First language instruction? Eswatini teachers’ insight of the Eswatini language-in-education policy

Abstract

Abstract This article identifies and discusses why siSwati – most citizens of Eswatini’s first language – is seen by various educational stakeholders as the second choice when it comes to the medium of instruction in the officially bilingual siSwati-English Kingdom of Eswatini. Findings reveal that while excerpts from policy documents suggest good intentions for promoting first language instruction for positive outcomes in the learners’ acquisition and use of the second language, classroom practices point to a zero to medium implementation of the 2011 and 2018 education sector language-ineducation policies. Teachers believe that siSwati has no symbolic value, stifles learners’ social growth and does not assist them in their educational advancement. This study concludes that framing siSwati as a scholarly endeavour in academic discourse in Eswatini perpetuates a conflict of ideologies between teachers and learners.