Learner Reading Problems: A Case of Khoe Learners at Junior Secondary School

Mokibelo, Eureka

doi:10.4314/marang.v20i1.56819

Cited by 5 publications

(11 citation statements)

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“…A related study carried out by Mokibelo and Moumakwa (2006) among San children at Motshelagabedi shed more light on San second language woes. From the 67 Standard 1 students who sat for the vocabulary test, 20 were interviewed.…”

Section: English and Setswana Language Acquisition Botswana Language mentioning

confidence: 95%

“…A study carried out by Mokibelo and Moumakwa (2006) entitled ‘An investigation into the reading texts in English by Khoisan children: A case study of Motshelagabedi Primary School in the Central District’ reveals that for San children, the only way to develop their reading abilities is during formal education as it might be the only opportunity in which they have access to books. However, the learning materials in rural schools have been found to be ‘very scarce, inappropriate and in some cases, non-existent’ (Magogwe, 1999, p. 54).…”

Section: San Formal Schooling Experiencesmentioning

confidence: 99%

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An Integrative Review on the San of Botswana's Indigenous Literacy and Formal Schooling Education

Ketsitlile

2012

AJIE

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The San are Southern Africa's first indigenous peoples. They can be found in South Africa, Botswana, Zimbabwe and Namibia. The San peoples in Botswana still face discrimination, especially in the education sector, as their indigenous literacy and way of life are largely ignored. Their languages are not part of the school curriculum in Botswana and it is English (the official language) and Setswana (the national language) that are taught in schools. In theory, this should not be the case. This highly disadvantages San children as they underperform and drop out of school. Hence, very few have made it to the University of Botswana and the Colleges of Education. In order for Botswana to reach its aim of an educated and informed nation by 2016, San peoples need to be catered for in the education system of Botswana. This article is an integrative review about the San of Botswana and (1) explains what has been studied about the San with regard to their indigenous ways of knowing and reading the world; (2) gives a clear picture of their formal schooling experiences; and, (3) provides an overview of their English and Setswana language acquisition.

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Section: English and Setswana Language Acquisition Botswana Language mentioning

confidence: 95%

Section: San Formal Schooling Experiencesmentioning

confidence: 99%

An Integrative Review on the San of Botswana's Indigenous Literacy and Formal Schooling Education

Ketsitlile

2012

AJIE

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“…The students attributed their poor performance to difficulties with English and teachers not explaining concepts to them. Mokibelo (2010) observed the students reading slowly and barely able to pronounce words. This resulted in teachers reading the texts to the students.…”

Section: Reading In a Foreign Language And Multiculturalismmentioning

confidence: 97%

“…Those who have studied Khoesan students' experiences with school literacy emphasise that learning to read in English is very difficult for them because it is at least their third language (Ketsitlile 2009;Mokibelo 2010;Mokibelo & Magogwe 2008). San students told Ketsiltile that they preferred reading in Setswana, which is a language they have more oral proficiency in than English.…”

Section: Reading In a Foreign Language And Multiculturalismmentioning

confidence: 99%

“…This is not surprising given that teachers spoke of these students as being un-teachable. San students at Mothamo Community Junior Secondary School mostly earn E-grades on tests of literature comprehension (Mokibelo 2010). The students attributed their poor performance to difficulties with English and teachers not explaining concepts to them.…”

Section: Reading In a Foreign Language And Multiculturalismmentioning

confidence: 99%

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Reviewing published information on reading in Botswana secondary schools

Ketsitlile

Commeyras

2014

Read. writ.

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The main purpose of this review on published information on reading in Botswana schools is to seek ways of providing instruction and assessment that result in children becoming proficient readers. Botswana has made impressive progress in literacy growth since independence. However, a lot still needs to be done if literacy is to become all that it needs to be in the lives of the youth. One conclusion from this review is that there is an urgent need in Botswana to teach reading in ways that meet the needs of all students, especially those from Khoesan-speaking backgrounds. There is also a clear mismatch between policy and practice in the teaching of reading and this greatly disadvantages the students. Two important recommendations emanating from this review are, firstly, the teaching of reading should be linked more explicitly to that of writing; secondly, the Ministry of Education and concerned stakeholders need to encourage a marriage of policy and practice in the teaching of reading in Botswana.

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Historical Development of Setswana and the Teaching of Literacy in Botswana Schools

Molosiwa

Chebanne

2023

Literacy Studies

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Learner Reading Problems: A Case of Khoe Learners at Junior Secondary School

Cited by 5 publications

References 0 publications

An Integrative Review on the San of Botswana's Indigenous Literacy and Formal Schooling Education

An Integrative Review on the San of Botswana's Indigenous Literacy and Formal Schooling Education

Reviewing published information on reading in Botswana secondary schools

Historical Development of Setswana and the Teaching of Literacy in Botswana Schools

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