Minority Languages’ exclusion in the Lesotho School Curriculum: Perceptions of Teachers and Learners

Abstract

The study sought to know why learners from linguistically disadvantaged backgrounds have low educational morale. A constructivist study  was adopted through the use of focus group discussions with 246 learners and 142 teachers in 23 schools located in Botha Bothe, Mohale’s Hoek, Qacha’s Nek and Quthing districts in Lesotho. The findings revealed minimal if not absolute nonrecognition of minority languages in the teaching and learning of learners from these linguistic backgrounds. Therefore, the study concludes that linguistically exclusive  curriculum, and teaching and learning practices can reasonably be associated with poor performance of learners. Based on these findings, the paper recommends that Lesotho’s education system recognise the existence of national minority languages. In other words, the  curriculum, its implementation and assessment of learners should not be divorced from the linguistic background of learners.