Whose home language? Bridging the gap between Sepitori and Setswana for improved learning outcomes in Pretoria classrooms

This study explored the linguistic and pedagogical tensions between Sepitori and Setswana in educational contexts in Pretoria, with a particular focus on their implications for learning outcomes. While Setswana is recognised as a standardised indigenous language used in formal education, many learners in Pretoria primarily use Sepitori as their home language. This mismatch between the language of learning and teaching and learners lived linguistic realities creates challenges in comprehension, participation and academic performance. Drawing on qualitative data from classroom observations, learner experiences and educator perspectives, this study examined how Sepitori functions as a linguistic resource in the classrooms. The study is theoretically grounded in translanguaging theory and sociolinguistic perspectives on language variation and identity, alongside the work of Pierre Bourdieu on linguistic capitals. Findings suggest that rigid adherence to standard Setswana marginalises Sepitori-speaking learners, while flexible pedagogical approaches that incorporate translanguaging practices enhance understanding and engagement. The study argues for a reconceptualisation of ‘home language’ in education policy and practice, advocating the inclusion of urban vernacular such as Sepitori as legitimate linguistic resources. It concludes by proposing pedagogical strategies to bridge the gap between Sepitori and Setswana to improve learning outcomes and promote inclusive language practices in South African classrooms.