Doctoral Degrees (Languages and Arts Education)

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A case study of the rise and decline of Arabic in the further education and training phase in selected KwaZulu-Natal muslim schools.
(2023) Dawood, Shaukat; Campbell,, Bridgette.
The rise of Arabic in Kwazulu-Natal is related to the relentless efforts of disenfranchised migrant Muslims who arrived in 1860. They believed a holistic Islamic identity requires balancing Islamic traditions and Academic excellence. Thus, Arabic was included as a school subject to further augment the Muslim school approach in 1975. However, in a period of unequal and segregated Apartheid education, Arabic faced numerous challenges to survive as a school subject. Likewise, post-Apartheid desegregation and the abrogation of state-aided Muslim schools resulted in the proliferation of Muslim schools and the migration of Arabic from public and state-aided to Independent Muslim schools. Concomitantly, Muslim schools pledged at the 1996 Islamisation Conference in Cape Town to renew the early Muslim school approach and transform them into enclaves of incubating an Islamic ethos via Islamic traditions. Despite the conference endorsing Arabic as an integrative component of Islamic traditions, from around 2006, Arabic as a school subject began its decline in South African Muslim schools. This study attempts to unravel the rise and decline of Arabic in KwaZulu-Natal schools, focusing on selected Muslim schools.
Changing management : a case study of power relations, culture and communication in industry with reference to a company town set-up : the Canestone Sugar Mill, 1960 to 1998.
(2002) Archary, Kogielam Keerthi.; Sienaert, Edgard Richard.
Sugar production in Natal agricultural estates and industrial mills began in the 1800's. The Canestone Sugar Mill and Estates (now 145 years old) which is the focus of this study, is still in operation although renovations and improvements have been done over the years. Initially the owners of these sugar farms in the Natal area employed Black labourers but soon realized that this method of cheap and available labour was not entirely suitable for their needs. In the late 1850's they initiated a process of change which saw the first group of Indian nationals arrive in South Africa in 1860. This group of people came specifically to work on these sugar farms; and their descendants, some now in their 5th generation, are still employed by the Canestone Sugar Company. With time, the standards of living have altered and the conditions of work have transformed. Thus, the level of communication has been modified and possibly improved. So the assumption can be made that there has been an element of change in existence. The following is an account of how the lives of the Canestone Sugar workers have been modified over the years with specific changes that took place from the 1960s to 1998. This thesis considers the world of Canestone from the 1960's to 1998, an area where sugar manufacturing in the North coast of Natal was extremely successful. The main intention of the work is to explain how a majority workforce of illiterate people was monopolised by a handful of literate people who used literacy and the art of writing to subjugate thousands of people into accepting, non-questioning beings. Account is taken of orality and general primary oral practices that were entertained by management whenever necessary. This thesis breaks new ground as the first detailed account of the challenges of change in a new-found democracy, described in an agrarian and industrial context. It also attempts to identify the way in which managerial changes in corporate environments can take place. In this dissertation I have compiled the many stories of the workers of the Canestone Sugar Company into one story. Against a backdrop of South African history of colonialism, apartheid and its new-found democracy, the Canestone Sugar Company reflects vestiges of the old era. In attitude, perception, and behaviour there are indications of this in the company; interviewees stated that "this is a white man's paradise "where "the black man had to pay for his head" and where many felt that the company "drank their blood, left them with their bones" and where they worked "worse than animals" until "their sweat turned into blood". I shall investigate the present status of the individuals of this multicultural working community. The individuals that I interviewed share a common work culture and they experience a subservient position as a result of the power dynamics that are in place. Van den Berghe looked at Canestone with an unbiased opinion and results of his work are the starting point of my discussion. His proposals, made in the early sixties, have not reached fruition as a great sense of dissonance still exists between the workforce and the management. This dissertation looks at how the Company has changed, and what role communication has played in the process.
Classroom talk : lowered affective filters and ESL proficiency in arts and culture classrooms.
(2007) Naicker, Shalina.; Balfour, Robert John.
This case study explores the impact of a specially designed programme of communicative strategies: role-play, group-work, pair-work, and information gap activities, on English second language proficiency. The aim of this programme is to promote teacher guided, constructive learner talk in the outcomes-based education (OBE) classroom. The case study, which took place in a multilingual secondary school in Durban, focused on four groups of Grade 8 learners in 2003, and the same four groups of learners in Grade 9 in 2004. This thesis presents an account of my research in three parts and nine chapters. Part I introduces and locates the study. Part 2 presents theory and evidence to support the core arguments presented, the design of the project, and its methodology. Part 3 focuses on the research process, the findings and the implications for future policy and practice. In Chapter 1 the key issues and questions for the exploration of pedagogical strategies for verbal interaction are presented. Language pedagogy in South African schools from the onset of the apartheid era to the present is reflected on, to show that past methods have disadvantaged ESL learners. The history of language policy and practice in African education in South Africa from 1948 to 2003 is reviewed in Chapter 2. The aim is to illustrate that language policy and practice can have a positive impact by lowering the Affective Filter of ESL learners. In Chapter 3 a review of research on English second language learning is offered to support the theoretical framework. The principles of pedagogy that inform the design of the Classroom Talk Programme are the focus of Chapter 4. Chapter 5 outlines a design for a Classroom Talk Programme and interactive tasks in three Units. Chapter 6 considers possible research methodologies, the quasi-experimental research process, the study context and the sample. Part 3 presents the findings of the CT Programme organized into themes. Chapter 7 focuses on the learner and educator perceptions of lowered Affective Filters and learner confidence and proficiency and the implications for assessment for progression purposes. The third theme, which is the focus of Chapter 8, is concerned with managing pedagogy and assessment in large 'multilingual' classrooms. Finally, Chapter 9 examines the issues surrounding micro school-based language policies and practices. The CT Programme is critically reflected on in relation to its advantages and disadvantages and what has been achieved in this case study.
The construction of egalitarian masculinities in the midlands of KwaZulu-Natal.
