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The Role of Game-Based Approaches in Sustaining Sesotho in a Multilingual Society at Ekurhuleni South District
Abstract
This study was conducted in township schools in the Ekurhuleni South District of Gauteng province, South Africa. Its purpose was to explore how game-based approaches can help sustain the Sesotho language in a multilingual society. The study was grounded in the interpretivism paradigm, informed by the Zone of Proximal Development theory. A qualitative approach was used, employing interviews and observations to gather data. Purposive sampling was used to select six Grade 4 Sesotho teachers; four were male and two were female. The data collected were categorised into codes and themes. It was revealed that game-based strategies foster engagement, collaboration, and a sense of cultural ownership, thereby strengthening the use of the home language among children. The study concludes that integrating games into the curriculum can be a powerful tool for celebrating and sustaining linguistic heritage in a multilingual context. It is recommended that teacher training and curriculum designers integrate culturally appropriate game-based strategies into the home language curriculum.
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