Abstract:
This study sought to investigate the influence of minority languages on English learning in public primary schools, the case of grade 5 to 7 learners in Mafura Primary school. The study was built upon two language theories which are sociocultural and constructivism theory. It was inspired by the CAP (2009) which is inclusive of mother tongue languages in lower grades and the Education Act of 2010 which aims to ensure the implementation of Lesotho’s education system is non-discriminatory and available to all. The study followed the pragmatic paradigm with a mixed-methods approach with 54 participants. 50 students and 4 teachers were purposively sampled from the total population of 265 students and 10 teachers in Mafura Primary. Questionnaires were used to collect data from the students while semi-structured interviews were used to collect data from the teachers. Quantitative data was summarised using descriptive statistics and presented using tables and bar graphs while qualitative data was put under themes and presented as narratives. The significant finding of the study was that both teachers and students encourage the use of minority languages on English learning. The study also established that students’ demotivation and lack of literacy skills among the results of exclusion of minority languages from Lesotho school curriculum. The study concludes that mother tongue’s role in second language learning is really important hence the agreement that if used, minority languages can positively influence English learning.