(2002) Rankhotha, Charles Sylvester.;
The political, historical and legal changes, which have taken place in our country since 1994, have challenged men and women to learn anew, to readjust and embrace change. Men and women have been forced to reexamine gender relationships and to embrace a new culture of 'gender equality' , which is enshrined in the Constitution. However, the idea seems to have taken some men by surprise, especially those who are comfortable in their hetero-patriarchal masculinity, which dominates and oppresses women and children. For this reason, these men have not only shown disappointment at this apparent loss of privilege, but they are also becoming confused about their masculine identity. In their attempt to try and hold on to hetero-patriarchal culture and to keep women in their 'rightful' place, they appeal for the restoration of the by-gone traditional values of ubuntu, which are largely informed by the same hetero-patriarchal culture. Above all, in their frustration and anger, these men have resorted to violence in which they abuse and rape women and children, whom they apparently blame for their loss of patriarchal masculinity. However, despite the fact that not all men are heterosexual, men as a group have been blamed for the prevailing violence and the attitudes which foster it. My research conducted for the purpose of resolving gender-based violence and finding an alternative masculinity among black men in the Midlands, KwaZulu-Natal, demonstrates that, despite their collective socialisation in the patriarchal culture of aggression, abuse and violence, some gay men tend to choose different values and forms of masculinity that depart from the 'normal ' culture , by embracing values of love, nurturing, and care for others. Unfortunately, South African communities have not always been able to appreciate gay masculinities and their contribution, but instead, they have condemned and ostracised them as un-African and traitors to ubuntu values . Thus, in my analysis of the life-histories of a group of ten black heterosexual and gay men, I highlight the positive contribution of some marginalised gay men, who are forging what I believe is a more egalitarian masculinity, characterised by qualities opposed to the aggressive, dominant and potentially violent nature of patriarchal masculinities. In brief, I argue that, in striving for gender equality and an end to violence against women and children in South Africa , heterosexual men must be challenged to focus on themselves and learn new ways of behaviour from the kind of egalitarian masculinity constructed by the group of gay men studied.
Contextualizing the use of biblically derived and metaphysical imagery in the work of Black artists from KwaZulu-Natal : c1930-2002.
(2003) Leeb-du Toit, Juliette Cecile.; Preston-Whyte, Eleanor.; Guest, William Rupert.; King, Terence Howard.
As art historians uncover the many sources and catalysts that have contributed to the emergence of black contemporary art in South Africa, one of the principal influences is that derived from the Christian mission churches and breakaway separatist groups - the African Independent Churches (AICs). Histories of African art have failed adequately to consider the art that emerged from these contexts, regarding it perhaps as too coerced and distinctive – merely religious art subject to the rigours of liturgical or proselytizing function. The purpose of this dissertation is to foreground this art and its position in the development of both pioneer and contemporary South African art and to identify the many features, both stylistic and thematic, which distinguish this work.
Critiquing representation : the case of an academic literacy course in an engineering faculty in a South African university.
(2012) Bengesai, Annah Vimbai.; Mgqwashu, Emmanuel Mfanafuthi.
What does it mean to be academically literate? Responses to this question have led to an explosion of research in the field of applied linguistics, yet the diversity of definitions proposed in the literature for the concept of literacy per se indicate that it continues to defy consensus. Literacy, and specifically by extension academic literacy, must thus be recognised as a contested field, with different meanings for different people and inevitable tensions between those taking positions on or affected by its practical implications. Accepting its contested status, this study sought to explore student representations of academic literacy, academic staff representations of academic literacy and associated academic staff representations of students insofar as these touch on specific concerns of academic literacy in an engineering faculty. The purpose of this exploration was to determine how these representations permeate academic practice and inform pedagogical practice and attitudes to learning. This led to the research thesis, that dominant discourses produce certain practices which can lead to social exclusion/inclusion of students. Such a thesis, allows for an examination of institutional practices of teaching and learning. To do this, I employed a multidisciplinary approach drawn from applied linguistics, sociology and philosophy. Consequently, I drew on theories from James Paul Gee, Pierre Bourdieu, Basil Bernstein and Jean Lave and Etienne Wenger to understand the socio-cultural context where representation occurs. An understanding of these discourses and epistemologies also necessitated an approach that probed participants‘ versions of reality. Consequently, this research was premised within a Critical Realist ontology whose central tenet is the recognition of tripartite framework of reality. Within this framework, reality is comprised of the domains of the real, actual and the empirical. The domain of the empirical relates to perceptions of experiences, while the actual is concerned with events that produce these experiences. The real is the domain of generative mechanisms, which if activated, produce the events and experiences in the other domains. Data was collected to correspond to these domains, with critical focus on the analysis of underlying mechanisms which reproduce social reality. To establish how the real relates to the other domains, Fairclough‘s critical discourse analysis was adopted.
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.
English studies and language teaching : epistemological access and discursive critique in South Africa.
(2007) Mgqwashu, Emmanuel Mfanafuthi.; Balfour, Robert John.
This study investigates ways in which English Studies at Rhodes University, the University of the Witwatersrand, the University of Natal, and the University of Sydney responded to linguistic and academic literacy needs of entrance level students. Both qualitative and quantitative data from these research sites are integrated with an autobiographical narrative based on my own personal experiences of learning English and in English at secondary and tertiary levels in South Africa. Dealing with data this way made it possible for my study to examine strategies through which different English departments negotiate the challenge of enabling students to access the discourse of the Discipline. I relied on the principles underpinning Genre Theory and Grounded Theory to engage critically with participants’ responses to interview questions and documentary evidence from research sites. It appears from the study that modules designed to develop students’ linguistic and/or academic literacy skills need not maintain a pedagogic practice that is either grammatical rules or academic writing and critique based, without an attempt to integrate the two. This separation is seen as artificial, and reflects pedagogic practices that tend to mystify the discourse of the Discipline of English Studies. Given the fact that not all students posses relevant cultural capital to negotiate meanings successfully within this discourse, many of them are excluded during lectures. Literature and research findings in this study indicate that this exclusion manifests itself when such students fail to choose grammatical structures according to the purpose for which they construct texts, both in speaking and in writing. Within this context, there is a need for an alternative model to inform theory, module design, and pedagogic practices in entrance level modules.
The experiences of teachers on the use of Shangani as the medium of instruction at three selected Chiredzi District schools in Zimbabwe.
(2016) Mhindu, Admire.; Nkosi, Zinhle Primrose.
