Abstract:
The purpose of this study is to investigate the content of the Further Education and Training
(FET) Phase Home Language (HL) Curriculum and Assessment Policy Statement (CAPS). The
Tshivenḓa HL content was translated from English for teaching and learning purposes. The study
adopted both the qualitative and quantitative approaches in order to attain holistic results. Data
was collected through the use of questionnaires from educators and subject advisors. Document
analysis was also used (by analysing CAPS documents). The findings of this study will benefit
the South African society, especially the Tshivenḓa HL educators and learners. The educators
believed that the Tshivenḓa newspapers articles are not well-taught because they are not
available in Tshivenḓa and educators did not know how to prepare them. The study also revealed
that there are no prefixes but suffixes for formulating antonyms in the Tshivenḓa HL, however
both are found in the English HL. Furthermore, educators complained about the shortage of film
study resources in literature which the department of education delivers late. The findings of the
study suggest that Tshivenḓa newspapers should be reintroduced as they aid learning for
learners, and enable educators to plan their lessons. Prefixes in the Tshivenḓa HL should be
introduced so that learners are able to attach them in their words, similar to what do they do in
the English HL. In addition, ample resources for HL literature such as textbooks, Television sets
(TV), overhead projectors for film study, and other resources should be delivered timely.
