This study explores attitudes of Botswana students towards the functions of English and Setswana and to find out whether the students are instrumentally or integratively motivated to learn these languages. It also explores whether indigenous languages should be taught in schools. Data was collected using a questionnaire adapted from Gardner’s (1985) Attitude and Motivation Test Battery (AMTB). The results of this study show that Botswana students have a positive attitude towards English and Setswana. Despite Botswana students’ loyalty to Setswana, they think that Setswana should not become the medium of instruction, but it should continue to be taught as a subject. Botswana students seem to favour bilingualism or multilingualism because they suggest that indigenous languages should also be taught in schools.
2022. The Research Focus and Trends on International Posture in the Field of Foreign Language Learning Motivation. Modern Linguistics 10:05 ► pp. 1143 ff.
Botes, Elouise, Juliana Gottschling, Matthias Stadler & Samuel Greiff
2020. A systematic narrative review of International Posture: What is known and what still needs to be uncovered. System 90 ► pp. 102232 ff.
Cheung Matthew Sung, Chit
2013. Learning English as an L2 in the Global Context: Changing English, Changing Motivation. Changing English 20:4 ► pp. 377 ff.
Ketsitlile, Lone
2012. An Integrative Review on the San of Botswana's Indigenous Literacy and Formal Schooling
Education. The Australian Journal of Indigenous Education 41:2 ► pp. 218 ff.
Spernes, Kari
2012. ‘I use my mother tongue at home and with friends – not in school!’ Multilingualism and identity in rural Kenya. Language, Culture and Curriculum 25:2 ► pp. 189 ff.
Ketsitlile, Lone Elizabeth
2011. The Status of Literacy Education for the San of Botswana. AlterNative: An International Journal of Indigenous Peoples 7:3 ► pp. 196 ff.
Samuelson, Beth Lewis & Sarah Warshauer Freedman
2010. Language policy, multilingual education, and power in Rwanda. Language Policy 9:3 ► pp. 191 ff.
This list is based on CrossRef data as of 7 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.