The call for the use of the mother tongue in the education of children especially those at the elementary level has been a contentious issue since the 1953 UNESCO declaration on the use of the mother tongue as the medium of instruction. Several African governments are signatories to various declarations which advocate for MTE and Zimbabwe has come up with legislations on languages through the 2006 Education Amendment Act and the 2013 Constitution. However, I noted that no study so far has endeavoured to look into the experiences of teachers using African indigenous languages in general as mediums of instruction in Zimbabwe yet no change in the deployment system has been noted. The purpose of this study was to explore the experiences of teachers using Shangani as the medium of instruction at three selected Chiredzi District schools in Masvingo province of Zimbabwe. The study aimed at answering three research questions: 1. What are the experiences of teachers on the use of Shangani as the medium of instruction from three selected Chiredzi District Schools? 2. How are teachers affected by their experiences of teaching through the Shangani medium in three selected Chiredzi District Schools? 3. Why do teachers experience the use of Shangani as medium of instruction in Chiredzi District Schools the way they do? The study was conducted at three predominantly Shangani schools in Chiredzi District. 15 elementary level teachers at the three schools participated in the study. The study is a qualitative case study informed by the interpretivist paradigm. Observation, semi-structured and focus group interviews were used for data gathering. The study uses qualitative methods for data analysis. The study was informed by Phillipson’s Theory of Linguistic Imperialism as well as Gramsci’s Hegemony Theory. Six major themes emerged from the findings. The first theme; challenges facing Shona speaking teachers in the implementation of Shangani medium of instruction, indicates the Shona speaking teachers in the three schools lack proficiency in the Shangani Language. As a result they make mistakes when speaking the Shangani language which in turn causes pupils to laugh at them leading to their humiliation. The second one is on the Ministry of Primary and Secondary Education’s (MOPSE) lack of commitment towards the use of Shangani as the Medium of Instruction, revealing that teachers were not trained in Shangani and that MOPSE is not even making a follow up to the policy to ensure its implementation. The third theme is on the Ministry of Higher and Tertiary Education’s lack of commitment towards the use of Shangani as the MOI where findings reveal that colleges in the province have not yet started training teachers for the use of Shangani as the MOI. The fourth one is on shortage of teaching resources, which shows that the textbooks for the different content areas are still in the English Language, meaning that teachers have to translate content from English to Shangani and back to English because pupils are still examined in English. The fifth theme; the advantages of being proficient in Shangani, shows that the Shangani speaking teachers are better placed to implement the policy on the use of Shangani as the MOI as they can meaningfully communicate with their learners using the language. The sixth theme on negative attitudes of some administrators on the use of Shangani as MOI shows that these are impeding the implementation of the policy as teachers get discouraged from using Shangani by the negative comments that come especially from the administrators. Findings of this study are indicative of the fact that, the policy on the use of Shangani as the MOI is minimally implemented in the three schools; it is still a word of mouth owing to a variety of challenges. From these findings I concluded that, lack of political will to support Mother Tongue Education policies largely contributes to failure of such policies. The major recommendation is that African governments should begin to appreciate the diversity in humanity and come up with feasible policies that would see minority language children receiving instruction in their mother tongues especially at the elementary level.
An exploration into the pedagogy of teaching reading in selected foundation phase isiZulu home language classes in Umlazi schools.
(2011) Nkosi, Zinhle Primrose.; Buthelezi, Thabisile M.; Ndimande-Hlongwa, Nobuhle Purity.
The problem of poor reading levels among South African students is still prevalent at all levels of education. Attempts to eradicate the problem through various means, for example, Foundations for Learning Campaign, Readathon Campaign, National Strategy for Reading, and many more have been made, yet to date no observable improvements have been noted. The purpose of this study is to explore the teaching of reading in isiZulu home language classrooms. The study aimed to answer three research questions: (i) What do foundation phase teachers say about teaching reading in isiZulu home language classes? (ii) How do foundation phase teachers teach reading in isiZulu home languages classes?, and (iii) Why do foundation phase teachers teach reading in isiZulu home language classes in the way they do? The study is conducted at Umlazi, an African Township, where isiZulu is the language spoken in the community and is the language of learning and teaching in all foundation phase classrooms. The research sites are two schools, in the same area. The participants of the study are eight teachers, all mother tongue speakers of isiZulu. There are six teachers in one school, and two from the other school. The children taught are also speakers of isiZulu. The study is a qualitative case study, situated in the constructivist paradigm. Semi-structured interviews; observations as well as document analysis are used as data collection methods. The study uses qualitative methods for the analysis of data. Vygotsky’s (1978) social-constructivist theory is used as a theoretical framework, and a conceptual framework is also developed for data analysis. Eight themes emerge from the findings. The first theme; content taught, is found to focus on the teaching of sounds and words, taught in isolation. The second one; ways of teaching, seem to be the phonic and look and say methods, which are due to beliefs that teachers have about them. The third one; reading resources is seen to be lacking in both schools, and teachers are seen to rely on traditional resources for the teaching of reading. The fourth one; context in which reading is taught, appears to be not conducive to the children’s reading development. Fifth; assessment of reading; is indirect. This means that teachers use written tasks, and not reading activities to assess reading. The sixth; aims of reading; is found to be on writing accuracy and not on reading for comprehension. The seventh; teachers’ beliefs; are the reasons for teachers’ actions and sayings. The last one; teachers’ attitudes towards isiZulu, are found to be the most dominant predicament, as teachers themselves see isiZulu as a problem, and prefer English rather than isiZulu. Findings of the study indicate that, teachers are highly influenced by their beliefs, the aspect which impacts on the