ICT in Language Learning: Teaching and Learning of the Mother Tongue Siswati
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International Journal of Research in Humanities and Social Studies
Volume 8, Issue 6, 2021, PP 19-27 | ISSN 2694-6296
DOI: https://doi.org/10.22259/2694-6296.0806003
ICT in Language Learning: Teaching and Learning of the
Mother Tongue Siswati
Portia P. Mkhonta-Khoza1, Musa S. Nxumalo2
1
University of Eswatini
2
Eswatini SiSwati Subject Teachers’ Association
*Corresponding Author: Portia P. Mkhonta-Khoza, University of Eswatini Email:
ppmkhonta@uniswa.sz
ABSTRACT
The major role played by ICT in improving literacy in language learning lies in its ability to foster the four
C’s: communication, creativity, collaboration and critical thinking that together build up language. Though
the mother tongue siSwati is lagging behind in terms of embracing technology and is still not infused as the
language of technology, ICT has got facilities; tools, applications and software that can be used to
effectively teach the mother tongue siSwati. The use of ICT to teach language is highly recommended for its
flexibility of use according to context. By virtue of being a national language spoken by a majority of
Emaswati the mother tongue siSwati is a vehicle for national development, therefore require use of ICT as a
device that is popular in society. This paper suggests; the radio, television, film, e-mail, blogs, the overhead
projector, You-Tube, language laboratories, the library and collaborative platforms (Video-conferencing,
Google classrooms, Zoom webinar, Skype, Moodle, Voice audio and What’s Ap) as ICT facilities that can be
used to teach the mother tongue siSwati.
Keywords: literacy, ICT, mother tongue, four C’s
INTRODUCTION and learning for all subjects. According to
Fullan and Miles (2016) change demands re-
Globalization, digitization and modernization
culturing and restructuring that is accompanied
have introduced a major shift with the aims,
by unlearning old beliefs and practices, a shift
purpose, goals and objectives of education. The
from the familiar to the new and from old
21stcentury is an era of new literacies and
competency to new competency. The worse part
competences; these are 21st century learning and
of change is the demand for extra resources with
innovation skills that sustain the learner and are
regards to training, provision of new material,
applicable at the workplace, college and life in
designing of new structures and a shift in time
general. To develop the 21stcentury skills with
allocation (Fullan &Miles, 2016). The
the learner, teaching and learning of subject
researcher believes that change requires a shift
content must embed the use of Information
even with role allocation as well. Therefore,
Communication Technologies(ICT). there is need to develop solutions to the
In the past, proficiency in the 3Rs; the ability to demands brought by change. Though the change
read, write and count was enough as brought by the need for integrating ICT into
determinants of literacy. Contrary, the 21st teaching and learning is too complex
century is an era of new literacies; the ability to considering the complex nature of the school
read, write and count is accompanied with the curriculum, this paper seeks to provide
ability to find, manage and use information from information on some of the ICT facilities that
a variety of sources, backgrounds and fields; the can be used to teach the mother tongue, siSwati.
effective use of ICT. Besides making learning
Background of the Paper
more practical, the use of ICT in education is
much recommended for its ability to improve Most African countries are multilingual;
learners’ retentive memory, cognitive thinking however, Eswatini is a monolingual country
processes and creative abilities(Mc Nutty, 2017; with siSwati spoken by a majority of the
Joynes, Rossignoli, & Amonoo-Kuofi, population (Mkhonza, 1987). Thus, the siSwati
2019)thus, calls for a change in education and language in Eswatini is a vehicle for national
practice; mainstreaming of ICT into teaching development. However, the lack of an explicit
International Journal of Research in Humanities and Social Studies V8 ● I6 ● 2021 19ICT in Language Learning: Teaching and Learning of the Mother Tongue Siswati
language policy has resulted in the continuing faced by the mother tongue siSwati, that of
underdevelopment of the siSwati language. being offered as an optional subject in the
Mkhonza (1987) cites that a language policy in school curriculum, as announced by the senior
the Kingdom of Eswatini can help define the inspector for siSwati during a prelude to the
socio-cultural, political and economic language mother tongue day for 2020; “All schools in the
needs of the Swati society. Also, a language Kingdom are offering siSwati and all learners
policy can enhance and sustain the mother are learning siSwati; some as a first and some
language, preserve and promote ethnic identity as a second language.” (C. Mohammed,
and culture, provide curriculum focus in personal communication, February 20,
schools, create awareness of multiculturalism 2020).The issue of infusing the mother tongue
and linguistic diversity as well as enhance siSwati as a language of ICT sounds a more
growth and awareness of ethnic identity technical one.
