Browsing by Author "Pillay, Rama."

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The mismatch between language policy and language practice : status planning for isiZulu in a multilingual and multicultural society.
(2007) Pillay, Rama.; Zungu, Phyllis Jane Nonhlanhla.
Although isiZulu has been accorded official status by the constitution of the country, the language continues to be marginalised in the private and public sectors. This illustrates that there is a considerable mismatch between the language policy on the one hand, and language practice on the other hand in these sectors. This is due largely to the problems associated with the practical implementation of the language policy. This study sets out to investigate the attitudes of Zulu and non-Zulu speakers at selected private and public sector institutions to gauge how these speakers feel about isiZulu and what can be done to promote the language in this region. Against this background, an empirical investigation comprising a questionnaire survey, which produced descriptive and inferential statistical data, was undertaken. Data were gathered by means of questionnaires from a random sample of Zulu and non-Zulu speakers from the eThekwini region. Semistructured interviews were conducted with Zulu and non-Zulu speakers at selected private and public sector institutions in this region. Data gathered from the semi-structured interviews were used to complement data from the questionnaires. The main findings indicate that among Zulu speakers, isiZulu has entrenched its position in the domestic domain because it is the main language of communication with family members, friends and neighbours. However, the language has not yet established itself in the commercial sector. The findings reveal that Zulu speakers are proud of isiZulu and they feel that the language has the potential to be used in all spheres of society. The majority of non-Zulu speakers on the other hand, consider isiZulu an important requirement for employment opportunities. They also feel that the isiZulu is going to play an important role in the future and it is imperative that people acquire the language so that they can communicate effectively with the majority in this region. Since the majority of Zulu speakers and non-Zulu speakers in this study display positive attitudes towards isiZulu it augurs well for the future development of the language. Based on the main findings, detailed recommendations are suggested to enhance the practical implementation of isiZulu in the eThekwini region and in other parts of KwaZulu-Natal.
A sociolinguistic investigation of the status of Isizulu at former house of delegates high schools in the greater Durban area.
(2003) Pillay, Rama.; Zungu, Phyllis Jane Nonhlanhla.
This study examines the status of isiZulu from the perspective of English L1, isiZulu L1 learners and educators at former House of Delegates high schools in the greater Durban area. South Africa's Language in Education Policy appears to be very progressive because it identifies 11 official languages of the Constitution. Although isiZulu has been accorded official status in the Constitution it continues to remain peripheral to English and Afrikaans at many schools. In order to research the topic of this study a combination of quantitative and qualitative research designs were used. A questionnaire, which is a quantitative data collection technique, was used to conduct a language survey. A semi-structured interview, which is a qualitative data collection technique, was used to complement data collected from the closed-ended questions. Grade 10,11 and 12 learners returned 371 copies of the questionnaires. Educators returned 51 copies of questionnaires. An important finding of this study was that the majority of isiZulu L1 learners use isiZulu as their home language while English L1 learners use English as their home language. On the issue of which two languages learners and educators prefer as subjects of study, a majority of isiZulu L1learners and educators opted for English and isiZulu, while majority of English L1 learners opted for English and Afrikaans. Although a majority of isiZulu L1 learners stated that they use isiZulu extensively when .communicating with their parents, older people, siblings and their peers outside the classroom, a significant percentage of these learners stated that they are not allowed to use isiZulu in the classroom. The majority of isiZulu L1 and English L1 learners however, stated that they wanted their educators to use English in the classroom because English is regarded as an international language with enormous economic advantages. Although isiZulu L1 learners have considerable regard for English in their education there is also strong support for their home language because the majority of these learners are in favour of bilingual education, which they regard as being important to their academic progress. Another important finding was that the majority of English L1, isiZulu L1 learners and educators have a positive attitude towards isiZulu which they would like to learn if it is offered, albeit optionally. On the basis of the findings the following recommendations are made • The role of governing bodies needs to be revisited • Review of language policy • Government support • Pre- service and in-service educator training • The provision of books and education material in indigenous African languages. It is fervently hoped that the above recommendations will contribute towards the elevation of the status of isiZulu at former House of Delegates high schools in the greater Durban area.