Masters Degrees (Education Studies)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7176

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An investigation into adult learner dropout at a community learning centre in KwaZulu- Natal.
(2024) Maphumulo, Precious Primrose Bongiwe.; Harley, Anne.
Adult education is essential to national development. Education is the bedrock of any nation’s quest to stem poverty. Adult education affords individuals previously denied access to education another chance at learning and self-development. It helps bridge the gap between the learned and the unlearned and further accelerate the achievement of set national goals and objectives. Thus, this research examines adult education in general, but from the propensity for dropout amongst adult learners. Specifically, the research investigated the adult learner dropout at Khulubuse Community Learning Centre. The study involved thirteen (13) participants who were purposively selected. These participants include five learners who had dropped out, five learners who had completed their studies, and three educators from this adult learning centre. Three research questions guided the study: What are the causes of learner dropout from the AET program at Khulubuse Community Learning Centre CLC? How does teaching and learning at Khulubuse Community Learning Centre CLC contribute to learner dropout? How can learner dropout be prevented at Khulubuse Community Learning Centre CLC? Data were collected using semi-structured interviews. The interviews were thematically analysed. The theoretical framework (Tinto’s theory) was used as a lens for analysing data. This study shows personal learner issues at home such as work obligations, personal circumstances, class related issues and logistical issues impacted on learners’ decisions to drop out. Teaching and learning at the centre, however, had far less impact. The study concluded with recommendations on strategies that could reduce learner drop out at the centre.
Examining the gap between grade 11 mathematics teachers' content knowledge and its application in teaching Euclidean geometry in selected secondary schools in the Ugu District.
(2025) Ntombela, Bongiwe Princess.; Maharajh, Lokesh.
This dissertation is an examination of the content knowledge of Grade 11 Mathematics teachers in the teaching of Euclidean Geometry in the Ugu District, KwaZulu-Natal. The study was motivated by the persistent poor performance of South African learners in Mathematics, particularly in Euclidean Geometry, which is a key component of the subject. The research aims to understand how Grade 11 Mathematics teachers use their content knowledge in the classroom. The theoretical framework for the study is the Van Hiele model, which describes a developmental progression of geometric understanding. The research adopted a qualitative approach with a multiple-case study design. Data was generated through tests and task-based interviews with ten Grade 11 Mathematics teachers from ten secondary schools. The findings indicate that poor performance in Euclidean Geometry is linked to teachers' lack of content knowledge and their inability to be innovative in lesson preparation and presentation. The study concludes that improving teachers' content knowledge and providing continuous professional development are critical to improving educational outcomes and fostering learner success in Euclidean Geometry. The recommendations include a need for further research on a larger scale and the implementation of accredited continuous professional development programs to address teachers' beliefs, attitudes, and practices.
Teachers’ experiences of teaching grade 8 technology in overcrowded classes.
(2025) Netshongolwe, Goitsemang Annah.; Sokhulu, Lerato Hlengiwe.
Teaching of Technology covers both theory and practical aspects of learning. Due to overcrowded classes in some contexts like South Africa, the classes lack space, which impacts the teaching and learning process. Teachers are often limited in their capacity to facilitate learning and their mobility within the classroom. The purpose of the study was to explore teachers’ experiences in teaching Technology in overcrowded classes. The focus of the study was on grade 8 Technology teachers from public secondary schools in the Gauteng North District. The study adopted a qualitative research approach in which a case study design was employed. The data was generated using semi-structured interviews with participating teachers and classroom observations. Findings of the study revealed that teachers had both positive and negative experiences to share. As part of the positive experiences, participating teachers maintained enthusiasm using strategies such as rotational learning, making enough space and time for learning. They also engaged learners with practical work, and created songs that explained the Technology practical terms, so that learning can be fun. This enthusiasm fuelled their motivation to keep their lessons interesting and enjoyable for learners. Alluding to the negative experiences, participants shared that there was some ill-discipline behaviour in their overcrowded classes, low academic performances, and managing assessments was also problematic. However, they received support from the school and their subject departments to address these challenges. The study recommends that teachers who manage overcrowded classes and struggle with maintaining order and discipline may consider dividing the class into two groups and teaching them rotationally, as this strategy proved effective for participants in the study. Additionally, assigning duties and tasks to disruptive learners can help keep them engaged and focused on the instruction.
The role of a community learning centre in addressing students’ needs: the case of Nokukhanya community learning centre.
(2024) Chonco, Siphiwe Wilfred.; Mbatha, Lynette Lulama.
This thesis utilised Bronfenbrenner's ecological systems theory as the theoretical framework to investigate the role of Nokukhanya (a pseudonym) Community Learning Centre (CLC) in addressing students' needs. Data were collected through document analysis, observation, focus groups with students and semi-structured interviews with lecturers, revealing significant insights into the effectiveness and limitations of the CLC's educational provisions. Findings indicate a disconnection between the programmes offered and the needs of students, who often seek practical skills and vocational training that are not available at the CLC. This misalignment contributes to high dropout rates and student dissatisfaction. While the centre has made some effort to collaborate with local stakeholders, such as municipalities and NGOs, these partnerships have not been fully sustained or effective in meeting student needs. The lack of essential resources, such as computers, internet access, and vocational training equipment, further hampers the centre's ability to deliver on its mandate. At the microsystem level, direct interactions between students and educators are crucial for effective learning, yet the current curriculum offerings do not address student aspirations. The mesosystem level highlights the potential benefits of stakeholder collaborations, though these have been inconsistently implemented. Exosystem influences, including policy mandates from the Department of Higher Education and Training, underscore the importance of flexible and relevant programmes, which are currently inadequately supported due to resource constraints. The macrosystem analysis reveals a gap between policy intentions and practical implementation, necessitating better support and resources for CLCs. Chronosystem analysis shows the impact of historical and temporal changes on CLC programming efforts. The study concludes with recommendations for adopting a holistic approach to programme provisioning, enhancing stakeholder collaborations, aligning curricula with student needs, and empowering students through practical and vocational training. These findings and recommendations aim to inform policy and practice improvements to better meet learners' educational and developmental needs at community learning centres.
Anxiety and depression amongst learners facing homophobia in a secondary school in Pinetown District.
(2025) Methula, Xolani Hopewell.; Jairam, Visvaranie.
