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All Journal JOLLT Journal of Languages and Language Teaching
Khetoa, Soyiso Godsave
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Languange, Linguistic, Communication & Media

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Filling Information Gap on Covid-19 Pandemic Using Proverbs and Figurative Language: Lilaphalapha Facebook Page Lesotho Mokala, Ntsoaki Teresa; Matee, Lihotetso Gloria; Khetoa, Soyiso Godsave
Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7368

Abstract

The current study reports on ways in which Lilaphalapha page on Facebook used language to provide awareness on Corona virus pandemic. Corona Virus affected the whole universe in different ways. Like the rest of the world, to curb the spread of the virus, Lesotho declared a state of emergency and the government put different health protocols in place. To prevent the widespread of COVID-19, a wealth of knowledge was provided in Indo-European languages in many countries. Speakers of African languages such as Sesotho, a national language of Lesotho, had to be innovative and employ region specific methodologies to spread awareness about COVID-19 pandemic.  In this qualitative research, data was collected from eight purposely selected episodes posted on Lilaphalapha page on Facebook in April 2020. The videos were analysed through inductive thematic analysis approach. The paper analysed how the use of proverbs and figurative language has helped in preserving Sesotho as a language and filled the gap in preventing language dearth particularly in the advent of COVID-19 pandemic. The findings indicated figurative language, humour and proverbs were used in spreading COVID-19 awareness to Basotho. 
Multilingual Practices in Higher Education: The Effectiveness of Ubuntu Translanguaging for Language Acquisition Khetoa, Soyiso Godsave
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.15684

Abstract

Monolingual approaches to language learning proves inconsequential in teaching an African language to a cohort of students who have limited access to the language of teaching and learning. This study aims to examine the effectiveness of students’ repertoires in L2 classroom. The study further seeks to establish how students make use of non-target languages to support language learning. This study is underpinned by ubuntu translanguaging as a pedagogical approach which is applied in the classroom setting to enhance learning. This study employs a qualitative approach by applying a document analysis approach. The findings indicate that the use of non-target languages in the classroom is used as a resource for meaning making, provides ontological access to disciplinary content, and that this approach empowers students within the language learning context. Therefore, the use of non-target languages is an inescapable reality in a time sensitive learning environment. Moreover, it has been determined that the use of non-target language(s) are an important component in the process of meaning-making. This study promotes the use of ubuntu translanguaging as a decolonial pedagogy which enhances access, meaning making, and student empowerment in an African language classroom. The study actively advocates for pedagogical transformation and a curriculum design rethink in the teaching and learning of an African languages as an additional language.  
Co-Authors Matee, Lihotetso Gloria Mokala, Ntsoaki Teresa