THE USE OF THE MONOLINGUAL ENGLISH DICTIONARY IN BOTSWANA JUNIOR SECONDARY SCHOOLS

Abstract

The study investigates dictionary use by leaners in Botswana junior secondary schools. It investigates when and how junior secondary school students encounter and use dictionaries and determine the kind of information they look up. The paper also evaluates teachers’ role in creating awareness of dictionary use. The study uses a survey to elicit information from two junior secondary schools in Thamaga and Francistown. The findings of the paper are that majority of students encounter a dictionary for the first time at primary school; that teachers in junior secondary schools do not teach dictionary education though many students have used electronic dictionaries previously and prefer them because they are quick and easy to use; and that many learners prefer a book dictionary because they do not have access to electronic dictionaries since gadgets like phones and laptops are not allowed in the school premises.  In addition, the teachers indicate that they did not teach dictionary use because they were never trained on how to deliver dictionary education to students; that dictionary education is not well outlined in the school curriculum; and that although teachers do not offer dictionary education to students, they do recommend a dictionary to students when the need arises during class.