(Hertzler, 1968). Bamgbose (2011, p.3) concurs
Besides being taught as a subject in Eswatini
with the idea of the need for a clear language
siSwati is a medium of communication in both
policy by pointing out that “The mere fact that
public and education sector (Meyers, Malambe,
almost all African languages were subjected to
Nkosi & Sibanda, 2008).Therefore, siSwati
colonial rule, colonial languages continue to be
plays a major social role, that of enabling
perpetuated, even decades after independence
Emaswati to fulfill their individual potentials
and there is a clear dominance of imported
and to contribute to the economic, political and
European languages”. Weinstein (1980)
social transformation of themselves, others, the
attributes the widespread, development and
nation or the country at large. “Without
promotion of European or foreign languages in
language a social thing or abstract idea are
Africa to Africans’ ignorance to promote their
practically impossible” Trudgill 1986 as cited in
languages.
(Magwa & Mutasa, 2007, p.62). Thus, language
True to the above assertion, Eswatini gained whether native, foreign, indigenous is a key
independence in 1968 however, the historical instrument of communication. Bamgbose (2011)
experience of colonialism lends itself to cites that besides communication, language is
Eswatini adopting the language of the colonial important to other parts of national life like
master. The two languages; English and SiSwati participatory democracy, access to justice and
are declared as official in the Constitution of the information on health.
Kingdom of Eswatini. The tough competition
In the Eswatini education system, the mother
brought by the existence of the two languages;
tongue siSwati is taught as a compulsory subject
siSwati, the mother tongue and English, the
and as a medium of instruction in literacy
colonial language, necessitates the need for the
programs and from the 1st four grades of
development of a language policy to protect the
schooling after which English is expected to
mother tongue. Although, “English is no longer
take over (Ministry of Education and Training
a passing/failing subject in Eswatini schools” as
(MoET) in (Eswatini Education and Training
declared by the Minister for Education and
Sector Policy, 2018).
Training, Lady Howard Mabuza in Eswatini
News dated January 4, 2020, the status quo ICT in education has been embedded
accorded English remains the same practically, automatically by virtue of the broader aim;
socially, linguistically, morally, economically which is to equip learners with skills,
and otherwise. The impact of the dominance of knowledge, competencies, values and attitudes
English is huge not only with the teacher, the applicable to the society. On the other hand,
learner and the parent of the Liswati child but is Language is an important tool through which
felt countrywide. knowledge, skills and values for the
development of individuals, communities and
The inversion of ICT is a current development
countries is disseminated (Adegbija, 1994). ICT
with communication means that can be
plays a major role in enhancing or improving
described as socio-cultural, intellectual and
literacy in language learning. Besides enhancing
educational therefore, must have its roots in the
language learning, ICT has a greater ability to
language of the Emaswati community. The
equip learners with other skills and
imperative role of language as a means to
competencies necessary for education in the 21st
enhance communication makes language
century like the 4C skills of communication,
learning inseparable with Information
collaboration, critical thinking and creativity
Communication Technologies (ICT). Though
the country has won one of the political battles
20 International Journal of Research in Humanities and Social Studies V8 ● I6 ● 2021ICT in Language Learning: Teaching and Learning of the Mother Tongue Siswati
(Lewin & Mc Nicol, 2015; McNutty, 2018; University of Stellenbosch has installed an
Joynes et al., 2019). automatic translation between interlocutors
speaking different languages. Nigeria has as
The Partnership for 21st Century Skills (2006)
well infused Hausa and Yoruba into their
states that revolutionary trends in
Google Search engines (Bamgbose, 2011).