Homophobia remains a serious issue that adversely affects Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA+) learners both emotionally and psychologically in South African schools. This study explores the experiences of secondary school learners, their coping mechanisms, and their motivations for dealing with anxiety and depression in the face of homophobia. The research was conducted in a public, multiracial, secondary school in the Pinetown district of Kwazulu-Natal, South Africa. Guided by Bandura’s Social Cognitive Theory (SCT), developed in the 1980s, the study aims to address three key research questions: What are learners’ experiences of anxiety and depression when facing homophobia? How do they cope with anxiety and depression when facing homophobia? Why do they cope in the way that they do? Anchored in an interpretivist paradigm, the study employed a qualitative approach to gain in-depth insight into learners’ experiences. Purposive sampling was used to recruit four participants, and data were generated through semi-structured interviews, focus group discussions, non-participant observations, and drawings. Furthermore, SCT informed the analysis and was used to interpret the findings using visual data analysis and thematic analysis. The study reveals that learners who experience homophobia tend to have high levels of anxiety and depression that negatively affect their academic performance, social interactions, and selfesteem. Learners adopt various coping mechanisms; some seek peer support and advocacy, while others resort to avoidance strategies due to fear of discrimination. The study concludes that secondary school learners facing homophobia are negatively impacted by a lack of inclusive education policies, limited teacher involvement in addressing the issue, and a hostile school culture. These findings emphasise the need for a comprehensive school-wide approach incorporating inclusive education policies, teacher training, and support systems for learners to create a safe and affirming school environment.
Balancing of content and language: experiences of IsiZulu speaking historys.
(2025) Gumede, Zikhethele Harington.; Maharajh, Lokesh Ramnath.
The teaching of content through a second language presents a notable challenge within the global education landscape, particularly in multilingual classrooms. In South Africa, while the constitution recognises eleven official languages, English is predominantly used as the medium of instruction. This creates a complex dynamic where teachers, especially in subjects like History with its heavy content load, must navigate the complexities of teaching in a language that is not their own to learners who may also have limited proficiency in that language. This study addresses the experiences of IsiZulu-speaking teachers who face the challenge of balancing content delivery and language development in this multilingual context. This research employed an interpretive paradigm within a qualitative research approach. Data was generated through semi-structured interviews conducted with History teachers in four schools within the ILembe District of KwaZulu-Natal, South Africa. The selection of schools aimed to represent a variety of teaching backgrounds and educational environments within the district. The findings of this study highlight the linguistic and pedagogical challenges faced by IsiZulu-speaking teachers when teaching History in English. Specifically, the study reveals the importance of acknowledging and incorporating the learners' first language (IsiZulu) to facilitate a deeper understanding of the subject matter. Furthermore, the research emphasises the interconnectedness of language proficiency and content comprehension, demonstrating that language proficiency is fundamental to effective content delivery. This study underscores the need for educational strategies and policies that acknowledge and address the linguistic diversity within South African classrooms. The findings suggest that supporting teachers in effectively integrating language and content is crucial for improving teaching practices and enhancing learning outcomes. Ultimately, this research contributes to a deeper understanding of the complexities of second language instruction and provides valuable insights for teacher training and curriculum development in multilingual contexts.
Exploring rural primary school teachers’ experiences of learning and participation in professional learning communities.
(2024) Mzobe, Nomkhosi.; Zulu, Free-Queen Bongiwe.
Professional development of teachers is a concern internationally and locally, however, all tried professional development methods like workshops have not been much productive since they usually occur on a once-off rather than ongoing basis. The purpose of this study was to explore the different kinds of learning activities that teachers engage in, how these teachers learn from each other in their PLCs and to examine the types of skills and knowledge that teachers in a rural school context acquire in their PLCs. The study was framed by Kwakman’s (2003) professional learning activities and Grossman’s (1990) models of teacher knowledge. Purposive sampling was used to select six participants: three participants from the Foundation Phase PLC and three participants from the Intermediate and Senior Phase PLC. Data was generated through semi-structured interviews. The findings reveal that in both PLCs, teachers engaged in reading curriculum support documents for lesson planning and regularly reflected on learners’ barriers and performance. Foundation Phase teachers collaboratively set assessment tasks, tackled addition in mathematics and developed their teaching aids. Intermediate and Senior Phase teachers demonstrated natural science experiments, created teaching aids and resources, and shared methods for using social media platforms to access resources. The findings also reveal that in both PLCs teachers collaborated; through sharing useful teaching resources and teaching strategies, through sharing content knowledge, through team teaching and peer teaching. In both PLCs teachers collaborated to implement the Department of Basic Education (DBE) programs, such as Jikimfundo for the Foundation Phase and PSRIP for the Intermediate and Senior Phases. The findings revealed that Foundation Phase teachers learnt pedagogical content knowledge for teaching phonics, while Intermediate and Senior Phase teachers gained pedagogical content knowledge for teaching the fundamentals of poetry in English as a First Additional Language. This study recommends that the PLCs should allocate more time for their PLCs in schools.
Teachers’ perspectives on the promotion of gender equality in Grade R.
(2024) Misra-Gani, Saman.; Madonda, Nompumelelo Priscilla.
The first year of formal schooling for a child in South Africa is grade R. During this time, the child becomes conscious of themselves and others. In this first academic year, gender becomes a crucial component of a child’s consciousness. This awareness might be brought about formally or informally. In some ways, it is emphasised or internalised more to distinguish between the genders., such as using spoken language, providing specific resources in the classroom, or assigning specific duties to learners. The South African educational system has made significant progress toward being a more inclusive institution. An important component of inclusive education is the acceptance and inclusion of learners' gender identities, including those who identify as non-binary, queer, gay, lesbian, or homosexual, male and female, as equitable learners. Thus, the study attempts to contribute to the topic of gender equality by exploring the perceptions of Grade R teachers on promoting gender equality. This qualitative study, established within an interpretive paradigm, aims to acquire an understanding of gender equality by grade R teachers. By doing so, an investigation to examine how gender equality is promoted in the Grade R classroom will be conducted. In addition, a critical look into the relevance and necessity of promoting gender equality in Grade R is explained. The theoretical frameworks that underpin this study are Critical Emancipatory theory, social role theory and social constructionist theory. The sampling of two Grade R educators at an Early Childhood Development centre in the informal area of Cato Manor, Durban had been purposively selected to provide relevant data. Two data collection methods were used: collages and semi-structured interviews, which assisted in the data generation. This case study provided in-depth knowledge of the perspectives of the Grade R teachers. In doing so, teachers’ perspectives on how gender equality is promoted in grade R and the necessity for the promotion of gender equality in this grade are analysed. The findings showed that teachers have an awareness of the varied gender learners in grade R. This knowledge contributes to their pedagogy, in and out of the classroom. It is recommended that gender-responsive pedagogy be introduced to all teachers, including the in-service training teachers, to provide a cognisance and an inclusive environment for all gendered learners.
