Attitudes towards the implementation of isiZulu as a subject in selected Durban high schools in 2006 and its implications for language planning and policy in South Africa.

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dc.contributor.advisor Geyser, Annelie.
dc.creator Govindasamy, Fiona.
dc.date.created 2008
dc.date.issued 2008
dc.identifier.uri http://hdl.handle.net/10413/272
dc.description Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2008. en_US
dc.description.abstract This study examines the attitudes of learners, teachers, governing body members, principals and parents towards the implementation of isiZulu as a subject in selected Durban High Schools and its implications for language planning and policy in South Africa. The learners selected for the purposes of this study were in grade 8, 9, 10 and 11. Combinations of quantitative (interviews) and qualitative (questionnaires) research methods are used to research the topic. Questionnaires were administered to learners, teachers and parents. Interviews were used to complement data obtained from the questionnaires. Interviews were conducted with learners, teachers, governing body members, principals and parents. An important finding of this study is that the majority of learners, teachers, principals, governing body members, and principals have expressed positive attitudes towards isiZulu and view it as an important language in KwaZulu-Natal. Most isiZulu language learners, parents and teaches view isiZulu as important for their culture and identity. The majority of non-isiZulu speakers perceive isiZulu as a language for wider communication in KwaZulu-Natal. The study found that there is a need for more support from the Department of Education to be more actively involved in the promotion of isiZulu in schools. There is also a shortage of trained teachers and teaching material in isiZulu. This study also established that some governing body members have limited knowledge of language policies at their schools. Most learners, teachers, principals, governing body members and parents expressed that it would be better for learners if they started learning isiZulu from primary school instead of high school. Some schools articulated that there appear to be different standards of isiZulu expected from schools and the Department of Education. The findings led to the following recommendations which are aimed at enhancing and promoting the status of isiZulu in KwaZulu-Natal and South Africa as a whole. • The Department of Education needs to be more involved in the promotion of isiZulu in KwaZulu-Natal • More educators have to be trained in the teaching of isiZulu • More educational material in isiZulu needs to be created and provided • IsiZulu needs to be invested with more intensively • The status of isiZulu in primary schools needs to be investigated • The role of governing body members needs to be evaluated • A common standard for isiZulu needs to be established en_US
dc.language.iso en_ZA en_US
dc.subject Zulu language--Study and teaching (Secondary) en_US
dc.subject Language policy--South Africa. en_US
dc.subject Language planning--South Africa. en_US
dc.subject Theses--Linguistics. en_US
dc.title Attitudes towards the implementation of isiZulu as a subject in selected Durban high schools in 2006 and its implications for language planning and policy in South Africa. en_US
dc.type Thesis en_US

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