communication led to the emergency of ICT,
Current developments are news on the Eastern
thus making human beings tech-savvy. It is for
Cape in South Africa which has taken the first
this reason therefore, that in the fourth industrial
initiative of allowing learners to write in
revolution, language competency; reading,
Afrikaans, their mother tongue, thus bringing
speaking, writing and listening (the ability to
hope to the soon infusion of Afrikaans in ICT
communicate) are measured alongside use of
platforms (Eswatini Radio, News 12 September,
ICT platforms. The observation made is that,
2020).
although the language of ICT is English,
Emaswati children are tech-savvy. Therefore, to Policies
offer education that is to the best interest of the
The imperative role of language as a means to
child (Child Protection and Welfare Act, 2012)
enhance communication makes language
teachers should make effort to create a more
learning inseparable with Information
friendly, effective and conducive learning
Communication Technologies (ICT). ICT is a
environment through embracing ICT devices.
21st century skill and classroom resource that is
Additionally, ICT has become a device that
born from the concept of Education for
helps people maintain social relations.
Sustainable Development (ESD). The
Therefore, ICT may also be used to offer
Sustainable Development Goal (SDG) No. 4 is a
opportunities for individual and collaborative
global commitment for all countries to ensure
exercises, allow learners to easily draw on
inclusive and equitable quality educational
authentic resources that promote inter-cultural
opportunities for all based on three pillars; the
understanding and interact with virtual peers in
social, cultural and economic aspects.
real non-fabricated contexts and etc. (Rhalmi,
Specifically, SDG 4.7 is focused on Global
2017).
Citizenship Education (GCED) which dictates
The reality that ICT applications are designed in that “by 2030 education should be
English has made the use of ICT in the mother transformative by building knowledge, skills,
tongue siSwati classrooms to be slow, yet Al- values and attitudes that learners need to be
kamel & Chouthaiwale, (2018) state that the able to contribute to a more inclusive, just and
creative use of ICT in language teaching has the peaceful world” (UNESCO; 2018, p.3).The
potential to enhance communication skills and Kingdom of Eswatini being an affiliate not only
other sub-skills. In lobbying for the of ESD but Southern African Development
development of the siSwati language Mkhonta Community (SADC) and ICT Summit Decisions
(2017) submitted that to ensure teachers’ adopted the notion of ICT integration. She
development of higher order thinking skills in formulated the National Development Strategy
the siSwati language, siSwati must be infused in for Vision 2022 (NDS) with the vision of
all aspects of life “kusita kutsi bothishela quality life in all dimensions. According to the
baceces he emakhono lashukumisa ingcondvo Eswatini Country Report on ICT (2007) the
lulwimi alukhacekwe etingonini letehlukene target was that by 2022 the Kingdom will be in
tekuphila” (Mkhonta, 2017, p. 7 March 21- 23). the top 10%of the medium human development
Bamgbose (2011) complained that the delayed countries founded on Sustainable Economic
process of infusing African languages into ICT Development (Isaacs, 2007,p.4). It was after the
applications has turned ICT into a digital divide. NDS that the Eswatini Computer Education
The researcher in this paper views ICT as a Trust (CET) was set with the objective of
digital provider of the knowledge, skills, extending computer literacy and vocational ICT
attitudes, values and ethics to be learnt in the training for every child. CET in collaboration
siSwati subject. with School Net Africa installed computer
laboratories accommodating 20 - PC computers
Research reveals that efforts are made to break
in high schools, supplied each school with 20-
communication barriers in the use of African
PC computers, guarantees their maintenance,
languages in ICT applications; the University of
and provided technical support for ICT. The
Pretoria in South Africa has already translated
target was that at least by 2013 all schools have
computer technology into African languages
computers (Madzima, Dube & Mashwama,
(Bamgbose, 2011). On the same note, the
2013). CET moved further to provide
International Journal of Research in Humanities and Social Studies V8 ● I6 ● 2021 21ICT in Language Learning: Teaching and Learning of the Mother Tongue Siswati
professional pre-service and in-service teacher learning of the mother tongue siSwati as a first
training for all secondary school teachers. language requires the use of ICT, siSwati as a
Lastly, CET facilitated the development of second language as well.
necessary pedagogical materials(Isaacs (2007).
