Languages and Arts Education

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An auto-ethnographic study of my learning of english as a second language.
(2023) Andile, Jideani.; Bridget, Campbell.
This narrative and reflexive auto-ethnographic study was conducted to explore my learning experiences of English as a second language. The aim was to gain insight into my experiences and extract lessons from them, to understand my experiences and enhance my performance as an English teacher in the future. A reflective autobiographical story, conversations, images to trigger memory, and letter-writing were used to collect data for the study. Myself, two of my peers, my sister, and three critical friends participated in the study. Data was analysed through Critical Discourse and Thematic analysis. The study was underpinned by socio-cultural and motivation theories. Interrogating my learning experiences of English as a second language revealed that acquiring a second language is a social endeavour and requires motivation on the part of the learner. This important insight will help me to be more empathetic to English second language learners who face challenges and to explore ways of supporting them. Additionally, I will be in a better position to motivate them to learn a second language, as it can contribute to their success in the future. My findings also highlight the need for teachers to continuously develop as this will enhance their ability to embrace contemporary teaching methods as well as to integrate technology in language instruction. Armed with the outcomes of this research, I understand my journey and the role that others played in it. This insight should enable me to be an effective English teacher to my learners in the future. My findings indicate that examining and understanding my experiences has provided me the opportunity to gain insight from my experiences which I can use to be a better practitioner in the future. Findings from this study also show that auto-ethnography is one of the best methods teachers can use to reflect on their experiences in their different spaces as it places culture at the centre of learning. The socio-cultural theory helped me to broaden the scope of my study as I looked at my journey of learning English as a second language through all aspects of life such as my religious beliefs, play, and within the family. I also discovered that motivation plays a very important role in achieving success when learning a second language.
Disability representation in selected Zimbabwean Chishona novels and plays=Ukuvezwa kokukhubazeka kumanoveli nemidlalo ekhethiwe yeChiShona saseZimbabwe.
(2021) Hapanyengwi, Loveness.; Nyika, Nicholus.
The issue of disability is a bone of contention in Zimbabwe and worldwide. People with disabilities (PWD) are looked down upon and are always viewed with a negative eye. Attempts have been made at both the international and national levels to address this problem. Internationally, Zimbabwe is a state party to the Convention of the Rights of People with Disabilities (CRPWD) (2006). The convention is an attempt by the United Nations (UN) to change attitudes and approaches to persons with disabilities. Locally the government of Zimbabwe in its constitution of (2013, p.10) section 83 recognises the worthiness of persons with disabilities and as such calls for their protection and dignity. Despite these efforts, nothing has come to fruition as no significant change has been realised people with disabilities continue to be marginalised. Literature has a role to play in shaping attitudes and perceptions towards disability in society and as such, there is a need to look at what it communicates about disability in case it could be a contributory factor. This study explores the depiction of disability in selected ChiShona novels and plays with a view to answering the following questions. (i) How is disability represented in selected ChiShona novels and plays within the context of Vumunhu? (ii) What factors explain the selected ChiShona novel and play authors’ perception of, and attitudes towards disability? and (iii) Why do ChiShona writers create characters with a disability? The study used Vumunhu/ Unhu/ Ubuntu as its Theoretical framework realising that Vumunhu places value on respect for human life and dignity. Hence the study sought to find out if authors recognise the worthiness of characters with disabilities as human beings in their depiction of such characters. The study sought to find out if artists create characters with disabilities with due respect and dignity as any other characters. In an effort to answer the above questions the study adopted literary analysis as a research methodology which encompassed document analysis, critical discourse analysis as well as the translation method as research methods. The research established that disability is underrepresented in most of the studied texts. This underrepresentation is reflected in the limited number of texts that discuss disability and the inadequate fictional space that is accorded characters with disabilities in the studied texts. Another major finding of