Cultivating positive learner behaviour in my teaching: a secondary school teacher`s self study.
(2024) Mdletshe, Lindokuhle.; Mkhize-Mthembu, Ntokozo Sibusisiwe.
The primary purpose of this self-study research was to explore ways in which I can cultivate positive behaviour through my teaching, minimise misconduct during lessons, and develop a classroom culture grounded in virtuous values. Furthermore, the main intent of this study was to reflect purposively on contributing to my teacher-learning, thus improving my overall teaching practice. Employing my understanding of the sociocultural theory which posits that we learn through and from others who are more experienced than us, I acknowledged the importance of reflecting on my personal history, with the intention of understanding what my experiences were and how they had informed my perception of what behaviour is and how it ought to be achieved. Adopting this approach allowed me to acknowledge the different backgrounds of my learners and to respect the various tools each learner brought to the classroom due to their respective home and cultural environments. The theory was ideal for cultivating positive behaviour as it is grounded in social interactions as a means of learning. The approach enabled me to work with my learners to establish classroom rules, devise activities that promoted group work, and to use icebreaker activities that cultivated positive behaviour. Most importantly, it allowed my learners to learn from their peers and me. This study followed the self-study methodological approach as I was the leading participant as well as the teacher, albeit a novice one. When I conducted the study, I was teaching at a multiracial school in the heart of Greytown in KwaZulu-Natal (KZN). My participants were my learners in grade 8F (consisting of 50 learners) and grade 8C (consisting of 40 learners). I was also supported in this study by critical friends, who included senior colleagues who assisted me in addressing issues about learner misbehaviour, other Master’s degree students in the Teacher Development Studies discipline, as well as two supervisors whose role was to constructively guide, question, and critique my work. This study addressed two research questions. The first was: What can I learn from my personal history about positive learner behaviour? and I used memory-work and arts-based methods to generate data in response to this question. I reflected on my own schooling experiences as well as my encounters with community members and my family, and I sought to understand how these experiences had moulded my understanding of behaviour. The second questions was: How can I cultivate positive learner behaviour through my teaching? I used numerous arts-based methods such as photographs, collages, and memory drawings to answer this research question. Adopting the sociocultural theory, I developed lessons that promoted positive interactions and fostered respect while creating a positive learning space. I learnt that teaching and learning do not follow a straight path as there are many challenges along the way. However, there are numerous learning opportunities that allow one to grow. I also learned that positive teacher-learner relationships, creating a positive learning environment, promoting learner autonomy, and nurturing social-emotional learning contribute to positive learner behaviour.
Students’ reflections of tutorial support services at a South African university.
(2023) Madzimure, Jeremiah.; Mpungose, Cedric Bheki.
Tutorial support services in the curriculum is assisting students to understand and succeed in their academic studies. The main purpose of this study was to explore students’ reflections of tutorial support services at a South African university. The three key research questions that were addressed by this study are: What are students’ reflections of tutorial support services at a South African university? How do students’ reflections influence tutorial support services at a South African university? What informs students’ reflections of tutorial support services at a South African university? This study was located within the interpretative paradigm and a qualitative case study was adopted. Data were collected from three main sources for triangulation purposes: one-on-one interviews, reflective activity and focus group interviews. Furthermore, this qualitative case study draws on six (6) undergraduate students at one South African university of technology. The Currere theoretical framework was adopted for this study. The study found that the students are using all three reflections (formal, informal, and personal) in tutorial support services sessions. The findings of this study have showed that while there are three types of rationale – personal, societal, and professional rationale, students have centered both rationales as the most dominant influence in attending tutorial sessions. This study recommends that students should equally integrate these three propositions of rationale for a full, rounded reasons for attending tutorial support services. The university should make it mandatory that they explicitly define the rationale of attending tutorial classes, so that students gain access to the guidelines/rationale of why they are attending tutorials and what benefits are derived from attending them. This will assist the students to implement the tutorial curriculum successfully. Findings generated from this study may be used improve more effective and efficient tutorial support programmes, not only at this institution, but other institutions across the globe. Finally, this study could inform policy formulation for the implementation of effective tutorial services in universities.
Investigating educators' collaborative approaches for fostering psychological resilience in orphaned learners within a township.
(2023) Khumalo , Bonisile.; Ndinisa, Sibusisiwe.
Most of the strategies for supporting the psychological resilience of orphan learners currently used in the South African education system are Eurocentric, lacking cultural relevance and input from local communities. This study aimed to explore educators' collaborative approaches for fostering psychological resilience in orphaned learners within a township primary school. The study was underpinned by Afrocentric theory, positioning the African perspective and identity at the centre of the research. A qualitative case study approach was used, with a sample of 12 primary school educators from one selected school in KwaZulu-Natal, South Africa. The findings established that orphan learners faced several interrelated challenges stemming from psychological, social, and economic vulnerabilities. Participants emphasized the need for collaborative approaches tailored to the township context, with inclusive participation of community stakeholders. The study concluded that educator-driven approaches incorporating cultural norms and indigenous knowledge systems could better support the resilience of orphan learners. Recommendations centred on formulating psychologically-grounded and culturally sensitive interventions through cooperation between schools, families, traditional leaders, and community organizations.
Exploring the identities of final-year student-teachers: Narratives of teaching practice.
(2024) Maharaj, Arthi.; Msiza, Vusi Jan.