Madzima et al. (2013) posit that though there
Not only that, the MoET through the Education are various challenges, ICT remains a mother
and Training Sector Policy (EDSEC) 2018 tool that enhances teaching and learning in the
postulates that “ICT plays an important role in 21st century. Secretary General for UNESCO,
the development of 21st century skills in the Eswatini, Hazel Zungu submitted that education
Kingdom of Eswatini. Teaching and learning should be delivered in a language that is familiar
content shall be progressively digitized and ICT to the child. “Bantfwanaabafundze ngetilwimi
shall be introduced in all schools” (MoET, labativako esikolweni” (Zungu, 2017, p. 7
2018, p. 26). The MoET in its agenda for ICT in March 21- 23). In a political statement former
education and training also committed itself to Macmillan Managing Director advised that
facilitating enabling environments for use of teaching and learning must go digital because
ICT in all education and training establishments publishing companies have gone digital as well.
by digitization of information relating to Simelane (2017) emphasized that publishing
curricula, mobile learning, e-learning, e- companies have already adopted blended
assessment and e-governance(MoET, 2018). learning, therefore there is need to infuse the
Originally, ICT lends itself to three uses; as a siSwati language into technological devices like
subject, a skill and a tool (Joynes et al., 2019). cellphones and computers. “Letinye tindlela
In the Kingdom of Eswatini it is offered as a tekutfutfukisa lulwimikutsi bantfwana balutfole
compulsory subject for all learners at all levels melula kubomahlalekhikhini
as a teaching tool and skill to be mainstreamed nakubongcondvomshini”(Simelane, 2017, p. 7
into teaching and learning for all levels and March 21 – 23).To clarify further, Simelane
subjects. In the senior secondary school explained that oral literature can be taught; be
curriculum, it is listed as technological delivered, read and listened to via the audio-
awareness and applications. visual ICT facility “indzaba seyinga fundvwa
nobe icocwe kutfwetjulwe loko kungene
Though teaching and learning is going digital,
kungcondvomshini” (Simelane, 2017, p. 7
Sharma and Barrette (2007) suggested that the
March 21- 23).
use of ICT in language learning should adopt
the blended learning language course approach Besides formulating policies with all efforts
that combines face-to-face classroom and online exhausted, the Kingdom of Eswatini invented
learning. The reality is that ICT has come to the Ministry for Information and
complement, not to compete with the teacher’s Communication Technology, designed posts for
role. Thus, to ensure efficiency, relevance and Inspectors of ICT responsible for monitoring the
appropriate use of ICT Sharma and Barrette implementation and evaluation of ICT in
(2007) suggest that there should be clear and education. To further strengthen EmaSwatis’
well-defined roles for the teacher, ICT tool and Vision 2022 agenda on ICT, the Eswatini
the learner as well. Teachers must explain and government built the Royal Science and
simplify instructions to enhance students’ Technology Park (RSTP)“Songcondvondvo
comprehension skills and modify their teaching wemaswati” also referred to as the hub for ICT
strategies to embed ICT. Additionally, teachers which was officially opened in the year 2018
should understand that being tech-heavy and with the major objective of laying the
savvy means the ability to adapt, to be flexible foundation for the development of the
and willing to be selective, improvise and knowledge economy. Its goal is to facilitate the
contextualize the array of ICT resources readily development of science, technology and
available at the learners’ disposal based on their innovation through research and development
needs and capabilities. Thus, embedding ICT in (Times of Eswatini online, 11 August 2018). It
the teaching and learning of the mother tongue is divided into Biotechnology Park and
siSwati require teachers to adopt the “No Child Innovative Park. To strengthen network
Left Behind” rule. Whether the learner is coverage required for using ICT software, the
foreign or native, from rural or urban, from an government of Eswatini collaborated with
affording or less-affording background; is a Eswatini Post and Telecommunications (EPTC),
high, middle or low achiever, deserve Mobile Telephone Network (MTN) and
opportunity and access to ICT in learning. Thus, Eswatini Mobile Services in extending network
the study argues that not only teaching and services all over the country to ensure equal
22 International Journal of Research in Humanities and Social Studies V8 ● I6 ● 2021ICT in Language Learning: Teaching and Learning of the Mother Tongue Siswati
