The transfer of academic literacy (AL) skills into discipline-specific modules is one of the primary goals of AL interventions. Skills transfer entails students being able to read and write at academically appropriate levels, especially with regards to assignment writing. Previous research indicates that it takes time to teach AL skills, yet content modules require these skills almost instantly for successful assignment writing. Ultimately, this means that students are often underprepared for the writing tasks required in content modules at first-year level to the extent that it worsens the attrition rate. Thus, students may not obtain the necessary competencies in both writing skills and subject content. Therefore, the aim of this article is to seek a remedy for this adverse effect with the facilitation of a writing centre ‘crash course’ workshop in the AL classroom at the time students start writing assignments in core modules. The crash course focused on providing students with academic writing skills for assignment writing in their disciplines by combining writing centre pedagogy and social constructivist teaching strategies. Thus, the article measures the impact of the crash course by analysing both quantitative and qualitative data based on analyses of marks and students’ perceptions.
The advent of democracy in South Africa introduced the plethora of transformations in the Correctional Services framework. Amongst these transformations is the infusion of offender education component, economic development through rehabilitation, and the advancement of social cohesion through offender rehabilitation. These transformations are, even though not apparently so, intertwined and coordinated for the purpose of offender holistic rehabilitation. For example, vision for the Department of Correctional Services includes (but it is not limited to) offering formal education to offenders so that they will be pro-active in developing the South African economy and further attain the skill(s) of living in harmony with fellow South African citizens. Preceding research, which sought to reveal offender rehabilitation strategies has centralised and defined offender education as the resource for competing the offender rehabilitation process. However, it is paramount to note that offender formal education has been discussed at a very generic lens, without focusing on the role played by each learning area in completing the rehabilitation process. Furthermore, the language used in the learning, teaching and assessment of offenders has been overlooked, particularily in scholarship that focuses on offender development and care. In this paper, researchers sought to examine the teaching, learning and assesment of quantitative literacy and the impact thereof of using isiZulu language in correctional centre classrooms. From the pragmatic epistemological stance, researchers collected both qualitative and quantitative data through pre-tests, post-tests and semi-structured interviews to address the research question: How can the use of isiZulu as the Language of Learning and Teaching be associated with the developement of quantitative literacy in correctional centre classrooms? The intellectual piece was framed within the QUANT-QUAL explanatory sequential mixed methods design. The Andragogic theoretical ideas were used as lens upon which the study was underpinned. The findings reveal the statistically significant impact of isiZulu in the development of quantitative literacy. Amongst the findings which were inferred from the study is the significant role of isiZulu language in the development of mathematics deeper conceptual understanding. The study further revealed the two-fold role of language use in correctional centre classrooms (that is, the development of mathematics register and the development of isiZulu as a language). IsiZulu language was further distinguished as the tool towards the decolonization of the mathematics curriculum in correctional centre classrooms. Finally, the researchers propose the use of learners’ Home Language in adult correctional centre classrooms. Keywords: quantitative literacy, correctional centre classrooms, isiZulu as LoLT, ulwazi lokubala, izikhungo sokuhlunyeleliswa kwezimilo, isiZulu njengolimi lokuFunda nokuFundisa
This study investigated the linguistic choices made by teachers and their effects on students’ verbal participation in English as a second language classroom interaction in selected secondary schools in Ekiti state in Nigeria. The study used a mixed methods approach and followed a case study as well as a descriptive research design. The approaches were triangulated to analyse extracts from 20 recorded classroom lessons and teacher interviews. The findings showed that the linguistic choices of teachers during classroom interactions significantly affected the classroom discourse structure and students’ verbal participation. The teachers’ linguistic choices were primarily made to accomplish the tasks of teaching the content and, as such, teachers were engaged mostly in initiating classroom exchanges, giving feedback, and keeping the interactions under control to the extent that students were mainly engaged to provide limited verbal responses to teacher initiations and directives. The study recommended teachers’ further professional training to enhance their discourse and pedagogical practices, provision of language teaching/learning resources and conducive classroom environments by the government. The development of applicable language policy and curriculum that facilitates rich classroom interactions and the development of student’s communication proficiency was also recommended to be the main focus of the Ministry of Education. Keywords: classroom interaction, linguistic featuers, discourse, linguistic choice, English as a second language, pedagogy, classroom practice, verbal participation
