Exploring Reading Comprehension Challenges in the Setswana Home Language Classroom: Learners’ and Techers’ Perspectives
Paulinah M. Mahoro 
, Mary M. Makgato & Tilla Olifant
Issue: Vol.5 No.16 Issue Article 13 pp.2843-2852
DOI: https://doi.org/10.38159/ehass.202451614 | Published online 18th December, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Learners’ poor reading comprehension levels have plunged South Africa into a reading crisis. Despite the government’s initiatives to improve learners’ reading levels and redress their lack of reading comprehension skills, it is still a serious problem, particularly in rural areas. It is for this reason, that this study investigated the teachers’ and learners’ perspectives on learners’ reading comprehension challenges in the Grade 10 Setswana Home Language classroom in two high schools in the North-West Province of South Africa. Through a qualitative approach informed by a case study design involving semi-structured interviews and focus group interviews, four Grade 10 Setswana home language teachers and 39 Grade 10 learners were selected to participate in this study using purposive sampling. The thematic analysis revealed several key challenges: poor foundational reading skills, lack of Setswana reading materials, negative attitudes towards Setswana, limited reading practice outside of school, and difficulties with complex language features like idioms and proverbs. The teachers emphasized systemic issues such as inadequate primary school preparation, while learners focused on specific linguistic difficulties. The findings highlight a critical need for earlier literacy interventions, increased investment in Setswana reading resources, efforts to promote positive attitudes towards African languages in education, and strategies to engage parents and communities in supporting Setswana literacy development. This research contributes to the broader discourse on language-in-education in multilingual contexts and emphasizes the importance of addressing reading comprehension challenges to improve academic outcomes and support learners’ cognitive development and cultural identity.
Keywords: Reading Comprehension, Setswana Home Language, Reading Challenges, Grade 10 Learners, Grade 10 Teachers
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Paulinah M. Mahoro is a student, Department of Applied Languages, Tshwane University of Technology, South Campus, Pretoria, Gauteng Province, South Africa.
Mary M. Makgato is a Lecturer, Department of Applied Languages, Tshwane University of Technology, North Campus, Pretoria, Gauteng Province, South Africa.
Tilla Olifant is a Lecturer, Department of Applied Languages, Tshwane University of Technology,
South Campus, Pretoria, Gauteng Province, South Africa.
Mahoro, Paulinah M., Mary M. Makgato & Tilla Olifant. “Exploring Reading Comprehension Challenges in the Setswana Home Language Classroom: Learners’ and Techers’ Perspectives ,” E-Journal of Humanities, Arts and Social Sciences 5, no.16 (2024):2853-2865. https://doi.org/10.38159/ehass.202451614
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
