The role of traditional knowledge in acquisition of proficiency in academic English by students in a higher education institution

Abstract

The study focused on the role of Sesotho traditional knowledge in the academic English of university students from a Sesotho-speaking background. To this end, the spotlight of the investigation was how knowledge from beliefs, values, attitudes, behaviours/practices and other conditions and scenarios of the livelihoods of the Basotho can benefit acquisition of academic English proficiency among Sesotho-speaking background students (SSBS) at the English-medium National University of Lesotho (NUL). Personal, social and academic reasons formed the background/rationale for the study.