Students at South African higher education institutions typically need to use English as their language of learning and teaching. One of the objectives of this study was to explore what students felt about this, and how their perceptions and practices were linked to their identities. Small focus group discussions were held with students at a South African university. A framework of New Literacy Studies was used, which views student learning as a process of mastering discipline-specific, socially constructed norms and values, and sees the adoption of any kind of literacy as including the adoption of an identity. Critical Discourse Analysis was then applied to the transcripts of these discussions. Two of the Discourses revealed in this way were the ‘Model C was better’ and the ‘English to fit in’ Discourse. The former was a Discourse of deficit, with students attributing academic success to those who experienced ‘good’ schooling from ex-Model C schools and so were proficient in English. ‘English to fit in’, by contrast, was a Discourse underpinned by quiet pride in the students’ own multilingualism. It is argued that deficit discourses need to be noted and, if possible, countered, if efforts to improve students’ levels of academic literacy are to succeed. Keywords: attitudes to English, discourse analysis, discourse of deficit, self-worth through multilingual competence, South African university
The rapid advancement of technology has transformed the educational landscape, prompting institutions worldwide to integrate technology into their curricula to enhance personalized learning and student engagement. However, this advancement has also exacerbated existing educational inequities, particularly in developing countries like South Africa. Academic literacy is an established intervention aimed to support first-time entering students in higher education with their academic acculturation (Alexander et al., 2005; Council on Higher Education, 2017; Nel & Janse van Rensburg, 2022). However, while current academic literacy interventions provide crucial support, these interventions lack the necessary components to fully equip students for success in this technologically driven era. Using an explorative auto-ethnographic research design the inter-section of technological advancements and the pressing need for improved academic literacy interventions is investigated. Finally, the argument is made that the increasing digital divide necessitates a modernized approach to the development of literacy skills – one that seamlessly inte-grates digital literacy into existing academic literacy frameworks – to enhance student success and empower them to thrive in the digital age. Keywords: Academic Literacy; Digital Literacy; Student Success; Academic Acculturation; Massification; Technological driven teaching and learning
Anxiety in language learning has been studied for decades. One of the most widely used instruments allowing researchers to investigate this phenomenon is the Foreign Language Classroom Anxiety Scale (FLCAS). Only a limited number of studies have investigated the psychometric properties of the questionnaire to gauge the validity (factor analyses) and reliability (Cronbach Alphas) of the indicated factors and items for their specific context. The present study adopted a wider approach by including Rasch analyses to adjust the FLCAS for use in the South African context. Before submitting the questionnaire to 124 first-year students in French a translated version was prepared to ensure cultural adaptability. The investigation was iterative and was conducted in two cycles which included exploratory and confirmatory factor analyses, Cronbach’s Alpha and Rasch analyses to arrive at a proposed model to ensure sound measurement of foreign language anxiety for the specific context. Results point to three factors with 25 relevant items. The original FLCAS was thus improved for the specific context by eliminating problematic items highlighted by the analyses and regrouping the remaining items into the three uniquely South African factors. This represents a first analysis from a Rasch analysis perspective in this context. Keywords: FLCAS, foreign language anxiety, speaking anxiety, psychometric properties of questionnaires, validation of questionnaires, translation of questionnaires
South African Sign Language (SASL) is the main language of learning and teaching (LoLT) for Deaf students in South Africa. To provide education of a high standard to the Deaf, suitably qualified teachers are needed. However, teachers at schools for the Deaf are not currently required to have any specialised training or qualification in Deaf education; neither are they required to be fluent in SASL. This problematic situation is exacerbated by the fact that owing to misconceptions about SASL and a deficit view of its capabilities in academic contexts, generic curricula that rely on English as the LoLT continue to be used. There is a need to ensure that appropriate pedagogies are used with Deaf students and that they develop academic literacy in both SASL and English. This appraisal of institutional policies and plans and academic program structures at one institution responsible for the training of Deaf pre-service teachers is aimed at aligning policy and practice with the needs of Deaf students and promoting the further development of SASL as an academic language. It identifies a number of principles that can enhance the inclusivity and quality of education provided to Deaf students undergoing teacher training. Keywords: deaf education, South African Sign Language, language and education, inclusive bilingual education, language policy
