The influence of Sepitori on Grade 6 learners’ Setswana writing in Winterveldt Tshwane: An essay writing analysis

Abstract

Background: In Winterveldt, a semi-rural community north of Pretoria, many children grow up speaking Sepitori, a non-standard urban variety, while being taught Setswana as their official home language in school.
Objectives: This study investigates the influence of Sepitori on the Setswana literacy of Grade 6 learners in Winterveldt.
Method: A qualitative, comparative design was employed, drawing on essay writing and semi-structured interviews as data collection methods. Participants included 100 learners selected randomly through purposive sampling, and three purposively sampled teachers from two schools.
Results: Findings indicate that Sepitori significantly shapes learners’ written Setswana, often leading to language transfer in grammar, vocabulary, and spelling. Teachers expressed concern that learners are disadvantaged by being assessed in a language variety they seldom use outside the classroom, arguing that the disjuncture between Sepitori and standard Setswana undermines literacy development.
Conclusion: The study concludes that non-standard varieties such as Sepitori should not be dismissed in educational contexts but rather acknowledged as resources that can support the acquisition of standard varieties.
Contribution: By highlighting the interplay between non-standard and standard varieties, this research contributes to debates on language-in-education policy, literacy development, and the role of linguistic diversity in South African classrooms.