Bridging the Digital Divide: Technology Enhanced Teaching of Xitsonga at the Tertiary Level in South Africa

Abstract

The rapid growth of digital technologies is changing the way teaching and learning happen in higher education, creating new and exciting opportunities for African languages such as Xitsonga, especially within Universities of Technology. This paper looks at how technology-enhanced teaching can act as “digital bridges” that link what happens in the classroom with wider linguistic, cultural, and community contexts. In doing so, it seeks to strengthen language use and make learning more accessible and inclusive. More specifically, the paper focuses on how digital tools are used in teaching Xitsonga, how they support student engagement and learning, how they extend learning beyond the classroom into everyday life, and what challenges are experienced in the process.
Drawing on Constructivist Theory (Piaget, 1972), Social Interactionist Theory (Vygotsky, 1978), and Connectivism (Siemens, 2005), the study shows that digital environments give students more active roles in their learning. They are able to build knowledge for themselves, collaborate with others, and access a wide range of multilingual resources through connected digital spaces. It also draws on earlier research by Valoyi (2025), which highlighted the difficulties faced by non-Xitsonga-speaking students at a University of Technology in Gauteng, including language barriers, limited institutional support, and challenges in engaging with Xitsonga as an academic subject. A qualitative case study approach was followed, using document analysis, classroom observations, and reflective field notes, with the data analysed thematically to identify key patterns.
The findings indicate that digital tools such as learning management systems, mobile applications, and social media platforms can improve student participation, encourage collaboration, and deepen engagement with Xitsonga. They also help to take learning beyond the classroom into real-life community contexts, making the language more relevant and meaningful. However, the study also highlights ongoing challenges, such as unequal access to digital resources, a shortage of Xitsonga digital content, and limited institutional support. Overall, the study shows that, if used thoughtfully, digital technologies have strong potential to revitalise, decolonise, and sustain the teaching and learning of Xitsonga in higher education, although these challenges still need to be addressed.