Higher Education Institutions (HEIs) have had to reconsider and reshape their teaching and learning pedagogies overnight during the Covid-19 pandemic. The dramatic closure of education institutions in South Africa, and worldwide, gave rise to questions around our adaptability, readiness, and response to change in the HEI sector. While universities made the rapid move to emergency remote teaching and learning, it remained to be seen how students responded to this move. This study reports on the use of voice notes to promote student voice and agency in English tutorials at a university in Gauteng, South Africa. The main aim of this paper is to examine student reflections on the use of voice notes to foster agency in tutorials. Based on the inequalities present in South Africa’s education system, specifically HEIs, this paper is conceptually framed in critical theory. Through an examination of data elicited from student interviews, observations, and voice notes, this case study finds that participant reflections highlight the significance of a critical approach, in utilising voice notes in English tutorials, to assist students in being active participants in the teaching and learning process. Keywords: student reflections, voice notes, critical theory, agency, university tutorials
The University of the Free State Language Policy 2024 takes off from the premise that, firstly, students come from diverse linguistic backgrounds, of which the majority come from a Sesotho language background. Secondly, when our students join the university, they are confronted by English as the medium of instruction which is not their language, thus, it creates a barrier to effective learning. Thirdly, when our students join their specific disciplines, they are also confronted by unfamiliar environments of new disciplinary terminology and concepts which they are expected to learn and master in a foreign language. The language policy made a conscious commitment to develop and intellectualise Sesotho so that it becomes an academic language and a resource for supporting academic access and success for African students, in alignment with the Language Policy Framework for Higher Education 2020. This paper employs a literature-based methodological approach, focusing on a single university as a qualitative case study. Underpinned by the Language Management Theory, we argue that the African indigenous language, Sesotho, requires an effective and conscious process of intellectualisation. Strategies like terminology development are proposed to effectively support the learning of new concepts and theories across disciplines and thus reduce the burden imposed by English instruction among Sesotho speakers. The paper also argues that the intellectualisation of African languages in higher education is critical for ensuring that African students are not provided access without support in the persistent English monolingual higher education fraternity. IQOQA INqubomgomo Yolimi YeNyuvesi YaseFreyistata Yowezi-2024 isusela embonweni wokuthi, okokuqala, abafundi baphuma ezizindeni ezahlukene zezilimi, iningi labo liphuma emakhaya okukhulunywa ulimi lweSesotho. Okwesibili, uma abafundi bengena enyuvesi babhekana nesiNgisi njengolimi lokufundisa okungelona ulimi lwabo, ngaleyo ndlela, kudala isithiyo ekufundeni ngempumelelo. Okwesithathu, lapho abafundi bengena emikhakheni yabo ehlukahlukene abazikhethele yona baphinde babhekane nezimo ezingajwayelekile zamagama amasha aqondene nemikhakha yemfundo abakuyo okulindeleke ukuthi bawafunde futhi bawazi kahle ngolimi lwangaphandle. Inqubomgomo yolimi inika isibophezelo ekuthuthukiseni nasekuhlakanishisweni kweSesotho ukuze sibe ulimi lolwazimfundo kanye nensizakusebenza yokweseka abafundi abangama-Afrika ukuba bafinyelele kulwazimfundo ngempumelelo. Le nqubomgomo iyahambisana futhi noHlaka Lwenqubomgomo Yolimi Yemfundo Ephakeme wezi-2020. Ukubukwa kwalezi zinqubomgomo neminye imibhalo yocwaningo kungenye yezindlela zocwaningo ezisetshenzisiwe njengocwaningo lwesimo ngaphansi kwendlelande yocwaningo lobunjalo botho. Leli phepha elisekelwe Injulalwazi Yokulawulwa Kolimi liqakulisa ngokuthi ulimi lomdabu lwase-Afrika, iSesotho, ludinga inqubo esebenzayo neqaphelayo yobuhlakani ngokusebenzisa amasu afana nokwakhiwa kwamagama. Lokhu kusemqoka ukuze kusekele ngempumelelo ukufundwa kwemicabangonzulu nezinjulalwazi ezintsha emikhakheni yemfundo abakuyo abafundi abakhuluma ulimi lweSesotho. Okunye futhi lokhu kuzophinde kunciphise amandla athweswa isiNgisi phakathi kwabakhulumi bolimi lweSesotho. Leli phepha liphinde liphakamise ukuhlakanishiswa kwezilimi zomdabu zase-Afrika emfundweni ephakeme kubalulekile ukuze kuqinisekiswe ukuthi abafundi abangama-Afrika abanikezwa amathuba okufunda ngaphandle kokusekwa kodwa benikwa imfundo yesiNgisi ewubulimibunye.