There exists extensive research on the practices of student-teachers, the language barriers they experience, reflection and stressors related to teaching practice (hereafter referred to as TP). However, the phenomenon of student-teachers’ identities in higher education has been studied minimally. The focus of this study is to explore the extent to which TP shapes the professional identity of student-teachers. For example, one’s multiple inherent identities, their home context and family dynamics are just a few of the factors that shape the type of person that they become. Similarly, the theoretical knowledge which a student-teacher acquires from a Higher Education Institution (hereafter referred to as HEI), the contexts in which they live and learn, and their personal values and beliefs, will play a role in determining the type of teacher that they become. In this study, narrative inquiry was used as the research methodology, and I used two methods of data generation. The first data generation method was letter writing and the second was individual interviews. The study was conducted at the time when there were still Covid-19 restrictions. Due to the Covid-19 safety protocols, letters and interviews were conducted electronically (letters were emailed and interviews took place via an online platform). The study was conducted at a selected HEI within KwaZulu-Natal; the data sample consisted of six participants, of which all were final year BEd. students who had completed their final TP. The study adopted Sheldon Stryker’s identity theory as its theoretical framework. The theory assisted with understanding how identities are constantly constructed, deconstructed and reconstructed each time a new experience is encountered. It also shed light on how the most prominent identity role takes priority over other roles as and when a particular situation arises. The findings showed that context impacted identity construction among the student-teachers to a great extent. For example, the student-teachers who were placed in what they experienced as productive and supportive school contexts felt a greater sense of satisfaction and optimism towards the profession as opposed to student-teachers who experienced lack of support and harassment. Another finding was that student-teachers were acting as agents of change subconsciously, as they were not completely aware of their professional identities whilst being out on TP. However, they were able to take decisive measures in order to overcome their challenges. Some student-teachers (participants in this study) also mentioned that they became more aware of their emotions and practices during TP, and that TP was instrumental in helping them to learn more about themselves professionally. Therefore, the findings of the study provide insights into how student-teachers construct and negotiate their identities in the HEI context.
Teachers’ experiences of teaching history using english as a language of teaching and learning in the intermediate phase.
(2023) Biyela, Rosemary Nokuthula.; Shoba, Makhosi.
The prime purpose of this study was to explore teachers’ experiences of teaching History using English as the language teaching and learning intermediate phase (Grades 4 -6). Six History teachers were purposely selected using convenience sampling and data was generated using a focus group and semi-structured interviews. Data was analysed using a thematic analysis. The conceptual Framework, Cultural Historical Activity Theory (CHAT), was also used to analyse teachers’ experiences. More so, ethical considerations and trustworthiness issues were adequately addressed during the study. The findings of the study indicate that History teachers’ experiences illuminated using innovative methods and traditional methods to teach complex History concepts. While the factors that influence teachers’ experiences were shortage of resources, code-switching, teachers’ knowledge, and language barrier. The findings of this study further revealed that teaching History using English language in rural schools has been a challenging experience for many teachers and learners in the townships’ schools. In it, the results demonstrate that the experiences of language barrier, lack of resources, and the need to follow the curriculum as prescribed by the department have been particularly detrimental for teachers and learners thereby affective the outcomes of teaching History. In conclusion, the study recommends teaching English across curriculum, and that History teachers must be both History and English specialists. Curriculum managers such as Departmental Head must be proactive and initiate development support group system within the schools.
Exploring intermediate phase learners’ psycho-social challenges of engaging in blended learning during Covid-19 lockdowns.
(2023) Gilmore , Alecia.; Mzimela., Patience Jabulile.
This research study aimed to explore the psychosocial challenges faced by intermediate phase learners during the COVID-19 lockdowns when engaging in blended learning. The study was conducted in a Quintile 5 primary school located in Durban, South Africa. Werner's Theory of Resilience (1955) was used as a theoretical framework that underpinned this research study. A qualitative case study methodological design was used when conducting this study. An interpretivist paradigm utilising the purposive and convenient sampling to recruit fifteen intermediate phase learners was adopted. Data were generated through the use of focus groups and reflective diaries. The findings revealed that, overall, intermediate phase learners were most concerned about not being able to physically interact with their friends and did not seem to enjoy the rapid shift to online learning. However, through perseverance and the development of new skills, coupled with the support of those around them, learners became resilient in continuing their education. The study suggests that schools should have an online learning protocol in place that is regularly reviewed, to be ready in case there is another need to shift back to online learning. Additionally, schools should provide mental health assistance that is easily accessible online to support learners in the event of another crisis where they cannot attend school in person. This study has significant implications for the educational system in South Africa and worldwide, as blended learning is expected to remain a prominent feature of education. It highlights the importance of considering the psychosocial challenges that intermediate phase learners may face when transitioning from physical to online learning environments. This research provides a starting point for educators and policymakers to develop strategies that can support intermediate phase learners in such situations, promoting their mental health and resilience.
Ucwaningo ngokufundiswa kwekhono lokubhala esiZulwini ulimi lwesibili emabangeni asukela kwelesi-4 kuya kwelesi-6 esiyingini-UGU.
(2024) Mqadi, Nelisiwe.; Cele, Rejoice Lindiwe.