the study is that the depiction of disability is largely negative and derogatory terms are used to address those with disabilities in most of the texts, an indication that the majority of authors’ depiction of disability is not in line with the principles of Vumunhu. The study demonstrated that disability and characters with disabilities are included in literary works as a literary device which contributes to the negative depiction of disability. The study also concluded that most authors parade abuses and ill-treatment of persons with disabilities without offering solutions to the abuses something which defeats their purpose of writing. The study mainly recommends that the ChiShona language that is used with regard to disabilities should be revised. Old ChiShona terms that communicate negative attitudes towards disabilities should be discarded and new terms that promote positive attitudes and that reflect respect in line with Vumunhu should be coined to replace the derogatory ones. To this end all policies on disability should be implemented absolutely and measures should be put in place to ensure that all published literary works that articulate disability issues promote positive attitudes towards disability and that characters with disabilities are accorded due respect. Iqoqa Udaba lokukhubazeka ludala ukungavumelani eZimbabwe nasemhlabeni jikelele. Abantu abakhubazekile babukelwa phansi kanti bahlala bebukwa kabi. Imizamo isiyenziwe ezingeni lasemhlabeni jikelele kanye nasezweni ukubhekana nale nkinga. Emazweni omhlaba iZimbabwe iyizwe eliyingxenye yeNgqungquthela yamaLungelo aBantu aBakhubazekile (2006). Ingqungquthela iwumzamo weNhlangano Yezizwe ukuguqula imibonokuzizwa nezindlelakubuka zabantu abakhubazekile. Ekhaya, uhulumeni waseZimbabwe eMthethosisekelweni wayo (wowezi-2013, iSigaba 83) uvuma ukufaneleka kwabantu abakhubazekile bese ekhuluma ngokuvikeleka kwabo kanye nesithunzi. Nakuba ikhona le mizamo, alukho ushintsho olubonakalayo osekufinyelelwe kulo njengoba abantu abakhubazekile beqhubeka nokushiywa ngaphandle. Imibhalo yokuziqambela inendima okumele iyiklame ekuguquleni imibonokuzizwa nemicabangokubuka ebhekiswe ekukhubazekeni emphakathini. Kunesidingo sokubuka lokho okwedluliswa yimibhalo yokuziqambela ngokukhubazeka uma kwenzeka kube yisimo esifaka isandla. Lolu cwaningo lubheka ukuvezwa kokukhubazeka emanovelini akhethiwe nemidlalo yeCiShona luhlose ukuphendula le mibuzo: Kungabe ukukhubazeka kuvezwe kanjani emanovelini akhethiwe eCiShona nemidlalo engaphansi kwengqikithi ye-Vumunhu? Yiziphi izinto ezichaza imibonomicabango yababhali bamanoveli akhethiwe eCiShona nemidlalo kanye nemibonokuzizwa ebhekiswe ekukhubazekeni? Kungani ababhali beCiShona bakha abalingiswa abanokukhubazeka? Ucwaningo lusebenzise Vumunhu, Unhu/ Ubuntu njengeNjulalwazi yocwaningo ekhombisa ukuthi i-Vumunhu igcizelela ukubaluleka kokuhlonipha impilo yomuntu kanye nesithunzi sakhe. Ngenxa yalokho ucwaningo luhlose ukuthola ukuthi kungabe ababhali bayakwazi yini ukubona ukubaluleka kwabalingiswa abakhubazekile njengabantu ekuvezeni kwabo abalingiswa balolo hlobo. Ucwaningo lwaluhlose ukuthola ukuthi amaciko akha abalingiswa abakhubazekile ngenhlonipho nesithunzi njenganoma yibaphi abanye abalingiswa. Ekuphenduleni imibuzo engenhla ucwaningo lusebenzise uhlaziyo lwemibhalo yokuziqambela njengendlelakwenza ucwaningo okufaka nokuhlaziya idokhumenti, ukuhlaziya okuchazwa amagamakusetshenziswa kanjalo nendlela yokuhumusha njengendlela yokwenza ucwaningo. Ucwaningo luthole ukuthi ukukhubazeka akuveziwe ngokwanele emibhalweni eminingi efundiwe. Lokhu kungamelwa ngokwanele kuvela enanini elinganele lemibhalo edingida ukukhubazeka kanye nebanga elifishane elinikwa abalingiswa abakhubazekile lemibhalo esuselwe ekhanda engenele emibhalweni efundiwe. Okunye okukhulu okutholwe ucwaningo ukuthi ukuvezwa kokukhubazeka kuyinto engeyinhle kanye namagama alumelayo asetshenziswa ukucokofula labo abakhubazekile emibhalweni eminingi, okuyinkomba yokuthi iningi lababhali liveza ukukhubazeka ngokungahambelani nemigomo ye-Vumunhu. Ucwaningo lukhombise ukuthi ukukhubazeka nabalingiswa abakhubazekile bafakwa emisebenzini yokuziqambela njengethuluzi lemibhalo efaka isandla ekuvezeni ukukhubazeka ngendlela embi. Ucwaningo luphinde lwaphetha ngokuthi ababhali abaningi baveza ukuhlukunyezwa nokungaphathwa kahle kwabantu abakhubazekile ngaphandle kokunika izixazululo ekuhlukunyezweni nokuyinto egxibha kwasizathu sabo sokubhala. Ucwaningo luphakamisa kakhulu ukuthi ulimi lweChiShona olusetshenziswa uma kukhulunywa ngokukhubazeka lubuyekezwe. Amagama amadala eChiShona aveza imibonokuzizwa engemihle uma kuziwa ekukhubazekeni kumele ashiywe eceleni bese kwakhiwa amagama amasha agqugquzela imibonokuzizwa emihle eveza inhlonipho ehambisana ne-Vumunhu afakwe esikhundleni salawo ehlisa isithunzi. Zonke izinqubomgomo ezimayelana nokukhubazeka kumele ziqalise ukusebenza bese kuba nemizamo okumele yenziwe ukuqinisekisa ukuthi yonke imisebenzi yokuziqambela eshicilelwe ekhuluma ngezindaba zokukhubazeka ekhuthaza imibonokuzizwa emihle uma kubukwa ukukhubazeka nokuthi abalingiswa abanokukhubazeka banikwa inhlonipho ebafanele.