Northern Sotho, like other members of the Sotho language group (Northern Sotho, Southern Sotho and Western Sotho), differs when it comes to the pronunciation of the phonemes: hl, tlh and ṱlh ([ɬ], [tlʰ] and [ṱlʰ]. There is still a problem of choosing which of the aforementioned phonemes to use when writing Sesotho and Northern Sotho words, whilst Setswana uses only one grapheme, /tlh/. This impasse has affected the Northern Sotho literate community to the extent that when it comes to the writing of words, one chooses any of the following two graphemes, /hl or /tlh/, without following the rules. This article explains the cause of such variations and how this can be corrected. To come with a tangible solution, phonotactics as a phonological theory, was applied, where ‘a representation is well-formed by virtue of where it came from, not what it is’ (Goldsmith, 1995:4). The study will employ a descriptive qualitative research design, where the participants who are literate Northern Sotho speakers, mostly university students and teachers, including Northern Sotho authors, provided the data. The findings of the study showed that a majority of the respondents found it tough differentiating between the graphemes /hl/ and /tlh/. To combat this problem, the paper reminisced on the possibilities of resuscitating the rules of grammar as postulated in Northern Sotho Terminology and Orthography No. 4 of 1988. SENAGANWA Sesotho sa Leboa, bjalo ka ye nngwe ya dipolelo tša sehlopha seo se bego se tsebja e le tša sehlopha sa Sesotho (Sesotho sa Leboa, Sesotho sa Borwa le Sesotho sa Bodikela), se fapantšha pitšo ya medumopolelo ye e latelago: hl, tlh le ṱlh ([ɬ], [tlʰ] le [ṱlʰ]. Bothata bjo bo lego gona ke tirišo ya medumopolelo ye ya ka godimo ge go ngwalwa lelemeng la Sesotho sa Leboa gammogo le go leleme la Sesotho. Ge e le leleme la Setswana lona ga le na bothata, le diriša modumotlhaka o nnoši fela, e lego modumotlhaka wa /tlh/. Tlhakahlakano ye ya napa ya dira gore baboledi ba polelo ye ya Sesotho sa Leboa ba se sa šala melao ya popopolelo morago ge ba ngwala, mongwe le mongwe a no kgetha modumotlhaka wo mongwe le wo mongwe wo a o ratago, /hl/ goba /tlh/. Taodišwana ye e hlalosa phapantšho ye e lego gona ya medumotlhaka go leka go tloša kgakanego ye. Gore se se kgonege, go šetšwe morago molawana wa tšhutelelano ya medumo, fao medumo ye mengwe e gapeletšegago go fetoga ge e swanetše e be kgauswi le mengwe, fao go ya ka Goldsmith (1995:4), medumo e dumelegago go ya ka gore e tšwa e le kae, e sego e tlwaetšwe e le efe. Taodišwana ye e latetše mok-gwanyakišišo wa boleng, fao bakgathatema e bilego baboledi ba Sesotho sa Leboa bao ba kgonago go ngwala le go bala. Bontši bja tshedimošo bo tlišitšwe ke baithuti ba diyunibesithi, barutiši gammogo le bangwadi ba dipuku. Go tšwa nyakišišong ye, go lemogilwe gore bakgathatema ba bile le bothata bja go farolo-gantšha medumotlhaka ya /hl/ le /tlh/. Go lokiša se, nyakišišo e lekile go tsošološa tsebo ya melao ya thutapopopolelo bjalo ka ge e boletšwe ka go Sesotho sa Leboa: Mareo le Mongwalo No. 4 ya 1988.
This paper is a critical analysis of the Norms and Standards for Language Policy in Public Schools in terms of the South African Schools Act 84 of 1996. The evaluation focuses on its objectives, implementation, and impact on promoting inclusivity and linguistic diversity in education. The study was prompted by the persisting disparities in access to quality education based on linguistic backgrounds in post-apartheid South Africa. Using a conceptual framework based on theories of inclusive education, translanguaging pedagogy, and policy implementation, this study explores the policy's objectives, scope, and how it addresses equity and access for diverse language groups. Additionally, it assesses implementation strategies and evaluates the policy's strengths and weaknesses in promoting inclusive education and multilingualism. The article recommends establishing specific, measurable objectives and targets, formulating an action plan for consistent implementation, prioritising teacher training and support programs, and encouraging community involve-ment. By addressing these shortcomings, South Africa can advance inclusivity and multilingualism in its public schools, fostering an equitable and enriching learning environment for all learners.