ways they teach reading in isiZulu home language classrooms. Secondly, teachers do not adequately encourage children to read in isiZulu because of their bias towards the English language. The third finding is the lack of resources for the teaching of reading in isiZulu home language. It is concluded that isiZulu home language learners in such schools are not able to read because the problem starts at a very elementary level, in the foundation phase, and the problem is carried over into their whole academic life. Inkinga yamazinga aphansi okufunda okubhaliwe kubafundi baseNingizimu Afrika yinto ekhungethe onke amazinga emfundo. Nakuba iminingi imizamo esizanyiwe ukulwa nale nkinga, kuze kube manje bekungakabi bikho mibiko ebika ubungcono. Lapha ngingabala imizamo yaseNingizimu-Afrika efana ne-Foundations for Learning Campaign, Readathon Campaign, National Strategy for Reading. Inhloso yalolu cwaningo ukubheka ukufundiswa kokufunda okubhaliwe olimini lwasekhaya lwesiZulu emabangeni aphansi. Ucwaningo luhlose ukuphendula imibuzongqangi emithathu elandelayo: (i) Othisha bamabanga aphansi bathini ngokufundisa ukufunda okubhaliwe emabangeni aphansi esiZulu njengolimi lwasekhaya? (ii) Othisha bamabanga aphansi bakufundisa kanjani ukufunda okubhaliwe emabangeni esibili nelesithathu emakilasini esiZulu njengolimi lwasekhaya? (iii) Kungani othisha bamabanga aphansi befundisa ukufunda okubhaliwe ngendlela abakwenza ngayo? Ucwaningo lwenziwe elokishini lama-Afrika laseMlazi, lapho isiZulu siwulimi olukhulunywa emphakathini, kanti nasezikoleni zamabanga aphansi kusetshenziswa sona njengolimi lokufundisa. Ucwaningo lwenziwe ezikoleni ezimbili ezisesigcemeni esisodwa. Bayisishiyagalombili othisha ababe yingxenye yocwaningo, bayisithupha kwesinye isikole, kanti kwesinye babili. Ucwaningo lulucwaningo lobunjalo besimo (qualitative case study), ngaphansi kwe-social constuctivist paradigm. Kusetshenziswa izingxoxo ezisakuhleleka (semi-structured interviews), ukubukela othisha befundisa (observations), kanye nendlela yokuhlaziya imibhalo njengezindlela zokuqoqa ulwazi locwaningo. Ucwaningo luphinde lusebenzise izindlela zocwaningo lobunjalo besimo ukuhlaziya ulwazi olutholakele. Kusetshenziswa insizakuhlaziya kaVygotsky (1978) njengohlaka lwenjulalwazi kanye nohlaka lwemicabango ukuhlaziya ulwazi olutholakele. Kugqama izindikimba eziyisishiyagalombili olwazini olutholakalayo. Kukhona emayelana nokufundiswayo lapho kufundiswa ukufunda okubhaliwe. Lapha kuvela ukuthi othisha bafundisa imisindo namagama nemisho emifushane, okufundiswa kuzihambela kodwa; ngamanye amazwi kungasukeli embhalweni. Enye imayelana nezindlela namasu okufundisa ukufunda okubhaliwe. Lapha kuvela ukuthi othisha bafundisa ngendlela yokufundisa ngemisindo, bayihlanganise nendlela yokubuka-usho (look-and–say method). Enye imayelana nezinsizakufundisa zokufunda okubhaliwe, okubonakala ziyindlala kuzo zombili izikole, kanti futhi ukusetshenziswa kwazo kuncikene nezinkolelo othisha abanazo. Enye imayelana nendawo okufundelwa kuyo ukufunda okubhaliwe, okutholakala kungagqugquzeli kangako ukuthuthuka kwengane ekufundeni imibhalo yesiZulu. Enye imayelana nokuhlolwa kokufundiswa kokufunda okubhaliwe. Lapha kuvela ukuthi ukuhlola kwenzeka ngendlela engaqondene nokufunda okubhaliwe, ngoba ukuhlola ukufunda okubhaliwe kwenzeka ngokuthi abafundi benze imisebenzi ebhalwayo, efana nesibizelo nokunye. Enye yezindikimba imayelana nenhloso yokufunda okubhaliwe. Lapha kubonakala ukufunda okubhaliwe kungenanhloso yokufunda ngokuqondisisa umbhalo ofundwayo, kodwa kunalokho kube ukubhala ngokucophelela, ‘ngendlela enembayo’ (writing accuracy). Enye indikimba imayelana nezinkolelo othisha abanazo ngokufundisa ukufunda okubhaliwe. Lokhu kubonakala kuyisona sizathu kwabakwenzayo nabakushoyo othisha ngokufundisa ukufunda okubhaliwe. Kanti enye imayelana nokuzenyeza kothisha ngolimi abalufundisayo lwesiZulu. Lapha othisha babonakala besibukela phansi isiZulu kodwa bencamela isiNgisi. Imiphumela yocwaningo ikhombisa ukuthi abakushoyo nabakwenzayo othisha kungenxa yezinkolelo abanamathele kuzo, okuyizona ezinomthelela ezindleleni abazisebenzisayo lapho befundisa ukufunda okubhaliwe. Okwesibili ukuthi othisha abazilekeleli ngokwanele izingane ukuba zithuthuke ekufundeni okubhaliwe olimini lwesiZulu, ngenxa yokuchema nesiNgisi. Okwesithathu ukuthi izinsizakufundisa zolimi lwesiZulu ziyindlala kuzo zombili izikole. Ngakho-ke ucwaningo lusonga ngokuthi kusho ukuthi abafundi bakulezi zikole banenkinga yokufunda okubhaliwe olimini lwesiZulu nje yingoba inkinga iqala emabangeni aphansi, besebancane, bakhule baqhubeke nayo impilo yabo yonke emfundweni.
An exploration of lesbian and gay students experiences at a technical and vocational education and training in Harry Gwala district in Kwa-Zulu Natal.
(2022) Zincume, Alfred Khayalethu.; Sheik, Ayub.
The purpose of the study is to explore the experiences of lesbian and gay students at a Technical and Vocational Education and Training (TVET) College in a rural town of Kwa- Zulu Natal. The aim of the study is to understand how lesbian and gay students define being gay, how they are being treated and how they navigate in those spaces of discomfort within and beyond the college. The study looks at the treatment of students at the TVET College in Uzimkhulu, a rural town, in Kwa-Zulu Natal. This is a qualitative study and narrative inquiry design was also used for the study. Nine participants were sampled for the study through snowball sampling, six girls and three boys, who identified themselves as lesbians and gays. Semi-structured, focus group and visual methodology interviews were used as a tool for data generation. During the interviews the participants were asked questions about their experiences within and outside the college. Data were sorted and classified according to categories and themes. The study found that the participants understood what it means to be gay. The study also revealed that the majority of participants experienced difficulties when they come out to their parents, friends and community members. Some of the lesbian and gay students hide their sexual orientation because they avoid to be kicked out from their families. The study also reported that conservative nature of communities and social relations in the rural area pose an added difficult to gay and lesbian student. Patriarchy is more dominant and the community is under control of chiefs and this type of community has a strong anti-gay views and the conception that homosexuality is un-African. The study also revealed that there is an interpersonal conflict among gay groups because there are those members within the group who like to dominate like “butch”. Church also frowns upon homosexuals because church believers believe that it is contrary to the teachings of the Bible. College can help to create a welcoming environment for students and if all stakeholders involved play their role. College should establish non-discriminatory policy that protects discrimination based on sexual orientation and gender identity expression. Community members and parents should give support to all people who identified themselves as lesbians and gays and staff should support students in their academic exploration of LGBT issues.