Technology use in the English classroom: high school teachers’ attitudes and experiences.
(2024) Rajbally , Nerisha.; Pillay , Ansurie.
This interpretive qualitative study aimed to understand high school teachers’ attitudes and experiences when integrating technology in their English classrooms. Seventeen English teachers from three public high schools participated in the study. Data was generated from the participants using an open-ended questionnaire, individual interviews, and focus-group interviews, and thematic analysis was used to analyse the data. The Technology Acceptance Model (TAM) and Theory of Experience were used for the theoretical framework to understand the reasons for teachers’ attitudes and experiences for technology integration. Findings of the study indicate that the participating high school English teachers support the integration of technology in their lessons. However, they face various challenges and barriers with technological integration, and therefore choose to resort to traditional methods of teaching. The attitudes and experiences of teachers were identified by the contributing factors which impacted their integration of technology in their classroom teaching. These factors include the lack/limited access to technology, lack of proper training, overcrowded classrooms, lack of technical support, time constraints, loadshedding, poor internet connection, lack of funds to support the integration of technology, and poor implementation of policies. Lastly, the study found that although teachers were not fully integrating technology into their pedagogies, they demonstrated a positive attitude towards technology by highlighting its benefits for both teachers and learners. Overall, the results indicated that if the barriers that teachers face are addressed and if schools are adequately resourced, then teachers would embrace technology and ensure its successful integration in their classroom pedagogies. It becomes clear that the Department of Basic Education needs to address the implications of investing in infrastructure, resources, and policy implementation in schools to enable the successful integration of technology in schools. Addressing challenges and implementing recommended strategies will maximise the benefits of technology integration and prepare teachers and learners for success in the digital era.
The teaching of literature in English in selected senior secondary schools in the Manzini region of Eswatini = Ukufundiswa kwemibhalo yobuciko ngesiNgisi ezikoleni zamabanga aphakeme esifundeni iManzini Eswatini.
(2023) Dlamini, Mphicwa Milton.; Nkosi, Zinhle Primrose.
This study sought to investigate the teaching of Literature in English in selected senior secondary schools in the Manzini region of Eswatini. The study aimed at addressing three research questions: 1. What literary competencies are taught in Literature in English in the selected schools? 2. How do the teachers teach Literature in English in these selected schools? 3. Why do the teachers teach Literature in English the way they do? This qualitative case study was conducted in three underprivileged senior secondary schools in the Manzini region of Eswatini and was guided by the interpretive paradigm. Vygotsky’s social constructivist theory was employed as the study’s theoretical framework and data was generated through four methods namely: semi-structured Zoom interviews, audio recorded lessons, document analysis and focus group discussions through Zoom. Through qualitative methods of data analysis, three broad themes emerged. These were: literary competences taught in the Literature in English subject, approaches and instructional strategies used, and lastly reasons behind the participant teacher’s way of teaching. The literary competences taught were: content knowledge, language and critical thinking skills, and lastly values and attitudes. The participant teachers employed a number of approaches in their teaching which included: the eclectic approach, learner-centred approach, information-based approach, moral-philosophical approach, reader response approach, and the language-based approach. Teachers’ knowledge and belief on the effectiveness of their instructional strategies coupled with their desire to