Exploring WhatsApp as a socially embedded learning environment for Sotho language use in Gwanda South primary schools

This study explored how teachers and learners appropriate WhatsApp as a socially embedded learning environment for Sotho language practice. The research is grounded in Social Constructivism, Technology in Practice perspective and Affordance Theory. It recognises that language learning is socially mediated and is shaped by interaction, cultural tools and daily communicative practices. The study acknowledges that WhatsApp facilitates language exchange. However, its design as a social messaging platform presents specific affordances and constraints. Against the backdrop of declining African language use in formal education, the study examines participant-reported experiences. A qualitative case study design was employed. Data came from semi-structured interviews with 10 teachers, 30 learners and 10 parents or guardians. The data captured self-reported experiences and perceptions of WhatsApp integration in language instruction. Thematic analysis revealed participant perspectives on how WhatsApp facilitates peer interaction, collaborative learning and use of culturally familiar content. Identified challenges include limited digital access, uneven participation and the platform’s lack of built-in pedagogical structures for assessment and curriculum alignment. Participants reported that learners engaging with WhatsApp appeared to develop greater confidence in real-life communication. This study contributes to discussions on African language maintenance.