Ukufundiswa kwesiZulu uLimi lwesiBili eNingizimu Afrika kuhlobene nokusetshenziswa kwendlela yokuxuba izilimi phakathi kolimi lwesiZulu nolimi lwesiNgisi ezikoleni ezazilandela inqubo yokufundiswa kwezilimi zamaKoloni kuphela phambilini. Inkolelo yothisha ukuthi ulimi lwesiNgisi olusezingeni likazwelonke lwenza abafundi baluqonde kangcono ulwazi abafundiswa lona esiZulwini uLimi lwesiBili. Ucwaningo lubheka ukufundiswa kwekhono lokubhala esiZulwini uLimi lwesiBili emabangeni asukela kwelesi-4 kuya kwelesi-6. Ucwaningo luhlose ukuthola ulwazi nokuqonda othisha abanakho, luphinde luphenye ngenqubo othisha abayilandelayo ekilasini kanye nezizathu abasekela ngazo inqubo abayilandelayo ekufundiseni ikhono lokubhala esiZulwini uLimi lwesiBili emabangeni asukela kwelesi-4 kuya kwelesi-6. Ucwaningo ngilwenze esikoleni esisodwa esasilandela inqubo yokufundiswa kwezilimi zamaKoloni kuphela phambilini esitholakala esifundazweni saKwaZulu-Natal esiYingini-uGu edolobheni laseSayidi. I-Ekukhanyeni Primary School okuyisikole ekucwaningelwe kusona yakhelwe imiphakathi yabantu bobuhlanga obungafani abakhuluma izilimi ezingafani, sinothisha kanjalo nabafundi bobuhlanga obungafani abakhuluma izilimi ezingafani. Imininingo engiyikhiqizile e-Ekukhanyeni PS ihlaziywe ngesibuko senjulalwazi kaKrashen (1981), i-Second Language Acquision Theory eyethula iziHlawumbiselo ezinhlanu mayelana nokuthola uLimi lwesiBili. Lolu wucwaningo lwegaqa ngoba lubheka inqubo eyodwa ebumbene. Ocwaningweni kulandelwe indlelakubuka yomhumusho ngenhloso yokuthola ulwazi olungamaqiniso ngisebenza ngothisha bekunzikandaweni wasesikoleni. Ocwaningweni kulandelwe nendlelande yocwaningo lobunjalo botho ngenhloso yokubheka ukuxhumana kwezimo ezenzekayo ngokwemvelo ekilasini uma kufundiswa ikhono lokubhala esiZulwini uLimi lwesiBili emabangeni 4-6. Kukhiqizwe imininingo yocwaningo ngezindlela ezihlobene nendlelande yocwaningo lobunjalo botho ezibandakanya inhlololwazi esakuhleleka eyenziwe kothisha abane abafundisa isiZulu uLimi lwesiBili emabangeni asukela kwelesi-4 kuya kwelesi-6 e-Ekukhanyeni PS. Kusetshenziswe nendlela yemibuzo evulekile enhlololwazini esakuhleleka eyenziwa kothisha. Imininingo yocwaningo ikhiqizwe nangokubukela izifundo zothisha kanye nangokuhlaziya imiqulumbhalo. Kuphinde kwabuyekezwa nolwazi olwethulwa yimibhalo yocwaningo eshicilelwe mayelana nokufundiswa kwekhono lokubhala oLimini lwesiBili. Izingqinamba ezitholakele ocwaningweni zibandakanya ukungasetshenziswa kwamasu nezindlela ezibhekelela wonke umfundi ekilasini ukuba athole ikhono lokubhala ngokuphumelela. Lokho kungenxa yokufundiswa koLimi lwesiBili emabangeni asukela kwelesi-4 kuya kwelesi-6 okwenziwa othisha abangakuqeqeshelwanga ukufundisa uLimi lwesiBili futhi nabangakuqeqeshelwanga ukufundisa amabanga (4-6). Enye imbangela ubuningi bolwazi lokuqukethwe okuhlelwe isikhathi esincane ukuba kufundiswe ekilasini esifundweni sesiZulu uLimi lwesiBili emabangeni (4-6). Okungaba yisisombululo ukuthi othisha baqinisekise ukuhlela nokusebenzisa uhlelo lwesifundo oluqondene ngqo nesifundo sosuku esiZulwini uLimi lwesiBili ukuze bethule isifundo ngendlela ehlosiwe futhi ehlolisisiwe. Inhloso yocwaningo ukuba ulwazi lweziphakamiso lube usizo nakwabanye othisha kwabanye onzikandaweni.
Ucwaningo lokuhlola ukufundiswa kwesifundo seSayensi kusetshenziswa ubu-limimbili emabangeni aphezulu ezikoleni zaseMsinga.
(2025) Mchunu, Phindisiwe Sthandiwe.; Shezi, Zinhle.
Isifundo seSayensi sikhungethwe yingqinamba yokungaphumeleleki kahle kubafundi abaningi ikakhulukazi emibuzweni edinga ukuthi abafundi baveze ukuqonda kwabo ulimi lwesifundo namakhonsephthi aso. Le nkinga iyaqhubeka nakuba uMnyango wezeMfundo eyiSisekelo usuke wakhipha isekhula ethi English Across the Curriculum ngenhloso yokugqugquzela ukusetshenziswa kolimi lwesiNgisi ekufundiseni zonke izifundo okungezona ezolimi, kodwa le nkinga isaqhubeka. Lolu cwaningo luhlose ukucwaninga ngokufundiswa kwesifundo seSayensi ekuthuthukiseni ukuqonda kubafundi kusetshenziswa ubulimimbili emabangeni aphezulu ezikoleni. Inhlosongqangi yalolu cwaningo ukuphendula le mibuzo emithathu: (i) Othisha abafundisa isifundo seSayensi bakuqonda kanjani ukusebenzisa ubulimimbili ekufundiseni isifundo seSayensi kubafundi bebanga le-10 nele-11? (ii) Othisha bebanga le-10 nele-11 babusebenzisa kanjani ubulimimbili ekufundiseni isifundo seSayensi? (iii) Kungani othisha besifundo seSayensi besebenzisa ulimi ngendlela abenza ngayo lapho bethula izifundo zeSayensi emakilasini ebanga le-10 nele-11? Lolu cwaningo lwenziwe endaweni yaseMsinga ezikoleni ezimbili ezingaphansi kobukhosi baseMabomvini naseMachunwini. Le ndawo umphakathi oyakhele ukhuluma isiZulu njengolimi lwebele kodwa izikole eziyakhele zisebenzisa ulimi lwesiNgisi njengolimi lokufunda nokufundisa olusemthethweni kuzo. Lolu cwaningo lulucwaningo oluyikhwalithethivu (qualitative case study) futhi lusebenze ngaphansi kwepharadaymu yomhumusho (interpretivist paradigm). Lusebenzise izingxoxo ezisakuhleleka (semi-structured interviews), ukubukela othisha ngesikhathi befundisa (obseravtions), kanye nokuhlaziywa kwamadokhumenti (document analysis) njengezindlela zokukhiqiza imininingo etholakele. Ucwaningo lusebenzise izindlela zekhwalithethivu ukuhlaziya imininingo. Kusetshenziswe uhlaka lwenjulalwazi ka Vygotsky (1978) njengensizakuhlaziya kanye nohlaka lwemicabango ukuhlaziya iminingo