Exploring how secondary school teachers of English in Ogun state, Nigeria, teach students to read for comprehension.
(2024) Adedoyin , Adeyiga Abisoye.; Ngcobo , Nokukhanya.; Mhlongo, Bonakele.
This study contributes to the literature on the teaching of reading for comprehension by adding to scholarship on how English as a Second Language (ESL) teachers in Ogun State, Nigeria, taught It looked at the methods used by ESL teachers to teach reading comprehension, as well as the reasons behind their chosen approaches to the subject. The study, which was qualitative in nature, oriented to Vygosky’s (1978) sociocultural theory. It utilised an interpretative paradigm to explore the lived experiences and perceptions of selected secondary school English Language teachers. Semi-structured interviews, classroom observations, and focus group discussions were used to generate data among nine English Language teachers from four purposefully selected secondary schools in Ikenne Local Government Area of Ogun State, Nigeria. Data were analysed using thematic analysis. The results showed that while some teachers had a basic understanding of teaching reading for comprehension by viewing it as little more than understanding a passage, others had an advanced understanding of teaching reading for comprehension which manifested in their use of prior knowledge activation, summary, questioning, and visualisation strategies. The study shed light on the challenges teachers encountered when teaching reading for comprehension, such as lack of basic amenities, lack of teaching resources, teacher shortage, large class sizes, and lack of time allocated specifically for teaching reading for comprehension. Additionally, the results demonstrated how the curriculum and syllabus impacted the teachers' teaching of reading for comprehension. The results also showed that there were insufficient textbooks and no access to libraries. The findings showed that the government, parents, and students all have an impact on how reading comprehension is taught in schools. Several recommendations were made to increase the efficacy of the teaching of reading comprehension in ESL secondary classes in Ogun State, Nigeria. The study recommends employing a variety of techniques, forming a team to oversee reading comprehension, and allocating additional funds. It also highlights how important it is for curriculum designers and textbook writers to produce interesting and developmentally relevant content to enhance student learning. Lastly, it recommends building more classrooms to reduce class sizes.
Exploring literacy practices : a case study of a peri-urban primary school in the Pinetown District ; KwaZulu-Natal.
(2015) Ramdan, Shamitha.; Sheik, Ayub.
This research project specifically focused on understanding the literacy practices of three grade three educators in a peri-urban school, who are entrusted with the task of promoting and mediating literacy acquisition and development among the learners. In order to supplement the data from the educators, this study also investigated learner’s performance in literacy as well as various other aspects of the literacy environment which influenced the performance of the learners in literacy development. The selected research site was one peri-urban primary school in the Pinetown District, Phoenix Region in Kwa-Zulu Natal. This research has attempted to answer questions relevant to learners’ attitudes and experiences in the development of reading and writing practices, how educators develop reading and writing competencies at the school, what their reasons were for choosing certain approaches, how Government literacy policies were implemented in practice in the classroom and what assistance the educators received for developing literacy effectively. Within a case study approach, a mixed methods research design was used because data was collected through qualitative and quantitative methods in an interpretative paradigm. The findings revealed that while educators made use of a number of teaching methods and approaches to teach literacy in their classrooms, a socio-cultural approach to literacy was lacking. The results of this study call for a broadening of the definition of literacy, to one that acknowledges the socio-cultural background of all the learners in their care, to develop a literacy disposition that will prepare individuals adequately for a competitive and changing world. The results were also presented to highlight the gravity of other problems that educators had encountered in the sample school and in general in literacy teaching and implementation. Hopefully this project will serve as a catalyst for the sample school to review policies, amend curriculum changes and debate appropriate methods and approaches to promote effective literacy teaching and the actual implementation of reading and writing skills across the curriculum, while taking into account some of the suggestions offered in this study.
Factors affecting fluctuating language results at matriculation level: how principals at ten schools in the Harry Gwala district of Kwazulu-Natal explain the phenomenon.
(2022) Coetzee, Morne Johan James.; Pillay, Ansurie.
English has become the language of instruction in many South African schools despite most learners not being first-language English speakers. This phenomenon is not unique to South Africa. In the Harry Gwala district, KwaZulu-Natal, where this study was conducted, many schools, with predominantly IsiXhosa- or isiZulu-speaking learners are expected by the Department of Basic Education to achieve a 100% pass rate in English first additional language at the matriculation exit-level examination; however, this expectation has not always been realised. At the sampled schools, English is both a subject and the language of instruction for all subjects. Although using the same curriculum, several schools in the sample achieved the expected 100% pass rate in English first additional language for five or more consecutive years, while others did not. This thesis aimed to explore the factors affecting the results at matriculation level. To obtain answers, school principals at ten schools in the designated area were asked to explain the phenomenon. Using an interpretive paradigm, qualitative approach, and case-study design, and generating data through interviews, questionnaires, and schools’ subject improvement plans (SIPs), the study engaged with the principals to explore their insights. The study revealed that numerous factors contribute either to the success or failure of schools’ results, and their ability to achieve the set targets. The study found that principals explained results by considering the management of the education process, including class sizes, teacher qualifications, and the resources available. It became clear that principals understood the factors that shaped the results. Principals were influenced by their experiences and practices as principals, together with the contextual realities of their schools. While target-setting, rewarding academic performance, and pursuing outside partnerships were highlighted as measures to improve English results, many SIPs to improve English results appeared to be cosmetic. Of concern was the choice of languages at various stages of learners’lives determined by schools language policies, as well as the preferences of the communities for English as a subject and as the language of. instruction. What became clear is that mother-tongue proficiency, a prerequisite for future linguistic development, was not enabled for learners in many of the sampled schools. Keywords: Basic Interpersonal Communication Skills (BICS) English results appeared to be cosmetic. Of concern was the choice of languages at various stages of learners’ lives determined by schools’ language policies, as well as the preferences of the communities for English as a subject and as the language of instruction. What became clear is that mother-tongue proficiency, a prerequisite for future linguistic development, was not enabled for learners in many of the sampled schools.
Gender attitudes towards feminist literature : lecturers' and students' engagement with feminist literary texts at a university in Zimbabwe.
(2016) Chindedza, Winnet.; Sheik, Ayub.
