By Ncaba Ntshakala
LANGUAGE is an integral part of cultural identity, serving as a powerful tool for communication, expression, and preservation of traditions.
Language also plays a vital role in connecting communities, fostering cultural heritage, and promoting a sense of belonging. Against this sobering fact, there are growing concerns over the continued usage of foreign languages in Eswatini’s pre-schools, a practice that has culminated in the siSwati Language being eroded rapidly and there is an intensifying threat that it will be lost to the past.
Linguists have observed that this growing threat is due to factors such as urbanization, lack of support for languages by the education system, media, national policies, the speakers of the languages themselves and other socio-economic factors.
They are of the strong view that the language will soon be extinct because there is a lack of support for the languages due to the cost factor. Governments are reluctant to invest in the resources needed, for example, in terms of school curricula and communication activities.
According to Mimi Kalinda, CEO and Co-founder of Africa Communications Media Group, this leads to students being taught in languages other than their “mother tongue” or first language, which puts them at a disadvantage and impedes the learning process. However, linguists acknowledge that the introduction of foreign languages in preschool education is undoubtedly important for fostering global communication and equipping young learners with the skills necessary for the globalized world but it should be done in a balanced manner which does not threaten the indigenous language.
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Bathabile Simelane who has been a secondary school siSwati teacher for 15 years said they are experiencing an alarmingly large number of learners who are failing the language. She further added that this will continue if it is not addressed. Most schools in Eswatini prioritize the English Language and they discourage the usage of siSwati when pupils communicate within school premises.
Communications Media Group, Mimi Kalinda.
Generally, in most pre-schools in Eswatini, siSwati is given less emphasis compared to foreign languages. This inadvertently sends the message that foreign languages hold more value and prestige than the native language. As a result, learners may feel a disconnection from their cultural roots, leading to a potential erosion of their linguistic and cultural identity.
Ngcebo Hlophe another siSwati teacher from Mkhuzweni High School, said that endangering the siSwati language in pre-schools has far-reaching consequences for the future of Eswatini. “Language is not just a means of communication; it carries the essence of a nation’s history, values, and traditions but by prioritizing foreign languages over siSwati, we risk diluting the unique cultural fabric that defines Eswatini,” he said.
Traditionalist, Mashesha Gule said that this is an issue that needs both the government and the parents. “I think it is a very important issue that will affect us as emaSwati, I wish parents try and look into the issue,” expressed Gule.
According to Gule, it is crucial to adopt a balanced approach to pre-school education that values both siSwati and foreign languages. Ngcebo Hlophe argued that the Ministry of Education and Training can review our bilingual educational approach, which is a system that allows both siSwati and English (or any other foreign language) to be taught. He is of the view that reviewing such can be an effective way to preserve the indigenous language while also ensuring learners are equipped with the necessary skills for the future.
. . . BENEFITS OF SISWATI LANGUAGE
SiSwati is not just a language but also a key cultural identifier for the people of Eswatini. It fosters a sense of belonging and pride in one’s heritage.
Numerous studies have demonstrated that several cognitive and educational benefits of bilingualism, include improved critical thinking skills, enhanced cultural sensitivity, and a broader understanding of the world.
Nomfanelo Shongwe of Little Angels in Manzini said that they equip their pre-school learners to be exceptionally well with English because it is what parents want. “By prioritizing siSwati; we can lose business because most parents want their children to study in pre-schools where they teach mostly English and use it as a mode of communication within the school premises,” she said.
Shongwe added that they can see the issue, but they are caught between a rock and a hard place since they also want to have business. “We try to do some balance since we have culture days where our learners will clad their traditional regalia and promote indigenous food,” added Shongwe.
of Education Ntombenhle Dlamini.
Preserving the siSwati language in Eswatini’s pre-school education is critical for safeguarding cultural heritage and fostering national unity. While the introduction of foreign languages undoubtedly has its merits, it is essential to strike a balance that promotes bilingualism while still giving due importance to the country’s indigenous language. By doing so, we can ensure that future generations grow up with a strong sense of identity, cultural pride, and a commitment to the preservation of Eswatini’s rich linguistic heritage.
In general, African languages are becoming “extinct” at an alarming rate. In 2012, the United Nations Educational Cultural and Scientific Organisation (UNESCO) made a disturbing prediction that the Igbo language which, at the time, had a population of around 25 million speakers, would become extinct by 2025 unless something is done about it. And many other African languages, some with far fewer indigenous speakers, are suffering a similar fate at this very moment.
. . . WE DO NOT SUPPORT THAT, MINISTRY OF EDUCATION SAYS
The Ministry of Education and Training, Director of Education Ntombenhle Dlamini has clarified the Ministry’s stance on the prioritization of foreign languages over the indigenous language of siSwati in pre-schools.
The ministry expressed its disapproval of such practices and emphasized its commitment to promoting and preserving the siSwati language. The ministry acknowledged that there have been instances in which pre-schools may have given more emphasis to teaching foreign languages rather than focusing on the development and preservation of the siSwati language.
The ministry underlined that this approach is not aligned with their goals and objectives. To rectify this situation, the Ministry of Education and Training has implemented various programs in schools to promote the siSwati language and its rich culture.
One notable initiative is the regular culture days, aimed at creating awareness and appreciation for the siSwati language, traditions, and heritage among students. The Director said that the culture days serve as an opportunity for students to engage in activities such as storytelling, traditional music and dance, and siSwati language lessons.
“Through these events, the ministry seeks to foster a sense of pride and understanding among students about their cultural identity and linguistic heritage. The ministry reiterated its commitment to ensuring a balanced and comprehensive education for all students, which includes the promotion and preservation of the siSwati language,” she said.
The Ministry then encourages preschools and educational institutions to align their teaching practices with these principles and allocate appropriate time and resources to the development of the indigenous language.
