Transition from Setswana to English: A Policy Dilemma

Abstract

This paper examines learners’ transition from Setswana in Standard One to English at Standard Two in line with the implementation of the language-in-education policy in selected Botswana primary schools. Using data from classroom observations, open ended questionnaires and interviews, this paper scrutinizes the effectiveness of such transition especially where learners do not speak both languages of instruction. The transitional education model is used as a theoretical framework for this paper to better understand how transition could be done from one language to another. The findings of this study indicate that transition from Setswana medium of instruction to English medium is taken for granted and is overlooked by key agents of the policy and supervisors and therefore it is not monitored and supervised. The conclusion is that the period of transition is critical and sensitive. As a result, teachers and supervisors; both internal and external should have the necessary delivery skills and support to enable them to go through that critical period with less anxiety.