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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching International Journal of Language Teaching and Education
Seanego, James
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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INCLUSION OF THE SEHANANWA DIALECT IN GRADE 10 LEARNERS' SEPEDI ACADEMIC WRITING: AN ANALYSIS OF DIALECTAL INTERFERENCE Seanego, James; Moyaha, Sello Treasure
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.12192

Abstract

Home Language learners always face multiple challenges in their formal writing activities. One of these is the frequent inclusion of dialects in their academic writing. There seems to be an unresolved argument regarding whether dialects should be included in the academic writing of a standard language or not. This article aims to analyse how Sehananwa-speaking learners include their dialectal orthography in the Sepedi academic writing. This is a qualitative study located within the interpretivism paradigm. Essays from 4 learners were purposefully sampled using a document review as a data collection method. Thematic steps were incorporated to analyse the collected data. Findings demonstrate that spoken variety plays a great role in differentiating Sehananwa as a dialect and Sepedi as a standard language. Speech sounds and lexicons reflect some gap between Sehananwa and Sepedi, notwithstanding the fact that both languages are sociolinguistically bound. It is also noted that Bahananwa-speaking learners are rigid in maintaining and sustaining the linguistic features of their dialect. The question remains: how is a language deemed officially standard while its dialectal orthographies are not recognised in formal discourses? For language development, vocabulary enhancement and learner academic performance, this study recommends that the incorporation of dialects such as Sehananwa should be allowed in formal settings like educational spaces.
A MORPHO-SEMANTIC ANALYSIS OF COMPOUND NOUNS IN A. D. MALEDU’S SEPEDI DOCTORAL THESIS Seanego, James
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.12017

Abstract

Noun compounding is a linguistic process involving the combination of two or more lexical items to form a single noun. This method of word formation is effectively demonstrated in the translated Sepedi Bible as well as in translations of other African languages. This article seeks to critically assess the innovative use of compound nouns as observed in A.D. Maledu’s doctoral thesis, which is written in Sepedi—one of South Africa’s twelve official languages. Maledu’s body of scholarly work is recognised for its prolific and distinctive use of compound nouns, showcasing a rare form of linguistic creativity in African-language scholarship. The article intensively assesses these compound nouns and explores their potential utility for Sepedi language custodians. Employing a qualitative research approach, the study primarily used document review as the data collection method. Out of the pool of compound nouns used in the thesis, only thirty-four (34) were purposively sampled for discussion. The findings were analysed thematically, thereby situating the study within a thematic framework. The analysis reveals that most of the compound nouns applied in the thesis are endocentric and copulative compounds, with minimal exocentric examples. Ultimately, the article commends the thesis author’s inventive contribution to the development of compound nouns, thus enriches the corpus of Sepedi applied linguistics in the digital era and beyond.
AN EXPLORATION OF ORTHOGRAPHIC CHALLENGES AMONG SEPEDI GRADE 10 LEARNERS IN ESSAY WRITING Mashaphu, Ngoako Silas; Seanego, James
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.12128

Abstract

Writing is a language skill that every Sepedi language custodian should master. Learners seem to encounter multiple orthographic challenges in their formal writing activities, thereby deviating from standard spelling rules in the language. This study aims to critically explore orthographic errors made by Sepedi learners in their essay writing. It is a qualitative study which seeks to assess the quality of language usage in Grade 10 classrooms. Four learners and two Sepedi educators were purposively sampled for this study. Learners’ formal activity scripts were utilized while teachers were interviewed to gather data, thereby employing document review and semi-structured interviews as data collection tools. Data were analysed thematically to identify and critically examine spelling challenges. Findings from this study indicate that learners face significant orthographic challenges, including differentiating between conjunctive and disjunctive writing systems, incorporating colloquial language into formal writing, and handling the insertion and omission of certain letters and vowels, as well as punctuation issues, among other issues. The study is expected to contribute to addressing overall orthographic challenges among Sepedi learners, as well as being handy to Sepedi language educators on how to instruct grammar lessons.
Examining Sepedi First-Year Student-Teachers’ Perceptions and Attitudes Toward Learning Phonology and Phonetics at a South African University Seanego, James; Matji, Alettah
International Journal of Language Teaching and Education Vol. 10 No. 2 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i2.59339

Abstract

Phonology and phonetics serve as an essential foundation for accumulating foundational knowledge for language learning. The two are the basis for language acquisition for students learning first and second languages. It is thus vital for language students to master phonetics and phonological aspects. Students have multivarious perceptions and attitudes toward phonology and phonetic curricula. This article incorporated qualitative research methods to critically examine Sepedi student-teachers’ perceptions and attitudes in learning phonology and phonetics at the South African higher education context, making special reference to first years at the selected University of Limpopo. Non-participatory observations and questionnaires served as the data collection instruments, whilst the accumulated data were analysed through a thematic lens. Findings revealed that Sepedi student-teachers had both positive and negative perceptions of learning phonology and phonetics instruction, although negative attitudes and difficulties were more visible in the data. Students cite limited foundational knowledge, lack of language labs and IT equipment, fewer practical activities and hybrid learning as factors that perpetuate difficulties in learning phonology and phonetics.
Co-Authors Mashaphu, Ngoako Silas Matji, Alettah Moyaha, Sello Treasure