ekhiqizwe kulolu cwaningo. Kulolu cwaningo kugqame izindikimba eziyisithupha emininingweni oluyikhiqizile. Eyokuqala indikimba emayelana nobumqoka bolimi olusabalele nekharikhulamu. Lapha kuvele ukuthi othisha basebenzisa ulimi olusabalele nekharikhulamu ngokuthi uma bechazela abafundi amakhonsephthi esifundo seSayensi baqale ngokubachazela asolimini lwesiNgisi abhalwa futhi abizwe njengalawa eSayensi, bese bebafundisa ngawesifundo seSayensi. Eyesibili emayelana nolwazi lukathisha lwesifundo nolwazi lwakhe lokufundisa. Okutholakale lapha ukuthi othisha banolwazi olwanele ngesifundo seSayensi futhi bayakwazi ukusifundisa. Lokhu kubonakale ngokuthi othisha basethula kahle lesi sifundo futhi bayakwazi ukuhlonza izingqinamba ezingathikameza ukufundisa kwabo bese beqhambuka nezisombululo ngaphambi kokuthi zivele. Okunye futhi ukuthi bahlobanisa okufundwa ngalelo langa nesifundo esisuke sesifundiwe. Eyesithathu imayelana nolimi lwasEkhaya neqhaza lwalo ekufundiseni isifundo seSayensi. Lapha kuvela ukuthi kuyabasiza abafundi nothisha ukusebenzisa ulimi lwesiZulu ukufunda nokufundisa amakhonsephthi esifundo seSayensi. Eyesine evelile emayelana nokusetshenziswa kwezinsizakufundisa ezibulimimbili esifundweni seSayensi. Lapha kuvela ukuthi othisha basebenzisa izinsizakufundisa ezakhiwe zaba solimini lwesiNgisi kodwa baye bazenze zibe ezibulimimbili ngokuthi bachazele abafundi ngolimi lwesiZulu lapho befundisa ngazo. Eyesihlanu indikimba emayelana nokusetshenziswa kwezichazamazwi eziqondene namatemu esifundo seSayensi ezibulimimbili. Lapha kuvela ukuthi othisha basebenzisa izichazamazwi zolimi lwesiNgisi, ezolimi lwesiNgisi nolwesiZulu kanye nesichazamazwi sesifundo seSayensi. Eyesithupha indikimba emayelana nothando lolimi lwasekhaya nomthelela wakho kuthisha nakumfundi. Kule ndikimba kuvelile ukuthi othisha nabafundi bayathanda ukusebenzisa ulimi lwesiZulu ukufunda nokufundisa isifundo seSayensi ngoba othisha babonakala benentshisekelo yokuchazela abafundi ngolimi lwesiZulu kanti abafundi babonakala bezimbandakanya ezingxoxweni zesifundo seSayensi uma sethulwa ngokuthi bachazelwe ngolimi lwabo lwasekhaya. Imiphumela yocwaningo iveza ukuthi okwenziwa nokushiwo othisha ngezingqinamba ababhekana nazo ekufundiseni abafundi ngolimi lwesiNgisi kumbandakanya nokuntuleka kwezinsizakufundisa ezifana namalabhorethri esifundo seSayensi nawamakhompyutha. Okunye okunomthelela kwabakwenzayo ulwazi lokufundisa abanalo kanye nolwesifundo seSayensi okuyikhona okubalekelelile ukukwazi ukubhekana nezingqinamba ezilwisana nokufundisa kwabo. Okunye okwenza benze ngendlela abenze ngayo othisha uthando lwabo ngolimi lwesiZulu nokungazinyezi ukulusebenzisa ukuze ukufundisa kwabo kugcine kulandela inqubo yobulimimbili esifundweni seSayensi.
Ukufundiswa kwekhono lokubhala olimini lwesiZulu ulimi lwasekhaya ebangeni leshumi ezikoleni ezimbili eziqokiwe.
(2024) Shezi, Zinhle.; Gumbi, Phephani.
Lolu cwaningo luhlose ukubheka ukufundiswa kwekhono lokubhala isiZulu ulimi lwaseKhaya ebangeni leshumi ezikoleni ezimbili eziqokiwe. Lolu cwaningo luzimisele ukuphendula imibuzongqangi emithathu yocwaningo, nokuyilena elandelayo: (I) Kungabe othisha bebanga leshumi bakuqonda kanjani ukufundisa ikhono lokubhala olimini lwesiZulu ulimi lwaseKhaya? (II) Kungani othisha befundisa ikhono lokubhala olimini lwesiZulu ulimi lwaseKhaya ebangeni leshumi ezikoleni ezimbili eziqokiwe ngendlela abalufundisa ngalo? (III) Basebenzisani othisha besiZulu ulimi lwaseKhaya bebanga leshumi uma befundisa ikhono lokubhala ezikoleni ezimbili eziqokiwe? Lolu cwaningo lwenziwe endaweni yaseNanda nokuyiLokishi laKwaZulu-Natali. Inhloso yokuqokwa kwale ndawo yocwaningo yingoba kunezikole ezifundisa isiZulu njengo limi lwaseKhaya kanti nalolu cwaningo lugxile esiZulwini njengolimi lwaseKhaya. Ucwaningo lwenziwe ezikoleni ezimbili eziqokiwe ezisesiYingini esisodwa. Abahlanganyeli bocwaningo bane (4) sebebonke, babili (2) isikole ngasinye. Lolu cwaningo lungucwaningo lobunjalo botho ngaphansi kwePharadaymu yomhumusho. Ukuqoqa ulwazi kusetshenziswe izinhlolombuzo ezivulelekile kanye nokubukela (observation) kuphindwe kwasetshenziswa imibhalo eshicilelwe ukuqoqa ulwazi locwaningo. Ucwaningo luqhamuke nezindikimba ezine (4) ngaphansi kokutholakele ngesikhathi sezinhlolombuzo ezivulelekile ezihambelana nemibuzongqangi. Okuyilezi: (I) Okuphawulwa ngothisha ngekhono lokubhala kanye nangamanye amakhono olimi. (II) Ukufundisa ikhono lokubhala. (III) Izinsizakufundisa ezisetshenziswa ngothisha lapho befundisa ikhono lokubhala. (IV) Amasu kanye nezindlela zokufundisa ezisetshenziswa othisha lapho befundisa ikhono lokubhala. Ngaphansi kokubukela khona, kuphindwe kwasetshenziswa ithuluzi lokubukela. Okutholakele wukuthi othisha banenkolelo yokuthi abafundi abasebangeni leshumi kufuze ngabe ukubhala sebeyakwazi noma ikhono labo lokubhala selithuthukile. Nokuyinto enganconywa yilolu cwaningo ngoba imfundo kayikhulelwa kanti ebangeni leshumi ilapho leli khono kumele lithuthukiswe khona kakhulu kunakuqala. Okunye wukuthi othisha bathi kunzima ukuqhamuka namasu kanye nezindlela zokufundisa ulimi ngoba yonkinto isobala. Okunye ukuthi abafundi abanikwa imisebenzi eyanele ukuthuthukisa leli khono, nokuyilapho lolu cwaningo luphetha ngokuthi imbangela yokungathuthuki kwekhono lokubhala isiZulu ulimi lwaseKhaya ebangeni leshumi kulezi zikole ingenxa yalezi zizathu ezidadulwe ngenhla.