access for all Emaswati. Additionally, research facilities are rich in applications and devices that
by Madzima et al. (2013) reported that almost allow teachers to embrace diverse learning
every secondary school has been electrified styles and abilities; visual, audio, linguistic,
though a few had internet connection during that special, kinesthetic etc. UNESCO (2015b) and
time. McNutty (2018) refer to these applications as
the visual, audio and action-oriented learning
The lockdown is bringing a glimmer of hope on
and game mechanics. In the teaching of the
the use of ICT in the Kingdom of Eswatini
mother tongue siSwati these features can be
because the Kingdom has embarked on online
used by teachers to assign learners tasks that
learning. In Eswatini, online learning began in
will make them see, hear, touch, think, create
the month of April 2020 up to today and lessons
and explore information. Thus, ICT has the
are running on the radio, television, newspapers
potential to enhance creativity and innovation in
and online. Recent developments are that of
the mother tongue siSwati classroom. Though
government’s collaboration with different
the applications are wired in English, it does not
education stakeholders and organizations
mean that ICT should be a sleeping giant in the
including UNICEF, Macmillan, and Media
mother tonguesi Swati classroom. There are
Houses to deliver lessons to all grades from
applications that can be used to enhance
Monday the 8th of February 2021 to date as
teaching and learning of the mother tongue,
means to back-up the continuing emergency
siSwati.
need for online education during the lock down.
Imisebe Publishing and Printing Company have ICT Tools that can Best be used to Teach the
also launched SLAM poetry competitions on the Mother Tongue Siswati
mother tongue siSwati online entitled
ICT refers to technologies that provide access to
“Ndlondlobala Ngelulwimi Lwemdzabu”
information through telecommunications
beginning on the 10th of February 2021 to 28th
(Rhalmi, 2017). ICT has got tools that enhance
February 2021. The competitions serve as a
or help learners acquire the key components
giant platform and avenue for the use of ICT to
taught in the siSwati subject: Language,
promote the mother tongue siSwati as
Literature and Culture and further develop 21st
contestants are to recite a poem online.
century skills much demanded for the learner
Additionally, the researchers have observed and
beyond competency in the four language skills;
listened to audio-visuals of poems recited in the
reading, writing, speaking and listening the
mother tongue siSwati in You-Tube. The above
siSwati language. The study views that ICT
efforts give hope that Emaswati will not repeat
facilities; tools, devices and applications that
the same mistake of restricting the role and
can be used to enhance teaching and learning of
usage of their language by failing to develop it
the mother tongue siSwati include; the radio,
which finally gave way to dominance of
television, cellular or mobile phones, computer,
European languages.
e-mail, films, blogs, Wikis, overhead projectors,
ICT has communication devices, applications YouTube, language laboratories, libraries, and
and software that help learners communicate, so on.
create, design, store, transmit, interpret and
The Radio and Television
manipulate information (Erbern, Ban &
Castaneda, 2009; Rhalmi, 2017; McNutty, 2017; The radio and television update learners on
Al-kamel & Chouthaiwale, 2018). Erbern et al. current affairs. Both the radio and television
(2009) classify the services offered by ICT provide an audio for learners to listen to the
according to their functions as; e-creation tools, siSwati language. The radio sharpens the
e- communication tools, reading and writing learners’ listening skill and provokes
facilitative e-tools, listening/speaking - imagination and further strengthens
facilitative e- tools and e-assessment tools. pronunciation and reading skill. Added with
Therefore, teaching language using ICT allows television are the visual images or simulations
for development of skills and language learning that evoke the sense of reality as learners hear
in a learner-centered, dynamic, flexible and the siSwati language and see the gestures and
engaging environment for all learners (Al-kamel the speaker, thus increasing student motivation,
& Chouthaiwale, 2018). improve language proficiency and help learners
relate emotional states. The use of television and
Because the notion of ESD that gave birth to the
radio improves the learners’ linguistic and
demand for ICT also embraces inclusivity in
emotional expressions (Al-kamel &
education, ICT is regarded as efficient in that its
Chouthaiwale, 2018).
