Abstract

This study explored how Grade 1 learners use language differently in informal playground settings and formal classroom contexts. The problem addressed is that many young learners struggle to adjust their speech according to social contexts, which affects communication, participation, and academic development. Guided by a sociocultural research paradigm, the study adopted a qualitative case study design. The method used included naturalistic observations and semi-structured interviews with learners and teachers. Data were collected from three primary schools in the Vhembe District, Limpopo Province, South Africa. The population comprised Grade 1 learners and their teachers, while purposive sampling was used to select six teachers and thirty learners. The collected data were thematically analysed to identify contextual patterns in language use. The study was delimited to Grade 1 learners within the Vhembe District. Trustworthiness was ensured through triangulation, peer debriefing, and thick description. Ethical considerations included informed consent, confidentiality, and voluntary participation. The article found that learners exhibited clear awareness of situational appropriateness by using informal, playful language on the playground and formal, teacher-directed speech in the classroom. Teachers played a crucial mediating role in helping learners transition between these linguistic registers. The article recommends integrating contextual language awareness activities into early literacy lessons and providing teacher training on supporting learners’ language adjustment across different settings. The paper highlights that building pragmatic language skills from Grade 1 fosters communicative competence and strengthens learners’ social and academic interactions.

Keywords: Language variation, Pragmatics, Classroom discourse, Sociocultural learning, Early childhood education