Investigating the pedagogical role of mother tongue instruction in multi-ethnic early learning Centre classrooms: Exploring Setswana pedagogy in Gauteng Province, South Africa

Abstract

This research investigates the pedagogical role of mother tongue instruction in multi ethnic Early Learning Centre (ELC) classrooms in Gauteng Province, South Africa, with particular attention to Setswana as the language of teaching and learning. Adopting a qualitative case study design, the research combined an extensive literature review with empirical evidence gathered from classroom observations, individual interviews, and focus group discussions. Two practitioners from community based centres one rural and one township were purposively selected as participants. Data interpretation was guided by Vygotsky’s sociocultural theory (2020), which provided a framework for analyzing the role of language in learning. Findings underscore the necessity of robust language policies, structured professional development, and mentorship frameworks to strengthen implementation. Teachers were observed using approaches such as storytelling, songs, and code switching to support skill acquisition, although challenges such as limited Setswana resources, uneven teacher preparation, and mixed parental attitudes were identified. On a practical level, the study advances recommendations for teachers, curriculum developers, and policy makers to strengthen Setswana instruction through resource development, bilingual progression, and community engagement. By addressing a notable gap in research on Setswana pedagogy in multi ethnic ELCs, the study offers both theoretical contributions and practical strategies for promoting equity, inclusivity, and learner achievement within South Africa’s multilingual education system.