This study examines the challenges faced by teachers who teach isiZulu as a first additional language (FAL) in schools formerly known as Model C schools. These teachers face many challenges because this language is not taken seriously. The Department of Basic Education has made it compulsory for all schools in KwaZulu-Natal to offer isiZulu either as Home Language or as FAL. The ex-model C schools were forced to put measures in place to accommodate these changes implemented by the Department of Basic Education in the province of KwaZulu-Natal. It is evident that when these schools introduced isiZulu as FAL this language was not taken seriously and that has led some teachers to leave these schools. That in turn means going an extra mile when trying to instil an interest in the language among learners. As a result, the performance of learners in such schools is not good, and teachers do not stay for a long period. This paper serves to increase the awareness among teachers at these schools of the challenges they face. It will also suggest possible solutions to the challenges. A qualitative methodology has been followed as research approach. Interviews and observations have been used to collect data. Constructivism is used as the theoretical framework of this paper. This theory supports the view that there are many ways of teaching a language. In some schools it is thought that teaching a language is about going into class and teaching, without considering other factors affecting language teaching, like the insights we may gain from second language acquisition research. Additionally, this paper employed a language management approach to analyse the data on both macro and micro levels
This study provides a quantitative overview of the Journal for Language Teaching from 2001 to 2023. More specifically, the current study applies network science to study both the co-authorship network and to identify topics. In addition, the journal's focus on multilingualism is investigated. The results indicate a notable growth in collaborative research in the journal, shown by the increasing average number of authors per paper. The analysis of the co-authorship network reveals a moderately connected network, with a significant group of authors forming the giant component. Important authors are also recognised based on centrality measures, highlighting their crucial roles in fostering connections within the network. Collaboration primarily happens within universities, but when it extends across institutions, inland universities tend to collaborate more frequently than those on the coast or between coastal and inland universities. Furthermore, the analysis of research topics identified eight distinct themes prevalent in the Journal for Language Teaching, encom-passing various areas in language education. It is also shown that both in the language of papers and in their language focus, the journal foregrounds English throughout this period, and papers tend to be more often in English and focus on English in recent years. Keywords: academic publishing, authorship patterns, co-authorship networks, language education, language teaching research, publication trends, research trends, scholarly communication
In recent years, digital technology integration in education, including language learning, has become widespread. South African schools are increasingly acknowledging the benefits of computer-assisted language learning (CALL) applications. Digital tools in educational materials offer advantages such as time efficiency, enhanced accessibility, flexible learning methods, and inclusivity for disabled individuals. However, there's a lack of appropriate guidelines for assessing and selecting CALL software due to the unique complexities it presents. To address this gap, the study developed a systematic framework, utilising a Pugh Matrix, tailored for South African educational contexts and beyond. This matrix was informed by guiding principles derived from iterative developmental research. A Likert scale survey validated these principles, influencing the weighting of assessment criteria. These criteria encompass curriculum alignment, feedback mechanisms, socio-cultural relevance, affordability, technical considerations, and pedagogical approaches. The developed Pugh Matrix serves as a comprehensive and objective tool for CALL software selection and evaluation. It empowers schools to make informed decisions aligned with their educational goals, instructional methods, technical needs, and budgetary constraints. Keywords: Digital technology integration, computer-assisted language learning (CALL), educational technology, selection and evalution, Pugh Matrix, language learning, South African schools
