Exploring language barriers in teaching Setswana Home Language in Multicultural classrooms

Moroa Selina Malebo ORCID iD, Bridgette Mangwegape ORCID iD & Pule Phindane ORCID iD 

Issue: Vol. 7 No.3  2026 Article 16 pp.863 – 881
DOI: https://doi.org/10.38159/ehass.20267316| Published online 23rd April 2026

© 2026 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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The study aimed to examine the linguistic obstacles that affect the effective teaching and learning of Setswana Home language (HL) in South African schools. The interpretivist research paradigm was employed because it is considered subjective centered on social interaction and individual interpretation. Participants were determined using a purposive sampling strategy, and data were obtained through interviews. The sample consisted of 6 Setswana home language teachers and 24 learners. Atlas-Ti version 23 was employed to analyse the interview transcripts. To identify patterns and themes in the data, thematic analysis was applied. Research findings revealed that learners’ cultural heritage, psycho-social variables, parental encouragement and discipline were significant factors that contributed to the motivation of learners to strive tirelessly and enjoy learning, and that both teachers and learners perceive Setswana HL as a fundamental component of their cultural legacy and identity. The challenges that were highlighted have a direct effect on teaching and learning because they contribute to psycho-social issues, inadequate performance in class activities, and time consumption. As a result, the study recommends parental involvement to encourage learner academic achievement and essential professional development to promote a positive mindset toward teaching and learning of Setswana HL. The Department of Education will obtain knowledge gained from the study to implement effective strategies in various areas where educators require empowerment to enhance achievement, and also to ensure that amendments of policies are relevant to the needs of learners. Each district will achieve high performance, which will establish the province as a leader in the field.

Keywords: Language barriers, Setswana Home Language, Multicultural Classrooms, Teacher Development, and Educational Challenges.

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Ms. Selina Malebo is a dedicated educator, researcher, and PhD candidate at the University of the Free State, with over eight years of teaching experience in language education. She is deeply committed to enhancing literacy development in multilingual classroom contexts. She holds a Bachelor of Education (BEd) in FET specialising in Setswana and English, a Bachelor of Education Honours degree, and a Master of Education from Central University of Technology, Free State. Her academic journey reflects a strong commitment to educational excellence, research, and continuous professional development. Ms Malebo has contributed to scholarly discourse through her published article titled “Exploring Teacher and Learner Perspectives on Poor Performance in Setswana Home Language in Multilingual Classrooms.” Her research focuses on the challenges affecting learners’ acquisition of reading and writing literacy in Setswana, with an emphasis on developing practical and contextually relevant strategies to improve learner performance. As an emerging scholar, she is passionate about empowering learners, supporting teachers, and contributing to the advancement of language education and curriculum development in South Africa.

Dr Bridget K. Mangwegape is a Senior Lecturer in the Department of Languages and Social Sciences at the Central University of Technology, Free State. She is an accomplished Setswana linguist and educator with over 25 years of teaching experience, including more than a decade at tertiary level. She holds a PhD in African Languages from the University of the Free State, with research focusing on the reflection of Ubuntu in Setswana drama texts. Her scholarly interests include Ubuntu/Botho philosophy, speech acts in African languages, and language pedagogy in higher education. Dr Mangwegape has presented her work at numerous international conferences and continues to contribute to the advancement of African languages through research, curriculum development, and postgraduate supervision. She is actively involved in institutional and community initiatives that promote Setswana language and culture and serves on professional bodies such as the Pan South African Language Board (PanSALB). Her work reflects a strong commitment to academic excellence, cultural preservation, and transformative education.

Prof. Pule Phindane (DLitt) is an associate professor of Language Education in the Faculty of Humanities at Central University of Technology, Free State (CUT). Prior to this he was the Head of Department from Language and Social Sciences department at CUT.  Before joining higher education, he was a high school-teacher teaching Sesotho and English. His publications are on language education and Indigenous languages. He is currently involved in a project that seeks to address the issues of reading problems Mother tongue languages in Foundation Phase Education. He also serves on the DHET Research Out-puts sub panels for the Evaluation of scholarly books and conference proceedings. He is a member of Editorial Board of Journal of Humanities, Arts and Social Science indexed at Scholar Google. He is also a category C Rated Researcher.

Malebo, Moroa Selina, Bridgette Mangwegape and Pule Phindane.”Exploring Language Barriers in Teaching Setswana Home Language in Multicultural Classrooms.”E-Journal of Humanities, Arts and Social Sciences 7, no.3 (2026): 863 – 881. https://doi.org/10.38159/ehass.20267316

© 2026 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/).

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