Exploring the perceptions of Khelovedu first-language (L1) youth towards integrating Khelovedu into formal education

Abstract

During the colonial period in South Africa, African languages were marginalised as colonial languages gained institutional prominence, particularly in education. This legacy continues to shape language attitudes, with some speakers perceiving colonial languages as more prestigious and valuable than African languages, including their own. Within this context, the study examines the perceptions of Khelovedu first-language youth on integrating Khelovedu into formal education. Khelovedu is a non-standard dialect that remains marginalised in educational settings. The study also explores the benefits and challenges that Khelovedu-L1 youth associate with its use in schools. Data were collected through semi-structured interviews with 15 young people who were first-language (L1) speakers of Khelovedu and were recruited using convenience sampling. The data were analysed by using thematic analysis. The findings show that participants strongly support the inclusion of Khelovedu in formal education despite its continued marginalisation. This support is motivated by perceived cognitive benefits, improved understanding and the strengthening of cultural identity. However, participants also identified major challenges. These include the lack of educational resources, limited teacher training and the absence of language standardisation.
Contribution: The study highlights the agency of Khelovedu-L1 youth in driving language development and educational change. It shows that language standardisation and revitalisation can be led by youth through community-based initiatives, rather than relying solely on state intervention.