LEARNER AND EDUCATOR PERSPECTIVES ON PRESCRIBED DRAMA: A CASE STUDY OF GRADE 10 XITSONGA HOME LANGUAGE IN LIMPOPO, SOUTH AFRICA

Abstract

This study investigated the drama book experiences of Grade 10 Xitsonga Home Language learners in the Mafarana Circuit, Mopani West District, Limpopo Province, South Africa. The purpose of the study was to explore the factors that influence Grade 10 Xitsonga Home Language learners' ability to effectively read, comprehend, and respond to drama-related questions, especially those not directly derived from the prescribed drama book titled Ntsandzavalayi by E.M. Zwane. Using a qualitative research approach and an exploratory case study design, the study employed non-probability purposive sampling to select one school, twelve Grade 10 learners, and two educators. Data was collected through semi-structured interviews. The study findings revealed that learners face significant challenges in engaging with the prescribed drama text. These include difficulties in relating to the cultural context of the drama, linguistic barriers due to complex vocabulary and textual errors in the book, and an over-reliance on provided summaries and answers, which inhibit critical thinking and independent analysis. Educators predominantly used textbook-driven, teacher-centered methods, which further limited learners' ability to respond creatively to unfamiliar drama questions.