Using the Mantlwane game as a culturally responsive pedagogical tool for teaching Sepedi in Foundation Phase classrooms

Abstract

The Mantlwane game, a traditional African play activity rooted in African oral traditions, holds immense potential as a culturally responsive pedagogical tool for enhancing African language teaching. The purpose of this study is to explore how Mantlwane, which is characterised by role-playing and storytelling, can be effectively integrated into the classroom to enhance language learning and cultural appreciation. Also, it investigates the pedagogical value of Mantlwane in fostering linguistic competence, cultural appreciation, and learner engagement. Grounded in the framework of culturally responsive pedagogy, the study adopts a qualitative approach, including semi-structured interviews with African language educators. The findings reveal that Mantlwane fosters a deep connection to African heritage, facilitates vocabulary development and enhances learners’ communicative skills through collaborative and experiential learning while connecting them to indigenous knowledge systems and cultural narratives. Through storytelling, role-playing and interaction, the game bridges the gap between formal education and the learners’ lived experiences. The article recommends and provides practical strategies for incorporating Mantlwane into African language curricula, offering educators innovative approaches to decolonise, revitalise and enrich language education.