secondary schools in the Lubombo region of Eswatini? How are the learners affected by their experiences in learning siSwati as a subject at two senior secondary schools in the Lubombo region of Eswatini? Why do the learners experience learning of siSwati as a subject in the way they do in two senior secondary schools in the Lubombo region of Eswatini? The study adopted the interpretive paradigm where the qualitative approach was used. It utilised questionnaires, interviews and focus group discussions as data gathering tools. Data were gathered from twenty (20) learners in two schools that were randomly selected in the Lubombo region of Eswatini. Data were analysed using content analysis. The findings revealed that learners liked siSwati as a subject because it promotes their culture as Emaswati, however, there is still not much that they benefit by learning and passing siSwati at senior secondary school apart from the fact that learning it helps them promote it as their mother tongue and that they learn a lot about their culture. The findings also revealed that learners enjoyed and understood siSwati concepts better if they do role-plays, debates, hot sits, class discussions, trips to Eswatini museums and cultural villages. Another finding was that despite that siSwati is now a core subject learners are still punished for speaking it at school. The study recommended that Language policy makers should make a follow up on the policy made to ensure that what is stipulated in that policy is implemented. They should make sure that learners are not punished for speaking in siSwati in schools because the policy stipulates that they are free to do so as siSwati has been made the official language together with English. The study further recommends that teachers should find better methods of teaching grammar so that learners enjoy grammar lessons as much as they enjoy doing the other components in the language. Teachers of siSwati should also make sure that in what they say or do, they should not seem to favour English language as a subject over siSwati.