Language policy and practice at a secondary school in Manzini: the case of teaching and learning in Form 4.
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Date
2020
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Abstract
The thesis explored language policy and practice at a secondary school in the Manzini
region of eSwatini. Studies have shown that language policy is a key determining factor
for learner-academic performance, yet no study has endeavoured to look into the
experiences of teachers and learners in using the language policy currently operant in
education in eSwatini. The majority of learners in the eSwatini EGCSE exit examination
fail to pass English yet language testing constitutes a high-stake examination that impacts
the future of learners. The purpose of the study was to document teachers and learners’
perceptions of the language policy currently operant in the country. It was a qualitative
case study grounded on the interpretive paradigm which utilised document analysis,
observation and one-on-one interviews to collect data. The study was informed by
Cobarrubias’ four language planning ideologies and the micro language planning
framework. There were six teachers who were purposively sampled and ten learners
selected using systematic random sampling. Data was thematically analysed using
content analysis. Interview data revealed that teachers and learners have positive
sentiments towards the eSwatini language policy. Moreover, teachers and learners were
equally divided on the issue of language and academic performance, with some arguing
that English competency does affect learner-performance whilst others believed this did
not. The researcher also established that teachers and learners codeswitched between
English and siSwati for clarity during teaching and learning. It was therefore concluded
that codeswitching is a useful and essential instructional tool for effective teaching and
learning to take place. The study then recommended a teaching and learning model for
effective pedagogic purposes.
IQOQA LOCWANINGO
Lolucwaningo lolu lubukeze izindaba zolimi nokusetjenziswa kwalo ezikoleni
eziphakemeyo esigodini saKwa-Manzini ezweni laseSwazini. Ucwaningo luveza ukuthi
ulimi okufundiswa ngalo ludlala inzima enkulu kakhulu ukuze kuthi umfundi aphase
ekufundeni kwakhe isikole kodwa nomakunjalo, alukho ucwaningo olwenziweyo
kulelizwe laseSwazini olubuyekeza indima yolimi ekufundeni kwabafundi nokuthi bona
abantwana nothisha babo banemibono ethini ngendaba yolimi lokufundisa ezikoleni.
Kubonakele ukuba abafundi abaningi ababhala uhlolo lwe – EGCSE bayasifeyila isifundo
seSingisi kanti lesi sifundo ngusona simcoka kwedlula zonke ezinye abazibhalayo, Futhi
ngusona esikhombayo ukuthi ikusasa lomfundi lichakazile na noma cha. Inhloso
yalolucwaningo lolu bewukubuyekeza imibono yo-thisha nabafundi mayelana nolimi
lokufundisa olusetjenziswayo esikoleni sinye saseSwazini. Lolucwaningo lu – qualitative,
lusebenzise i-interpretive paradigm kuthola umumvo wothisha nabafundi kanti lubuye
lwasebenzisa ukucwaninga amabhuku, ukugoloza kanye nokukhulumisana nothisha
nabafundi ngamunye ngamunye. Lolucwaningo luthathelwe emibhalweni ka-
Cobarrubias (1983) ohlazulula imibhalo emine ulimi olungasetjenziswa ngalo kanye ne
Micro language planning framework. Kusetjenziswe abothisha abayisithupha, nabafundi
abayishumi abakhethwe ngenhloso kusetjenziswa ukusampula okungahleliwe.
Abakukhulumileyo okuvelile kwimininingo kubuyekezwe ngokusebenzisa ukuhlaziya
kokuqukethwe kanti okubonakeleyo wukuthi othisha nabafundi abakhulunyisiwe
bayibona inguleyo ekahle kakhulu inqubomgomo yezemfundo yaseSwatini.
Ngakulokunye, othisha nabafundi abavumelani ngokupheleleyo ukuthi ulimi umfundi
afundiswa ngalo lunendima enkulu kabi ukuze umfundi aphase noma afeyile ezifundweni
zakhe. Kubonakele futhi ukuthi kuningi ukushintja amakhodi kusetjenziswa iSingisi
nesiSwati nabafundisa othisha. Lokhu kubonakalisa ukuthi ukusebenzisa ulimi
lwendabuko kanye neSingisi uma kufundiswa kumcokwa kakhulu kuyabanceda
nabafundi kuthi benze kahle ezifundweni zabo. Yingakho lolucwaningo luveza isifanekiso
nesilinganiso sokufundisa esingasetjenziswa othisha nabafundi uma befunda ukuze
benze kahle ezifundweni zabo.
Description
Doctoral Degree. University of KwaZulu-Natal, Durban.