Izindlela namasu okufundisa ikhono lokubhala kubafundi besiZulu ulimi lokuqala lokwengeza emabangeni aphansi kusukela kwelokuqala kuya kwelisithathu. esiyingini sasePhayindane, esifundazweni saKwaZulu Natali.
(2023) Ndlovu, Thulile S’londiwe.; Ngcobo, Nokukhanya.
Ucwaningo oluningi oselwenziwe lukhomba ukuthi aphansi kakhulu amazinga okuchwephesha ikhono lokubhala kubafundi BesiZUlu ulimi lokuQala lokwengeza. Nakuba ikhona imizamo esiyenziwe ukulwa nalesi sihlava kodwa imibiko eyehlukile asikayiboni mayelana nokuthuthuka kwekhono lokubhala. Ukushintshwashintshwa kwezinqubomgomo zokufundisa kuleli lase Ningizimu Afrika kukhomba khona ukuthi amakhono okubhala kanye nolwazi lolimi kusayincikinciki, akukathuthuki. Nakho lokhu kushintshashintsha kuyizinkomba zokuthi lesi sihlava okuliwa naso asikakaphumi. Lolu cwaningo luphenya kabanzi ngamasu kanye nezindlela ezisetshenziswa othisha ukufundisa abafundi bolimi lokuqala lokwengeza, ikhono lokubhala kusukela eBangeni lokuQala kuya kwelesiThathu, ezikoleni ezisesiyingini sasePhayindane KwaZulu Natali. Lezi zikole ziyizikole ezixube izinhlanga, phambilini zazikade kungezabohlanga lwaseNdiya. Kubuye kwahlaziywa noma kwabuyekezwa imisebenzi yabanye abacwaningi emazweni ahlukene nalapha eNingizimu Afrika maqondana nezindlela namasu asetshenziswa othisha ukufundisa ikhono lokubhala emfundweni eyisisekelo kusukela eBangeni lokuQala kuya kwelesiThathu, kubafundi abenza ulimi lokuQala lokwengeza. Lolu cwaningo beluphendula umbuzo okuyiwona owumgogodla walolu cwaningo othi yiziphi izindlela namasu ezisetshenziswayo ukufundisa ukubhala kubafundi besiZulu Ulimi Lokuqala lokweNgeza emaBangeni aphansi kusukela lwelokuQala kuya kwelesiThathu, esiyingini sasePhayindane KwaZulu Natali? Ucwaningo lwenziwe ezikoleni ezimbili ezisesiyingini sasePhayindane. Bathathu othisha abagcine beba yingxenye yocwaningo. Lolu cwaningo beluwucwaningo lobunjalo besimo (qualitative case study), ngaphansi kwepharadayimu yomhumusho (interpretivist paradigm). Ulwazi olutholakele luhlaziywe lwahlukaniswa ngezindikimba. Kusetshenziswa injulalwazi kaVygotsky (1978), injulalwazi yeSociocultural, njengohlaka lwenjulalwazi kanye nohlaka lwemicabango ukuhlaziya ulwazi olutholakele. Kugqama izindikimba ezimbili olwazini olutholakalayo. Kukhona ekhuluma ngezindlela ezitshenziswa othisha ukufundisa ikhono lokubhala kanye namasu asetshenziswa othisha ukufundisa ikhono lokubhala kubafundi besiZulu ulimi lokuqala lokwengeza. Okutholakele kulolu cwaningo ukuthi othisha basebenza indlela yokuqapha (guided writing) ekufundiseni ikhono lokubhala. Enye yezindlela abayisebenzisayo, indlela yokufundisa uhlamvu olulodwa ngosuku. Enye indlela okuvele ukuthi bayaysebenzisa futhi indlela yokufundisa ukubhala ngokuhlanganyela. Amasu okuvele ukuthi bayawasebenzisa afaka ukufundisa ukubhala usebenzisa imibala eyahlukene (colour coding). Elinye futhi elivelile imodeling and scaffolding, lapho befundisa ngokungenelela, okwenzeka phakathi kukathisha nomfundi, umfundi kanye nozakwabo, bese kuba umzali nomfundi futhi. Okunye futhi okuvelile ukuthi othisha bakhombisa ukuthi bayaziqonda izindlela namasu okufundisa ikhono lokubhala kubafundi besiZulu ullimi lokuqala lokwengeza kusukela eBangeni lokuqala kuya Lwelesithathu. Imiphumela yalolu cwaningo izolekelela kakhulu ekutholeni ukuthi inkinga iba kuphi uma abafundi sekumele bachwepheshe ikhono lokubhala, ngoba sekukhona ulwazi olukhona ngezindlela namasu. Osekushoda-ke ukuthi kutholakale-ke ukuthi inkinga ikuphi. Lolu cwaningo luyisisekelo sokutholakala kwesisombululo senkinga yokungakwazi ukubhala kwabafundi
Ukulandelwa kwenqubomgomo yolimi ezikoleni ezikhethiwe eLimpopo, Sekhukhune ezise siyingini-Dilokong.
(2024) Mlambo, Mbekezeli.; Gumbi, Phephani.
