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This qualitative case study examined Grade 10 Setswana Home Language learners’ and teachers’ perspectives across two high schools in the North-West Province. Using semi-structured interviews and focus groups, 4 teachers and 39 learners were purposively selected. Thematic analysis identified foundational reading skill gaps, limited Setswana reading materials, negative attitudes, restricted out-of-school reading, and difficulties with idioms and proverbs. Findings emphasize earlier literacy interventions, investment in Setswana resources, positive attitudes toward African languages, and family-community engagement to support literacy development.","E-Journal of Humanities, Arts and Social Sciences (EHASS)  \nISSN – Online 2720-7722 | Print 2821-8949  \nVolume 5 Issue 16 December 2024 pp 2853-2865 Available online at: [https://noyam.org/journals/ehass/](https://noyam.org/journals/ehass/)  \nDOI: [https://doi.org/10.38159/ehass.202451614](https://doi.org/10.38159/ehass.202451614)  \nExploring Reading Comprehension Challenges in the Setswana Home Language Classroom: Learners’and Techers’ Perspectives  \nPaulinah M. Mahoro 1 , Mary M. Makgato 1  & Tilla Olifant 1   \n1 Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa.  \nABSTRACT  \nLearners’ poor reading comprehension levels have plunged South Africa into a reading crisis. Despite the government’s initiatives to improve learners' reading levels and redress their lack of reading comprehension skills, it is still a serious problem, particularly in rural areas. It is for this reason, that this study investigated the teachers' and learners’ perspectives on learners’ reading comprehension challenges in the Grade 10 Setswana Home Language classroom in two high schools in the North-West Province of South Africa. Through a qualitative approach informed by a case study design involving semi-structured interviews and focus group interviews, four Grade 10 Setswana home language teachers and 39 Grade 10 learners were selected to participate in this study using purposive sampling. The thematic analysis revealed several key challenges: poor foundational reading skills, lack of Setswana reading materials, negative attitudes towards Setswana, limited reading practice outside of school, and difficulties with complex language features like idioms and proverbs. The teachers emphasized systemic issues such as inadequate primary school preparation, while learners focused on specific linguistic difficulties. The findings highlight a critical need for earlier literacy interventions, increased investment in Setswana reading resources, efforts to promote positive attitudes towards African languages in education, and strategies to engage parents and communities in supporting Setswana literacy development. This research contributes to the broader discourse on language-in-education in multilingual contexts and emphasizes the importance of addressing reading comprehension challenges to improve academic outcomes and support learners' cognitive development and cultural identity.  \nKeywords: Reading Comprehension, Setswana Home Language, Reading Challenges, Grade 10 Learners, Grade 10 Teacher  \nCorrespondence  \nTilla Olifant  \n[Email: OlifantFM@tut.ac.za](Email: OlifantFM@tut.ac.za)  \nPublication History  \nReceived:  \n15th September, 2024 Accepted:  \n20th November, 2024 Published online:  \n18th December, 2024  \nINTRODUCTION  \nReading for comprehension is one of the most important skills that learners need to constantly improve to participate in the world of written texts as a means of sharing knowledge and participating in dialogues.1 It is one of the four language skills that learners must develop during their first years of formal education to lay the foundation for higher schooling grades. For example, upon entering high school (Grades 8 to 12),  \n1 Nonhlanhla Kunene,“Exploring Grade 12 Rural Learners’ Conception of Reading for Comprehension and Their Approach When Reading English Literature in Acornhoek Schools, Mpumalanga Province”(2018) .  \n© 2024 The Author(s) . Published and Maintained by Noyam Journals.  \nThis is an open access article under the CCBY license ([http://creativecommons.org/licenses/by/4.0/](http://creativecommons.org/licenses/by/4.0/)) .  \nMahoro,P.M., Makgato, M.M. & Olifant, T. / E-Journal of Humanities, Arts and Social Sciences Vol.5 No.16 (2024) pp.2853-2865  \nit is presumed that a learner has already attained a certain level of reading competency because according to Nel, Nel and Hugo, the development of reading skills is achieved in the first years of formal education (Gr","cbCaincStPgZLQSC","https://ap.wps.com/l/cbCaincStPgZLQSC","pdf",989424,14,13,"English","en",105,"# Introduction\n## Reading for comprehension and language learning context\n## Literacy challenges in South Africa\n# Abstract\n# Keywords\n# Publication History","[{\"question\":\"What study setting and participants were used to investigate Setswana reading comprehension challenges?\",\"answer\":\"The study focused on Grade 10 Setswana Home Language learners and teachers in two high schools in South Africa’s North-West Province. Four teachers and 39 learners participated through purposive sampling.\"},{\"question\":\"Which key challenges did the thematic analysis identify?\",\"answer\":\"Key challenges included poor foundational reading skills, lack of Setswana reading materials, negative attitudes toward Setswana, limited reading practice outside school, and difficulties with idioms and proverbs.\"},{\"question\":\"What does the research recommend to address reading comprehension problems?\",\"answer\":\"The findings call for earlier literacy interventions, greater investment in Setswana reading resources, efforts to promote positive attitudes toward African languages, and strategies to involve parents and communities in supporting literacy development.\"}]","E-Journal of Humanities, Arts and Social Sciences (EHASS) - Volume 5 - Issue 16 - Exploring Reading Comprehension Challenges in the Setswana Home Language Classroom, Learners’ and Teachers’ Perspectives | PDF",1789743481,33,{"code":4,"msg":83,"data":84},"ok",{"site_id":76,"language":75,"slug":85,"title":65,"keywords":86,"description":66,"schema_data":87,"social_meta":141,"head_meta":143,"extra_data":145,"updated_unix":80},"e-journal-of-humanities-arts-and-social-sciences-ehass-volume-5-issue-16-exploring-reading-comprehension-challenges-in-the-setswana-home-language-classroom-learners-and-teachers-perspectives","",{"@graph":88,"@context":140},[89,103,123],{"@type":90,"itemListElement":91},"BreadcrumbList",[92,96,98,101],{"item":93,"name":94,"@type":95,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":97,"name":9,"@type":95,"position":14},"https://docshare.wps.com/document/",{"item":99,"name":40,"@type":95,"position":100},"https://docshare.wps.com/document/research-report/",3,{"item":102,"name":65,"@type":95,"position":19},"https://docshare.wps.com/document/e-journal-of-humanities-arts-and-social-sciences-ehass-volume-5-issue-16-exploring-reading-comprehension-challenges-in-the-setswana-home-language-classroom-learners-and-teachers-perspectives/297270/",{"url":102,"name":65,"@type":104,"image":105,"author":110,"headline":65,"publisher":112,"fileFormat":115,"inLanguage":75,"description":66,"dateModified":116,"datePublished":117,"encodingFormat":115,"isAccessibleForFree":118,"interactionStatistic":119},"DigitalDocument",{"url":106,"@type":107,"width":108,"height":109},"https://docshare.wps.com/thumbnails/e-journal-of-humanities-arts-and-social-sciences-ehass-volume-5-issue-16-exploring-reading-comprehension-challenges-in-the-setswana-home-language-classroom-learners-and-teachers-perspectives/297270.png","ImageObject",300,407,{"name":63,"@type":111},"Person",{"url":93,"name":113,"@type":114},"DocShare","Organization","application/pdf","2026-11-10","2026-09-18",true,{"@type":120,"interactionType":121,"userInteractionCount":72},"InteractionCounter",{"@type":122},"ViewAction",{"@type":124,"mainEntity":125},"FAQPage",[126,132,136],{"name":127,"@type":128,"acceptedAnswer":129},"What study setting and participants were used to investigate Setswana reading comprehension challenges?","Question",{"text":130,"@type":131},"The study focused on Grade 10 Setswana Home Language learners and teachers in two high schools in South Africa’s North-West Province. 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