Abstract
<jats:p>This study was conducted in township schools in the Ekurhuleni South District of Gauteng province, South Africa. Its purpose was to explore how game-based approaches can help sustain the Sesotho language in a multilingual society. The study was grounded in the interpretivism paradigm, informed by the Zone of Proximal Development theory. A qualitative approach was used, employing interviews and observations to gather data. Purposive sampling was used to select six Grade 4 Sesotho teachers; four were male and two were female. The data collected were categorised into codes and themes. It was revealed that game-based strategies foster engagement, collaboration, and a sense of cultural ownership, thereby strengthening the use of the home language among children. The study concludes that integrating games into the curriculum can be a powerful tool for celebrating and sustaining linguistic heritage in a multilingual context. It is recommended that teacher training and curriculum designers integrate culturally appropriate game-based strategies into the home language curriculum.</jats:p>