make a positive contribution to humanity influenced them to use learner-centred methods and taught skills, moral values and desirable attitudes to their learners. However, due to several reasons such as, learners’ poor English language proficiency, lack of resources, inadequate lesson preparation and time constraints due to the COVID-19 pandemic, their teaching was more teacher-centred. It was recommended that teachers strive to prepare well for their lessons and employ more learner-centred strategies, while schools and the Ministry of Education work jointly to avail basic resources such as the literary texts. It was also recommended that a larger study in a different context be conducted in order to get deeper insights in the phenomenon of teaching Literature in English. Iqoqa. Lolu cwaningo luhlose ukuphenya ngokufundiswa kwemibhalo yobuciko yesiNgisi ezikoleni ezikhethiwe zamabanga aphezulu esifundeni saseManzini eSwatini. Ucwaningo luhlose ukuphendula imibuzongqangi emithathu elandelayo: 1. Yimaphi amakhono okufundisa imibhalo yobuciko yesiNgisi afundiswa ezikoleni ezintathu ezikhethiwe? 2. Othisha bayifundisa kanjani imibhalo yobuciko yesiNgisi kulezi zikole ezintathu ezikhethiwe? 3. Kungani othisha befundisa imibhalo yobuciko yesiNgisi ngendlela abenza ngayo kulezi zikole ezintathu ezikhethiwe? Lolu cwaningo oluyikhwalithethivu futhi olungolwesimo lwaqhutshwa ezikoleni ezintathu zamabanga aphezulu esifundeni saseManzini kwelaseSwatini. Lezi zikole azinayo ingqalasizinda ngokwanele.Ucwaningo lungaphansi kwepharadaymu yomhumusho. Kusetshenziswe injulalwazi kaVygotsky i-Social constructivism njengensizakuhlaziya kulolu cwaningo. Imininingo yocwaningo yakhiqizwa ngalezi zindlela ezilandelayo: Izingxoxo ezisakuhleleka ezaqhutshwa ngobuchwepheshe beZoom; izifunjwana zothisha eziqoshiwe, uhlaziyo lwemibhalo kanye nezingxoxo zamaqembu. Ngobuchwepheshe be-Zoom, nangenxa yokusetshenziswa kwezindlela zokuhlaziya zocwaningo oluyikhwalithethivu, kwabe sekuvela izindikimba ezijulile ezintathu okuyilezi: amakhono okufunda imibhalo yobuciko esifundweni sesiNgisi, izindlela namasu okusetshenziswayo; kanye nezizathu zokwenza kothisha ekufundiseni imibhalo yobuciko yesiNgisi. Phakathi kwamakhono avelayo ekufundeni imibhalo yobuciko okwatholakala ukuthi ayafundiswa yilawa: ulwazi lwesifundo; yilokho okungamagugu emphakathini; nesimomqondo sabafundi. Othisha ababengabahlanganyeli babesebenzisa izindlela ezahlukene ekufundiseni imibhalo yobuciko yesiNgisi, okuhlanganisa: Indlela ye-eclectic, indlela yokugxila kumfundi kube nguye osemqoka esifundweni; indlela egxile ekunikezeni umfundi ulwazi; indlela ebhekelela ukuziphatha okwamukelekile kanye nesimilo esihle; indlela yokucatshangwa ngumfundi, kanye nendlela egxile olimini. Kwavela ukuthi ulwazi lukathisha kanye nezinkolelo anazo mayelana nokusebenza kahle wamasu nezindlela zokufundisa kwakuhambisana nentshisekelo anayo ekugqugquzeleni ubuntu kubafundi nokuyinto eyayidala ukuthi ezindleleni abazisebenzisayo othisha bagxile kumfundi, futhi basebenzise nezindlela ezithuthukisa amakhono okufunda imibhalo yobuciko kumfundi, ngenhloso yokugqugquzela ubuntu kuyena. Nokho-ke, ngenxa yezizathu ezahlukene, ezinjengokuba phansi kwamazinga abafundi ekwazini ulimi lwesiNgisi, ukuntuleka kwengqalasizinda, ukulungiselela isifundo okungenele kanye nokwentuleka kwesikhathi sanele sokufundisa ubunzima obalethwa wubhubhane lwekhovidi-19, ukufundisa kwabo kwakugxile ngqo kumfundi, njengoba othisha babethatha umfundi njengokuthi nguye ophakathi nendawo, nosemqoka esifundweni esifundiswayo. Ucwaningo luncoma ukuthi othisha bazilungiselele ngokwanele basebenzise nezindlela ezigxile kumfundi, ezibuka yena njengosemqoka lapho kusuke kufundiswa. Ngaphandle kwalokhu, ucwaningo luphinde luncome ukuthi izikole kanye noMnyango WezeMfundo kumele kusebenze ngokubambisana ekutholeni ingqalasizinda eyanele ezosiza abafundi, okuhlanganisa nezincwadi zokufunda. Ucwaningo luphinde luncome ukuthi kube khona ucwaningo olubanzi kunalolu, oluzobheka eminye iminxa esondelene nokufundisa kwemibhalo yobuciko yesiNgisi ukuze kutholakale ulwazi olujulile nesithombe esicacile mayelana nokufundiswa kwemibhalo yobuciko yesiNgisi, efundwa ngolimi lwesiNgisi.

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