International Journal of Research in Humanities and Social Studies V8 ● I6 ● 2021 23ICT in Language Learning: Teaching and Learning of the Mother Tongue Siswati
Films videos, listen to and record their own students-
made videos in the siSwati language. Thus,
Films can be used to showcase actions, skills
You-Tube can be used to improve learners’
and incidents, thus helping learners visualize
listening, pronunciation, vocabulary, grammar,
language in action (Al-kamel & Chouthaiwale,
writing, critical thinking and creativity skills in
2018). Moreover, films develop all the four
the siSwati language. You-tube further creates
communicative skills. Not only engaging the
an e-learning community as everyone has a
senses in a powerful way, films also allow
voice thus promotes online discussions
students’ insight into the lives of different
(Chouthaiwale, 2018).
characters, how their perspective differs and
how they handle certain situations. Films further Language Laboratories
extend thinking skills like comparing and
The pressure on language learning and ICT
contrasting, analyzing, constructing support or
necessitates the need for language laboratories.
error analysis. Films also allow learners to
These are innovative storehouses with readily
record their own events and stories in siSwati
available ICT facilities for reading, recording,
which enhances their siSwati vocabulary,
speaking, listening and writing facilities (Al-
language and creative abilities.
kamel & Chouthaiwale, 2018).
E-mails
The Library
E-mails are a replacement for letter writing; a
The library is quite different from the laboratory
means of communication between the teacher
in that it is a storehouse for accessing electronic
and the learner and amongst the learners
and print reading material that expose learners
themselves. Al-kamel and Chouthaiwale (2018)
to reading, research, selecting information and
cite that their use improve learners’ information
organization skills in the siSwati language. It is
organizing skills, expressions, use of precise
important that the use of ICT considers access
vocabulary and etc.
and equity as key in teaching and learning,
Blogs therefore, libraries are to be used to close the
digital divide that ICT is bringing along as they
Blogs allow learners room to interact amongst
afford learners equal access to ICT devices, thus
each other. They can write, record and listen to
saving schools, parents and guardians valuable
blog posts by others and design student-made
money to be spent on ICT resources(Adebayo,
blogs, wikis and podcasts in siSwati. The above
Ahmed & Adeniran, 2018).
platforms enhance learning beyond lower order
language learning to creative ability levels, thus ICT Collaborative Platforms
can be used by teachers to demonstrate evidence
ICT has collaborative platforms that enhance
of language learning. Blogs further encourage
team-based learning or group tasks. These
collaborative learning and critical reflection and
platforms allow for peer-assisted instruction and
ensure that siSwati teachers share resources with
learning, help learners learn siSwati from each
students (Chouthaiwale, 2018).
other, thus enhancing the desire and curiosity to
The Overhead Projector learn. Group/ team-based /peer-assisted learning
is a key feature of 21st century education in that
The overhead projector replaces the chalk and
learners work together towards achievement of a
teacher talk, it uses images, diagrams and notes
common goal (McNutty, 2018; Saleh, 2019)
that help improve learners’ multi-tasking skills
which in this case is learning siSwati. Katherine
(Al-kamel & Chouthaiwale, 2018). Learners
(2019) adds that the 21st century curriculum
read, observe and relate pictures/images to the
refutes traditional schools where students would
content whilst at the same time listening to the
normally sit back and listen to teacher talk. It is
teacher and writing down their own notes, thus
a teaching and learning era that advocates for
integrating the four siSwati language skills
collaborative exercises in which learners engage
simultaneously. This tool ensures that a teacher
on meaningful tasks with the aid of computers
teaches with a range of mediums such as laptop
and technology tools. Collaborative learning in
thus blended learning becomes much easier.
the 21st century is much appreciated for its
You-Tube ability to equip learners integrate the 4C skills
You-Tube consistsof downloaded videos that of communication, critical thinking,
can enhance teaching and learning of siSwati. collaboration and creativity.The major purpose
Learners can read and answer downloaded of learning languageis to communicatewhich is
24 International Journal of Research in Humanities and Social Studies V8 ● I6 ● 2021ICT in Language Learning: Teaching and Learning of the Mother Tongue Siswati
done through adjusting to different personalities, Theoretical Framework
collaboration and critical thinking.