The COVID-19 pandemic brought about disruptions to the administration of conventional academic literacy tests, which necessitated alternative ways of identifying students in need of literacy support. In response to this disruption, an existing in-house test was identified as a potential alternative for measuring incoming students’ ability to handle the demands of academic discourse. Such an alternative was necessary for the effective identification of students needing additional academic literacy support and their placement in appropriate faculty-specific literacy courses. Although the first round of institutional piloting deemed the online version of the test appropriate for being employed for these purposes, a further administration of the test was conducted to confirm whether the traditional (pencil-and-paper) version of the test yielded similar results and whether the quality of the test is such that it is appropriate for implementation at an institutional level. This paper compares the results of these two administrations of the test and reflects on the potential value of such an in-house test to achieve and enhance the synchrony between assessment, curriculum and teaching, building on earlier work on this. Keywords: academic literacy, design principles, language assessment, student placement, validity
Using the meta-theoretical tenets of social constructivism and the conceptual framework of Stephen Ball (2003), this qualitative study investigated teachers’ perceptions and practices in highly regulated reform policy contexts. Data capture involved semi-structured inter¬views and observations conducted over the period of a school year. Findings revealed that accountability and performativity measures that are aligned with the current reform have increased the complexity of teachers’ practices, intensified labour and heightened their need for compliance. The data revealed a dissonance between the perceptions of policy bureaucrats and teachers in relation to the efficacy of statistical goals within the paradigm of performativity However, the main factor that motivated teachers’ compliance and conformity hinged on the creation of a favourable impression and an appeasement of external agents. The central position of this article, how¬ever, holds that suppressing teachers’ professional judgement leads to the neglect of crucial learning goals such as learner motivation and critical thinking which are crucial aims of schooling. English teachers are best placed to support this type of learning, but it is doubtful whether silenced teachers can raise critical learners. Keywords: Teacher accountability; performativity; teacher compliance; teacher judgement; teacher voice.
This study explored the perceptions and attitudes of rural Intermediate Phase learners of English First Additional Language (EFAL) for communicative competence in Limpopo. The study was grounded in self-determination theory (SDT) using a qualitative approach. Six focus group interviews were used to gather information from thirty learners who were purposely selected from three primary schools. Each group had five learners from grades 5 to 6. Data was analysed using a thematic approach. The study found that most learners viewed English as useful and popular to other languages because it gives them the freedom to express themselves, connects them with people who do not speak their language and affords them the opportunity to become successful pro-fessionals. However, some learners perceived English as a threat to their Sepedi language. This study suggests that teachers should motivate and support learners in engaging in peer mutual learning, by creating social interactive activities that offer learners oppor¬tunities to learn the English language together. Keywords: communicative competence, English First Additional Language, perceptions and attitudes, motivation, rural primary schools, social learning environment
The Vatsonga people, proud custodians of the Xitsonga language, possess a distinctive cultural identity shaped by their rich heritage. Xitsonga is more than just a language; it embodies the history, beliefs, and values that define the Vatsonga community. Proverbs and principles, passed down through generations, have long served as a moral compass, guiding the behaviour, attitudes, and daily lives of Vatsonga speakers. However, in today's fast-paced and increasingly globalized world, the influence of external factors and the dominance of other languages threaten to erode the significance of these proverbs in the eyes of the younger generation. This study is qualitative in nature and it is underpinned by the theory of meanings. As a result, it is crucial to rediscover and reemphasize the vital role these proverbs play as guiding principles, ensuring the preservation of Vatsonga culture and its continued relevance in modern times. NKOMISO Vatsonga i rixaka ra vanhu lero hlawuleka swinene, hi vova vavulavurixidzi va ririmi ra Xitsonga. Rixaka leri ri tiveka ngopfu hi xilogene xa rona xa mitirho ya vulavula. Ku fana na vanhu va tindzimi tin’wana, Vatsonga va na ndhavuko wa vona lowu vuyetelaka na ku kondletela vutomi bya vona xikan’we na ku byi hlengeleta. Eka ndhavuko wa Vatsonga ku na swivuriso leswi nga na mitirho yo hambanahambana leyi lawulaka mahanyelo na maendlelo ma vona eku hanyeni. Swivuriso swi tshuriwile hi ku tirhisa vutlhari swinene hikokwalaho ka swiyimo leswi vanhu va hlanganaka na swona. Eka mikarhi ya sweswi vanhu a va ha swi tekeli enhlokweni swivuriso na mitirho ya swona hikokwalaho ka ku cinca ka vutomi siku na siku na nkucetelo wa tindzimi tin’wana. Vatsonga va rivala nkoka wa swivuriso swa vona siku na siku hikuva va nga tivi mitirho ya swona. Xitsariwa lexi xa mitirho na matirhiselo ma swivuriso swa Xitsonga i xitsundzuxo eka Vatsonga.
