Minority languages' exclusion in the Lesotho school curriculum
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Date
2021
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Journal for language Teaching
Abstract
he study sought to know why learners
from linguistically disadvantaged
backgrounds have low educational
morale. A constructivist study was
adopted through the use of focus group
discussions with 246 learners and 142
teachers in 23 schools located in Botha
Bothe, Mohale’s Hoek, Qacha’s Nek and
Quthing districts in Lesotho. The findings
revealed minimal if not absolute non-
recognition of minority languages in the
teaching and learning of learners from
these linguistic backgrounds. Therefore,
the study concludes that linguistically
exclusive curriculum, and teaching
and learning practices can reasonably
be associated with poor performance
of learners. Based on these findings,
the paper recommends that Lesotho’s
education system recognise the
existence of national minority languages.
In other words, the curriculum, its
implementation and assessment of
learners should not be divorced from the
linguistic background of learners.
Description
Keywords
Minority language, language discrimination, assessment, Lesotho languages, languages status