The paper is modelled by Rogers (1996)
Additionally, ICT collaborative apps enhance Diffusion of Innovation theory which focuses on
holistic growth and development in the siSwati the characteristics of innovations and its
language because besides content and the four adopters. Rogers (1996) defines a change agent
language skills, learners learn the values and as an individual who influences clients’
attitudes associated with the siSwati language. innovators decision in a direction desirable by a
Values learned from collaborative exercises are change agency. The researcher in this paper is a
described by James Surowieck (as cited in change agent; lobbying for and exerting
National Education Association (NEA), 2010, p. influence on the behavior of teachers of the
19) as “wisdom of the crowds”. Lastly, ICT mother tongue siSwati. Also, the researcher
collaborative platforms sharpen learner’s inter embraces the reality that individuals adopt
and intra-personal relationship skills. innovations at different time-frames, degrees
and levels. Therefore, the expectation is that
Amongst others, ICT services that can be used
integrating ICT in the mother tongue siSwati
to enhance group growth are; video-
classroom cannot be a complete whole but
conferencing, distance learning, Google
should come at different stages and angles just
classrooms, Zoom webinar, Skype, Moodle,
as Education for Sustainable Development
voice recording etc. (Rhalmi, 2017; Al-kamel &
allows for flexibility of use according to
Chouthaiwale, 2018; Sekai, 2019). The
context. Though Rogers (1996) came up with
cell/mobile phone has got short messages
different adopter categories - innovators, early
applications that help learners send information
adopters, early majority, late majority, and
or communicate in the siSwati language. The
laggards, the major aim of this paper is not
cell/mobile phone allows learners create group
classifying teachers of the mother tongue,
platforms for sharing information. The
siSwati or rather the Kingdom of Eswatini into
improved version of the cell/mobile phone is the
any of the adopter categories. The aim is to
smart-phone that has applications for Google
provide information helpful for the integration
classrooms, Skype, Moodle, WhatsApp and
of ICT in the teaching and learning of the
Zoom meetings. The four platforms enhance
mother tongue siSwati. Table 1 below presents a
group or collaborative learning wherelearners
display of the categories of peoples’ adoption of
learn siSwati together and are responsible not
an innovation.
only for their own learning but one another’s
learning as well.
Table1. Adopter categories
Innovators Early adopters Early majority Late majority Laggards
Providers of Creators of Lobbers (creators of Encouragers of Those who don’t
information about guidelines for the awareness on the reviews and bother, worry nor
the innovation innovation innovation) comparisons about involve themselves
the innovation in the innovation
CONCLUSION teaching and learning of the mother tongue
siSwati because the current generation of
Besides closing the gap between the school and learners is tech-savvy. Furthermore, the
the society there are close ties between ICT and Eswatini SiSwati Subject Teachers’ Association
language. Language is dynamic and has to ensure maximum use of technology in all
contextualized, same thing applies to ICT. its activities in a way to elevate and develop the
Language is used according to specific roles and mother tongue siSwati as dictated by Education
purposes in both formal and informal settings,
for Sustainable Development.
same thing applies to ICT. Thus, language is a
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Citation: Portia P. Mkhonta-Khoza, Musa S. Nxumalo, “ICT in Language Learning: Teaching and
Learning of the Mother Tongue Siswati”, International Journal of Research in Humanities and Social
Studies, 8(6), 2021, pp. 19-27.
Copyright: © 2021 Portia P. Mkhonta-Khoza, Isimekhai Z. Aleogho. This is an open-access article
distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use,
distribution, and reproduction in any medium, provided the original author and source are credited.
International Journal of Research in Humanities and Social Studies V8 ● I6 ● 2021 27You can also read