The study reports on a qualitative study of the views of university lecturers and students on the feminist literary texts they engaged with at a selected university in Zimbabwe. Through the lenses of the feminist and critical paradigms, the thesis examined how university lecturers and students react to feminist ideologies that are observable in the feminist literary texts they engaged with vis-à-vis their patriarchal orientation. Their reactions to feminist ideologies were viewed from the reader response theory perspective. From a liberal feminist perspective, the study suggests the need to add more feminist literary texts in the selected university’s undergraduate English curriculum. The study utilised informal conversations, semi-structured interviews, observations and document analysis as methods of gathering data. The study found that lecturers’ and students’ views towards feminist literary texts were influenced by several factors which are: patriarchy and socialisation, consciousness, religion, generational cohorts and education. The study recommends that lecturers take into consideration the addition of more feminist literary texts in the university undergraduate English curriculum because these feminist literary texts address important gender issues that are topical in this generation of feminism.
Grade 4 english first additional language teachers’ experiences of teaching listening comprehension skills: a case study of selected schools in the Ugu district in Kwazulu Natal.
(2023) Mzobe , Cleopatra Musa.; Nyika , Nicholus.
Listening for comprehension is one of the fundamental skills in language learning. It is crucial because it interacts with other language skills such as speaking, reading, and writing. Teaching and learning methods across all subjects need to consider the central role of listening comprehension in language acquisition. However, it has been noted that listening comprehension is the most challenging skill to teach to English First Additional Language (EFAL) learners. This research aimed to contribute to the existing literature on the experiences of EFAL teachers when teaching listening comprehension to Grade 4 learners. The study focused on exploring the experiences of EFAL teachers in the Ugu district as they taught listening comprehension skills to Grade 4 learners. Guided by Schema Theory, this qualitative case study examined the experiences of seven female Grade 4 EFAL teachers in the Ugu district as they navigated the complex task of teaching listening comprehension. Using classroom observations, semi-structured interviews, and document analysis, the study identified four key themes: rote teaching, the use of resources, instructional techniques for teaching listening comprehension, and challenges affecting the effective teaching of listening comprehension. Rote teaching was highlighted as a significant strategy for activating learners' background knowledge and enriching vocabulary. The second theme emphasised the importance of using diverse resources, particularly visual aids, to create an immersive learning environment. The third theme focused on instructional techniques, revealing innovative approaches that go beyond traditional methods, enhancing engagement and comprehension in the learning process. The final theme uncovered various challenges faced by teachers in teaching EFAL. The research provides insights that can be used to address obstacles that hinder the effective teaching of listening comprehension. While the study specifically targeted Grade 4, its findings have broader implications for teaching and learning in content subjects. The researcher advocates for mandatory English training for all teachers, recognising the pivotal role language plays in effective teaching. Additionally, the study highlights the importance of creating dynamic and engaging learning environments and recommends that the Department of Education provide essential audiovisual resources. Lastly, the call for more listening programmes in primary schools underscores the importance of fostering active listening skills from an early educational stage, contributing to comprehensive language development.
An investigation into postgraduate students’ experiences of academic writing: a case study of a university in Nigeria.
(2020) Akinmolayan, Emmanuel Seun.; Bengesai, Annah Vimbai.
The process of producing academic text, especially at the postgraduate level is challenging for non-native speakers of the English Language. Although there is a robust body of literature globally which has sought to understand this phenomenon; the same cannot be said about Nigeria, as academic writing in general and postgraduate academic writing seems to be an underexplored area. The available research has tended to focus on school literacy, grammar and diction with little attention being paid to the situatedness of academic writing as a form of literacy. Thus, there remains an apparent gap in the status of knowledge in this field in Nigeria, which this study sought to fill by examining postgraduate students‟ experiences of writing as a form of academic literacy. Specifically, the study explored how academic literacy and academic writing is conceptualised in two departments within a Nigerian University. The study was framed within a socio-cultural view, which sees academic literacy, including research writing as a socially situated practice. Theoretically, Gee‟s typology of d/Discourses, Bourdieu‟s cultural capital and Lave and Wenger‟s Communities of practices were used to understand students‟ experiences. Using a multi-paradigmatic approach, and Critical Discourse Analytical frame, this study revealed that there was no systematic focus on research writing in this university. The focus was rather on thesis as a product. When the process of writing was addressed, it was mainly in a deficit mode where students‟ deficiencies were addressed. In addition, the study also found the dominance of the traditional supervision model. Even though, some students indicated that they found this to be useful, the argument made in this study is that the approach does little to move students from the disciplinary periphery to an expert status in a community of practice. Therefore, it is recommended that, in line with advancements elsewhere, newer supervision models be adopted, which move away from the focus on the thesis, to a pedagogy of training students to be competent writers.
An investigation into Saudi Arabian final-year student teachers’ preparedness to teach English as a foreign language.
(2022) Elshamy, Ahmed Abdelkader Mohammed.; Sheik, Ayub.
This study aimed to investigate final-year English major Saudi student teachers’ perceptions of preparedness as well as their actual preparedness to teach English as a Foreign Language after their graduation. Previous work did not address student teachers’ perceptions of preparedness to teach after graduation. An interpretive qualitatively dominant approach was used to explore the student teachers’ preparedness to teach English. A case study design was employed using four data generating strategies: a predominantly qualitative questionnaire; the Cambridge Teaching Knowledge Test (TKT); focus group discussions; and interviews with four teacher participants. The questionnaire and the group discussions revealed that most year-four student teachers perceived themselves as being prepared to begin teaching after graduation. Also, most student teachers ascribed their preparedness to start teaching to their teachers who helped them form their positive perceptions of preparedness to teach. Other student teachers attributed their perceptions of preparedness to teach English to the courses they studied during the four-year programme. In addition, most year-four student teachers were found to be unprepared linguistically (as per what they wrote in the questionnaire and what they said in the group discussions) to start teaching English. Student teachers’ teaching ability was assessed via the TKT which proved that most of the student teachers fall into Band 2 (as per the established Band Descriptors) which means that their teaching knowledge is satisfactory. Besides, student teachers were found to be unprepared pedagogically because most of what they studied in their English language programme only related to the English language, its literature, and Arabic and English translation courses, not to teaching methods courses. The interviews revealed that student teachers were not fully prepared to teach English as a Foreign Language. Although some of the student teachers were perceived to be prepared linguistically, most of them were perceived to be unprepared pedagogically to begin teaching. Most of the interviewees stated that the English language programme had not adequately prepared student teachers to start teaching because its focus was on language and translation, not on teaching. Almost all interviewees suggested a training programme through which student teachers can be trained on how to teach and practice teaching. The interviewees' suggestions for student teachers ranged from doing a certificate or a diploma like Cambridge CELTA and DELTA or their equivalents and volunteering for a semester or two to observe and shadow other experienced teachers in their classes.
