Teacher training and language in Eswatini: Student teachers’ views and practices using English and siSwati

Studies on language use in higher education indicate that colonial languages, such as English, dominate indigenous African languages. This includes siSwati, 1 of the official languages in Eswatini where there is growing interest in research on language policy and the teaching and learning of siSwati in schools. However, research on implementing language policies in higher education, especially teacher training, is scanty. The argument arises that teachers of siSwati must be trained through the medium of siSwati. In the qualitative case study reported on here we explored the views and practices of student teachers in Eswatini using English and siSwati. We hope to contribute to existing research on language policy which has implications for trainee language teachers who are training to teach siSwati. Semi-structured interviews provided the views of 33 purposively sampled language student teachers at a teachers college in Eswatini. The study also involved classroom observations of student teachers teaching siSwati in primary school and the analysis of policy and teaching documents. Atlas.ti, a qualitative research tool, was used to manage and organise the interview and observation data. All data were thematically analysed. English as language of teaching and learning was found to be predominant, thereby marginalising the indigenous language. Some student teachers appreciated the inclusion of English, an international language, alongside their African language, siSwati, in national language policies. However, all student teachers used English and siSwati to teach siSwati at all levels in primary school. Therefore, we call for the Africanisation of language teacher education. For instance, student teachers said that understanding instruction in English as medium of instruction may not be easy. Therefore, they appealed that when lecturers speak English in a hurried tone it may worsen the position of student teachers who lack English proficiency. Based on this research we appeal for a national language policy for higher education in Eswatini and advocate for an overhaul of the teacher education curriculum, informed by Africanisation. We propose linguistically equitable policy and practice in education planning, curriculum development, in-service training and national examinations.