Lolu cwaningo lwenziwe ngenhloso yokuhlola inqubomgomo yolimi, yezikole zase- Sekhukhune esiyingini iDilokong esifundazweni sase Limpopo, lapho iqhathaniswa khona nenqubomgomo yolimi kazwe lonke kanjalo neyesifundazwe. Isiminingi imizamo eyenziwe ukuzama ukulungisa inqubomgomo yolimi nokulungisa amaphutha enzeke ngaphambilini maqondana nokwenganyelwa kwezilimi nokuthuthukiswa kwazo, lapha ngibala izinhlangano ezifana no- African Language Association of Southern Africa (ALASA) kanjalo ne Pan South Africa language board (Pan SALB), kuphinde kube yizincwaningo kodwa akukho okuncono okuphawulekayo. Izincwaningo eziningi ezivelayo zisalokhu ziveza ukuthi kukhona igebe elisekhona ekulinganisweni kanjalo nasekusetshenzisweni kwezilimi kwezemfundo eNingizimu Africa. Ucwaningo luhlose ukuphendula imibuzongqangi emithathu elandelayo: (i) Iyiphi indlela esetshenziswayo ukuqoka inqubomgomo yolimi ezikoleni ezise siyingini Dilokong? (ii)Kungani kulandelwa indlela elandelwayo ukuqoka inqubomgomo yolimi ezikoleni ezikhethiwe esiyingini Dilokong? (iii) Ziyisebenzisa kanjani inqubomgomo yolimi izikole ezikhethiwe ezise siyingini Dilokong? Ucwaningo lwenzelwe esiyingini Dilokong lapho isiPedi siwulimi lwasekhaya khona emphakathini, ezikoleni zakhona zamabanga aphansi kanjalo naphezulu basebenzisa sona isiPedi njengo limi lwasekhaya.Ucwaningo lwenzelwe ezikoleni ezine ezimbili zamabanga aphansi nezimbili zamabanga aphezulu. Abahlanganyeli bocwaningo babe ngamashumi amabili, othishanhloko abane, amalungu esigungu sesikole ayishumi nambili amathathu isikole ngasinye, kanjalo nabeluleki bothisha abane. Lolu ucwaningo lwekhwalithethivu ngaphansi kwendlelakubuka yomuhumusho. Kusetshenziswe izingxoxo, izingxoxo ezisakuhleleka kanjalo nohlo lwemibuzo evulekile kwase kuba inhlaziyo yemiqulu mbhalo njengezindlela zokuqoqa ulwazi lwalolu cwaningo. Lama thuluzi asetshenzisiwe abalulekile kakhulu kulolu cwaningo, ngoba anike umcwaningi ithuba lokuhlangana nabahlanganyeli, kanjalo nabacwaningi ithuba lokuba baveze imibono yabo kanjalo nemizwa ngesimo esicwaningwayo. Kusetshenziswe izinjulalwazi ezimbili ukuqhuba lolu cwaningo injulalwazi yokuhlelwa kolimi kanjalo nenjulalwazi yokwenganyelwa kolimi. Lezi izinjulalwazi ezibaluleke kakhulu ocwaningweni oluphathelene nokuhlelwa kanjalo nokwenganyelwa kolimi, kololu cwaningo zibaluleke kakhulu ngoba lozohlolisisa ukuhlelwa kwenqubomgomo yolimi, kanjalo nokwenganyelwa kwezilimi emiphakathini. Olwazini olutholakele kugqame izindikimba ezintathu. Indikimba yokuqala okuyizinkoleloze ngolimi lwasekhaya emphakathini nasezikoleni, Ukubukeleka phansi kwezilimi zomdabu njenge zokufunda nokufundisa ezikoleni kanjalo nenqubomgomo engahlelekile ezikoleni. Lezi zindikimba ezikhomba ngokusobala ukuthi izilimi zomdabu zisengaphansi kwencindezi ngaphansi kweNingizimu Afrika ekhululekile. Imiphumela yocwaningo igqamisa ngokusobala ukuthi inselelo isenkulu eqondene nezilimi zomdabu, abaninizo kanjalo nezinhlangano ezilwela amalungelo azo izilimi zomdabu, ekuqinisekiseni ukuthi zonke izilimi zithola ukuhlonishwa ngendlela ezifanele ezweni. Kubalwa nokulwela kokuthi zonke izilimi zomdabu eNingizimu Afrika amalungelo azo ayanakekelwa kanti futhi ziyasetshenziswa koyo yonke imikhakha kahulumeni kakhulukazi kwezemfundo.
Afro-textured hair and the policing of black girlhood: race, gender, and resistance in a desegregated school in KwaZulu-Natal, South Africa.
(2025) Bhengu, Sithandiwe Marlene.; Ngidi, Ndumiso Daluxolo.
The study presented in this dissertation examined how Black African schoolgirls experience, understand, and resist the policing of Afro-textured hair in a racially desegregated secondary school — Dundee Comprehensive Secondary School (a pseudonym) — in KwaZulu-Natal, South Africa. Despite the legal and political shift toward educational inclusion post-1994, the study reveals that discriminatory school practices rooted in colonial and apartheid ideologies persist. Focusing on 16 purposively selected Black girls who wear their hair in styles such as Afros, braids, dreadlocks, and fade haircuts, the study explored how school-based regulation of hair becomes a mechanism for racialised, gendered, and cultural exclusion. Using African Feminist and Black Feminist theoretical frameworks and employing participatory drawings alongside focus group discussions (FGDs), the research foregrounds the girls’ voices and lived experiences. The findings unveil the covert yet pervasive ways in which hair-based discrimination manifests in desegregated schools. Verbal, undocumented rules disproportionately target Black girls, with teachers, often non-Black, employing language and punitive actions to deem natural African hairstyles as “untidy,” “unacceptable,” or “ugly.” These practices contribute to the policing of Black girlhood, the erasure of cultural and religious identities, and the reinforcement of Eurocentric aesthetic norms. Participants also described how such scrutiny resulted in psychological harm, diminished self-worth, and, at times, exclusion from school spaces. However, the study also reveals powerful forms of resistance. The girls challenged the informal policies through visual storytelling, group solidarity, and affirmations of cultural pride. Their refusal to conform to oppressive beauty standards signals a broader demand for transformation. The study proposes a conceptual framework that maps the intersection of institutional power, cultural identity, resistance, and policy opacity, offering a lens for addressing racialised aesthetic control in South African schools. The dissertation concludes with urgent recommendations for inclusive policy reform, teacher sensitisation, and learner protection aligned with the South African Constitution and the South African Schools Act (84 of 1996).

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