Inzukaziyeki yokufunda nokufundiswa kwesizulu ulimi lwesibili emabangeni akhaphezayo (4-6) ezikoleni ezisesiyingini saseMlazi, KwaZulu-Natali.
(2020) Khohliso, Xolani David.; Buthelezi, Thabisile Makhosazana.
Ukufunda nokufundisa ulimi lwesiZulu ezikoleni zaseNingizimu Afrika kusabukeka kunezingqinamba eziningi ezidalwa ukuthi siwulimi olwalucindezelwe ngesikhathi sobandlululo. Ukuhlelwa koHlelo lwezifundo nakho kubukeka kungadlali indima etheni ekulekeleleni ukuba isiZulu sifundiswe ngendlela ezothuthukisa abafundi futhi baphumelele ngokwezinga lolwazimfundo. Ngakho-ke lo mqingo wethula ulwazi olutholakele maqondana nocwaningo oluphenye ngenzukazikeyi yokufunda nokufundiswa kwesiZulu uLimi lwesiBili ezikoleni ezixube izinhlanga emabangeni akhaphezelayo. Lolu cwaningo lwenziwe ezikoleni ezixube izinhlanga ngenhloso yokuphenya ngokwenzeka emakilasini esiZulu uLimi lwesiBili ngesikhathi sokufunda okuholela ekungaphumelelini kwabafundi ngendlela elindelekile. Ulwazi olutholakele ngiluhlaziye ngisebenzisa uhlaka lwenjulalwazi—iNjulalwazi kaKrashen (1981) yokuthola uLimi lwesiBili. Ngibe sengiyihlobanisa nohlaka lwemicabango ethinta ezinye izingxenye zalolu cwaningo ngenhloso yokuhlaziya lonke ulwazi okutholakele. Umklamo nezindlela zocwaningo ezilandeliwe ngesikhathi kwenziwa lolu cwaningo, yizona ezikhiqize imiphumela ehlabahlosile. Lolu ucwaningo lobunjalo botho ngoba bengihlose ukuqoqela ulwazi kubahlanganyeli abahlala kuleso simo nsukuzonke. Ngibe sengilandela indlelande ye-ethinografikhi ngenhloso yokuthi ngifunda ukuchitha isikhathi esanele ensimini ukuze ngikhiqize ulwazi olukholekayo ngocwaningo. Ngisebenzise ipharadayimu yokuhlolisisa ngoba lolu cwaningo belubheka ubuqiniso bokunto nobukhephukhephu bokufundiswa kwesiZulu uLimi lwesiBili ukuze ngiqhamuke nokungaguqula isimo. Ngikhiqize ulwazi lwenhlololwazi ezikoleni eziyisikhombisa lapho ngicaphune khona othisha ababili isikole ngasinye okwenza isamba sothisha abayishumi nane ngaphinda ngayothamela izifunjwana zabo emakilasini. Ngiphinde ngenza inhlolovo yohlamibuzo ezikoleni ezingamashumi ayisithupha nane ngaphinde ngabheka izincwadi ezisetshenziswa othisha kanye nemiqulu yoMnyango WezeMfundo. Lolu cwaningo ludalule ukuthi kunenzukazikeyi yokulahleka kolimi kubafundi besiZulu uLimi lwesiBili ngenxa yokuthi ekilasini elilodwa kuhlangene abafundi abasemazingeni angalingani olwazi lwesiZulu. Lokho kwenza othisha bagcine begxile kakhulu kubafundi abanolwazi oluntengayo okuholela ekutheni abafundi osiZulu ulimi lwabo lwaseKhaya bagcina bezuze kancane olwazini olusha ngesikhathi sokufunda kanti futhi ikhono lokubhala ilona elisantuleka kakhulu kubafundi. Kuvelile ukuthi othisha bantula ulwazi ngezinhlotshana zolimi kanti kunenkinga futhi yokusweleka kwezinsizakusebenza zesiZulu uLimi lwesiBili, lokho okwenza kube nzima ukusebenza ngempumelelo kothisha. Uma kubhekwa imibhalo kuvele ukuminyana kohlelo lomsebenzi enqubomgomeni yesiZulu uLimi lwesiBili okuholela ekuxakekeni kothisha ngohlelo lomsebenzi nesikhathi sokusebenza kanye nokuxakaniseka kothisha ngemisebenzi yokuhlola okuhlelekile. Lolu cwaningo ludalule ukwentuleka kwamasu nezindlela zokufundisa isiZulu uLimi lwesiBili kothisha okuholele ekutheni bagcine sebefundisa ngomphonse wendlela yomhumusho wohlelolimi Ngakho-ke kulolu cwaningo ngiphakamisa indlela eyisifanekiso esixoxa ngamazinga abafundi abadlula kuwo ukuze bafinyelele ekuqondeni isiZulu uLimi lwesiBili ngempumelelo. Engxoxweni yalesi sifanekiso ngibe sengiqondanisa izinga nezinga namabanga ezikole kusukela enkulisa kuze kufinyelele kumatikuletsheni. Lesi sifanekiso singaba usizo kakhulu ohlelweni lwezifundo zoMnyango WezeMfundo kanye nendlela othisha abafundisa ngayo ezikoleni ezixube izinhlanga kanye nezifundisa isiZulu uLimi lwesiBili.
Izindlela namasu okufundisa izingcezu zenkulumo esifundweni isiZulu ulimi lwasekhaya esigabeni semfundo nokuqeqesha okuqhubekayo ezikoleni zaseMhlathuze.
(2024) Gumede, Nontobeko Bongi.; Ntshangase, Sicelo Ziphozonke.
