Exploring the effects of socio-cultural factors on English 1.2 learning by visually impaired high school learners
| dc.contributor.author | Motsoko, Julia Malesitsi | |
| dc.contributor.supervisor | Thuube, MR | |
| dc.date | ||
| dc.date.accessioned | 2026-06-05T07:07:51Z | |
| dc.date.available | 2026-06-05T07:07:51Z | |
| dc.date.issued | ||
| dc.description | ||
| dc.description.abstract | This study explores the effects of socio-cultural factors on English L2 learning by visually impaired learners at high school level in Lesotho. Its basis is on the understanding that socio-cultural contexts influence how learners with visual impairment learn English as a second language (L2). The study used a qualitative case-by-case study design, guided by Interpretative Phenomenological Analysis (IPA) and the Social Model of Disability. Data were collected through the use of interviews with two English L2 teachers, five visually impaired learners and an analysis of the Lesotho Inclusive Education Policy (LIEP, 2018), with the aim of uncovering their lived experiences that hinder or facilitate their English L2 teaching and learning. Based on the collected data, the findings indicate that socio-cultural factors, such as limited access to learning materials, inadequate teacher training, peer attitudes, and societal perceptions of disability, have an impact on the learning of English L2. While some learners benefitted from supportive environments, some still faced systemic hindrances to their learning. The study concludes that there is a non-alignment between the policy and the actual implementation in high schools. Socio-cultural factors considerably shape the learning of English L2, and there is employment of individual strategies to overcome barriers by teachers and learners because of a lack of adequate formal structures. According to the findings, the following recommendations are made: there is a need to strengthen the LIEP (2018) through the development of structured guidelines for the implementation of inclusive practices; there is also a need for recurrent monitoring in schools and a mandatory course on inclusive education in pre-service training of teachers and in-service teachers. Additionally, schools should put up support structures that enable collaborative learning, raise awareness about impairment and ensure that the necessary assistive devices are at the disposal of the visually impaired learners. Finally, for future research, the study recommends incorporating diverse stakeholders in inclusive education to gain insights on its implementation in Lesotho and the need to cover the rural areas in future research. | |
| dc.description.sponsorship | National Manpower Development Secretariat | |
| dc.identifier.uri | https://hdl.handle.net/20.500.14155/2287 | |
| dc.language.iso | en | |
| dc.publisher | National University of Lesotho | |
| dc.title | Exploring the effects of socio-cultural factors on English 1.2 learning by visually impaired high school learners | |
| dc.title.alternative | A study of St. Catherine's High School learners | |
| dc.type |