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Teachers’ and elders’ perceptions of using folktale storysinging when teaching Setswana to young children
Thesis (PhD)--University of Pretoria, 2016.
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University of Pretoria
2017
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| _version_ | 1867613610357817344 |
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| access_status_str | Open Access |
| author2 | Joubert, Jacomina Christina |
| author_browse | Joubert, Jacomina Christina |
| author_facet | Joubert, Jacomina Christina |
| collection | Thesis |
| dc_rights_str_mv | © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2016. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/60734 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:53.005Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/60734 Teachers’ and elders’ perceptions of using folktale storysinging when teaching Setswana to young children Joubert, Jacomina Christina mapula.malatji@ul.ac.za Phatudi, Nkidi Caroline Malatji, Mapula Martha UCTD Folklore versus folktale storysinging Home Language Children and parent relations Culture and identity Totem system Education theses SDG-04 Education theses SDG-16 Thesis (PhD)--University of Pretoria, 2016. The education system in South Africa encourages the use of indigenous languages through policies that require full participation of teachers and elders. This case study explored the perceptions of teachers and elders of the use of folktale storysinging when teaching Setswana to young learners in the selected four provincial rural schools and villages. The aim was to investigate what folktale story songs they know and how they use them to communicate cultural customs and traditions embedded in them for young children’s future actualisation. The framework of the study was based on structuralism, functional-linguistic and ethnography of communication theories. A qualitative approach was undertaken in the form of group interviews, observations, field notes and documentation, including photo-voice. These instruments were analysed and grouped in themes and subthemes. The study assumed that teachers are professionals and are able to present Setswana folktale story lessons. The findings revealed that teachers, though being passionate and willing, were challenged by the folktale story books containing songs that they could not sing and contained grammatical errors as well as English words and sentences. They called on the parents (elders) with their totem understanding, for assistance, as the government seemed to be failing them through the implementation of language policies. However, it was found that elders sing folktale story songs to young children and even have the opportunity to give performances at the gatherings at the chief’s kraal but they did not regard themselves to be acknowledged by the teachers as responsible to give assistance to them. In the complex linguistic context in South Africa, speakers of a minority language need to understand that language and culture can be retained and transmitted but this understanding needs commitment from the speakers; in this case Setswana. Tsamaiso ya thuto mo Aferika Borwa e rotloetsa tiriso ya dipuo tsa bantsho tsa setso ka go latela melaotheo e e gwetlhang barutabana le bagolo go tsaya karolo. Dipatlisiso tse di begwang mo, di tsenelela sebopego se barutabana le bagolo ba dirisang molodi-dinaaneng go ruta bana ba bannye Setswana mo dikolong tse dipotlana le metse-magaeng e e mabapi go tswa mo dikgaolopusong tse nne. Maikaelelomagolo ke go lekola gore ke melodi efe ya dinaane e ba e itseng le gore ba e dirisa jang go goroseng molaetsa wa ngwao ya setso o o leng mo dinaaneng, go ruta bana ba bannye gore ba tshele ka tsona fa ba gola. Tshekatsheko e, e theilwe godimo ga diteori tsa molebokagego, molebobodirisego le molebo wa setso wa tlhaeletsano. Leano la go kokoanya kitso ya go dira dipatlisiso le go fitlhela batsayakarolo go ntsha maikutlo a bona, e nnile ka mokgwa wa dipuisano ka setlhopha, go lebelela, go kwala le go buisa dikwalwa. Didiriswa tse tsa dipatlisiso, di dirisitswe go sekaseka kitso e e tswang go batsayakarolo, moo go neng ga runya dikarolo le dikarolwana tsa melaetsa maleba le kgang e ya go batlisisa ka ga molodi-naaneng. Tshekasheko e e dirilwe ka kgopolo ya gore barutabana ke bomaitseanape mo tirong ya bona, ba kgona le go ruta molodi wa dinaane tsa Setswana. Tshenolo ya dipatlisiso e supile gore le fa barutabana ba rata e bile ba na le tlhoafalo mo tirong ya bona, ba ne ba sitiswa ke dibuka tse ba di dirisang go ruta dinaane ka di ne di na le dipina tse ba sa kgoneng go di opela, gape di ne di na le diphoso tsa mokwalo le tiriso ya mafoko a sekgowa. Ka la ntlheng, go tsweletse gore bagolo bona ba opelela bana dipina tsa dinaane e bile ba kgona go bona tšhono ya go di tsweletsa mo dikopanong kwa kgosing. Le gale, ba ne ba bona gore barutabana ga ba lemoge mosola wa bona wa go ka tsaya karolo mo go ruteng bana dipina tsa dinaane. Fela jaaka go na le dipuo tse di farologaneng mo Aferika Borwa, bengdipuo-potlana ba tshwanetse go tlhaloganya loleme lwaabo gore ba kgone go somarela setso sa bona le go fetisetsa loleme loo tshikatshikeng. Foo go batlega itapiso go tswa go bengpuo ya Setswana mo kgannyeng e. EU DHET dzm2026 Early Childhood Education PhD Unrestricted SDG-04: Quality education SDG-16: Peace, justice and strong institutions 2017-05-31T13:46:39Z 2017-05-31T13:46:39Z 2017 2016 Thesis Malatji, MM 2016, Teachers’ and elders’ perceptions of using folktale storysinging when teaching Setswana to young children, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/60734> A2017 http://hdl.handle.net/2263/60734 en © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Folklore versus folktale storysinging Home Language Children and parent relations Culture and identity Totem system Education theses SDG-04 Education theses SDG-16 Teachers’ and elders’ perceptions of using folktale storysinging when teaching Setswana to young children |
| title | Teachers’ and elders’ perceptions of using folktale storysinging when teaching Setswana to young children |
| title_full | Teachers’ and elders’ perceptions of using folktale storysinging when teaching Setswana to young children |
| title_fullStr | Teachers’ and elders’ perceptions of using folktale storysinging when teaching Setswana to young children |
| title_full_unstemmed | Teachers’ and elders’ perceptions of using folktale storysinging when teaching Setswana to young children |
| title_short | Teachers’ and elders’ perceptions of using folktale storysinging when teaching Setswana to young children |
| title_sort | teachers and elders perceptions of using folktale storysinging when teaching setswana to young children |
| topic | UCTD Folklore versus folktale storysinging Home Language Children and parent relations Culture and identity Totem system Education theses SDG-04 Education theses SDG-16 |
| url | http://hdl.handle.net/2263/60734 |