Kulolu cwaningo bekucutshungulwa izindlela namasu asetshenziswa ngothisha besiZulu uLimi Lwasekhaya ukufundisa izingcezu zenkulumo esigabeni sokufunda nokuqeqesha, ngokugxila ebangeni leshumi neleshumi nanye. Luphinde lubheke ukuthi othisha bazisebenzisa kanjani lezi zindlela uma befundisa, nokuthi yiziphi izizathu zokuba basebenzise zona futhi nangendlela abazisebenzisa ngayo. Imininingo ikhiqizwe kubahlanganyeli abayithupha ezikoleni ezintathu zaseMhlathuze ezisesifundeni saseKing Cetshwayo. Kwaqokwa ngokwenhloso abahlanganyeli ababili isikole ngasinye ngoba bafundisa isiZulu uLimi Lwasekhaya emabangeni ayehlonziwe. Kuthathwe isikole esisodwa esisemakhaya, esisodwa esiselokishini kanye nesisodwa esisedolobheni ukuze kukhiqizwe imininingo eyingxubevange. Lolu cwaningo luyinhlanganisela yekhwalithithethivu lubuye futhi lube ngolwesimo kanti lusebenzise ipharadaymu yomhumusho. Lapha kusetshenziswe izindlela ezine ukukhiqiza imininingo; okuyizingxoxo ezisakuhleleka, ukwethamela izifunjwana, izingxoxo zamaqembu kanye nokuhlaziya amadokhumenti, okungamalungiselelo ezifunjwana. Imininingo ekhiqiziwe ihlaziywe yaphinde yahlelwa gokwezindikimba. Imiphumela yocwaningo ihlaziywe kusetshenziswa injulalwazi kaVygotsky (1978) iSocial constructivism. ISocial constructivism iveza ukuthi ukufunda okuyimpumelelo yilapho umfundi eba yingxenye okwakhiwa kolwazi ngesikhathi sokufunda nokufundisa. Le njulalwazi igcizelela izigaba ezintathu zokukhula komfundi ngokolwazi: Yilapho umfundi engakazi lutho, yilapho enolwazi olungenele bese kuba yilapho engasancike kumuntu esekwazi ukuzimela ngolwazi analo. Injulalwazi yeSocial constructivism igcizelela ukuxoxisana nokuthi abafundi bazuza ulwazi olusha ngokuthi baxoxisane. Imiphumela yocwaningo iveza ukuthi izindlela ezigqamile ezisetshenziswa ngothisha ukufundisa izingcezu zenkulumo, indlela yokubuza nokuphendula, indlela yokutshela, indlela yokuxoxa, indlela yokubumba umthetho wohlelo lolimi, indlela yokubuka ngokuqaphelisisa kanye nendlela yokuphindaphinda. Amasu agqamile asetshenziswa ngothisha uma befundisa izingcezu zenkulumo yisu lokuqhathanisa, lokuqoqela ndawonye kanye nelokusabalalisa ulwazi. Othisha babonakale bethembela kakhulu kulezi zindlela namasu okufundisa, ikakhulukazi asebenza kangcono yilawa enza abafundi babe yingxenye nabo yokwakhiwa kolwazi. Imiphumela yocwaningo iveza nokubaluleka kokusetshenziswa ngempumelelo kolwazi lwangaphambili. Injulalwazi iSocial constructivism iyakweseka kakhulu ukusetshenziswa kolwazi lwangaphambili esifunjwaneni sosuku. Imiphumela yocwaningo ikuvezile ukuthi othisha nakuba bezisebenzisa izindlela ezahlukene zokufundisa, kusekhona okushodayo futhi bayadinga ukulekelelwa uMnyango weMfundo Eyisisekelo ngoba bayakudinga ukwesekwa ngokuqeshwa okuqhubekayo, ikakhulukazi ngoba isimo sezemfundo sibuye siguquke ngokuphuthuma, bayakudinga nokwesekwa ngezinsizakufundisa ezifanele. Othisha babuye babhekane nenkinga yokuthi abafundi banokusibukela phansi isiZulu ngenxa yomthelela wolimi lwesiNgisi esiqhakanjiswa kakhulu ezikoleni nasemakhaya, yingakho abafundi besishaya indiva lesi sifundo ngoba banokuzitshela ukuthi asisona isifundo esibalulekile, bese benganaki ngendlela abalindeleke ngayo. Lokhu kukodwa nje kudala izinkinga zokuthi abafundi bangakwazi ukuphumelela kahle esiZulwini uLimi Lwasekhaya. ENGLISH ABSTRACT: This research study reports on the methods and strategies that are employed by isiZulu Home Language teachers in selected schools to teach parts of speech in the Further Education and Training (FET) Phase, by focusing on Grades 10 and 11. The study explored how isiZulu teachers utilise these pedagogies and strategies and why they use them the way they do. Data were generated from six participants in three schools located in the circuit of Mhlathuze, in the King Cetshwayo Disctric. Two participants per school were purposively selected because they teach isiZulu Home Language in the grades that were targeted. For generation of diversed data, the sampled schools comprised of a mixture of a rural, township and suburban situative contexts. This is a qualitative case study, which follows the interpretive paradigmn. Data were generated using four data production methods, namely: semi-structured interviews, focus groups, class observations, and document analysis of lesson plans. Data were analysed using the thematic analysis approach and Vygotsky’s (1978) theory of Social constructivism. The Social constructivist theory advocate for learners’ active engagement in the process of learning or construction of the new knowledge. The Social constructivist theory higlights three vital stages of academic development of a learner, namely: tabula rasa stage; knowledge-gap stage; and fully-developed and self-reliance stage. The theory of Social constructivism puts more emphasis on learners’ prior knowledge in constructing new knowledge, through collaborative learning experience. Findings of this study reveal that isiZulu teachers employ a variety of methods to teach parts of speech in Grades 10 and 11. The freequently used methods are learning-inquiry method, telling method; discussion method; grammatical analysis method; seeing method; and revision method. Strategies that are utilised freequently to teach parts of speech are comparative strategy; combining strategy; and dissermination strategy. Teachers who were participants of the study relied heavily on these methods and strategies, particularily those that are learner-centred. Another aspect of teaching and learning that was revealed by the findings of the study is the significance of learners’ prior knowledge. The Social constructivist theory advocates for the use of learners’ prior knowledge as a ‘think tank’ for each lesson. Findings revealed that although teachers employ multiple pedagogies and strategies to teach parts of speach, there seems to be a knowledge gap, and the Department of Basic Education needs to organise professional development programmes that will equip isiZulu Home Language teachers with necessary skills, especially in this ever changing academic context. Teachers require an on-going support with provision of appropriate and relevant study materials. Another contributory factor to the challenge of teaching parts of speech is the marginalisation of isiZulu and the hegemonic power of English in schools and communities, which creates a myth on the learners’ mind that isiZulu is not a language of social and economic importance. As a result, learners fail to reach their maximum potential in isiZulu Home Language classroom.

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