Doctoral Degrees (Languages and Arts Education)

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An auto-ethnographic study of my learning of english as a second language.
(2023) Andile, Jideani.; Bridget, Campbell.
This narrative and reflexive auto-ethnographic study was conducted to explore my learning experiences of English as a second language. The aim was to gain insight into my experiences and extract lessons from them, to understand my experiences and enhance my performance as an English teacher in the future. A reflective autobiographical story, conversations, images to trigger memory, and letter-writing were used to collect data for the study. Myself, two of my peers, my sister, and three critical friends participated in the study. Data was analysed through Critical Discourse and Thematic analysis. The study was underpinned by socio-cultural and motivation theories. Interrogating my learning experiences of English as a second language revealed that acquiring a second language is a social endeavour and requires motivation on the part of the learner. This important insight will help me to be more empathetic to English second language learners who face challenges and to explore ways of supporting them. Additionally, I will be in a better position to motivate them to learn a second language, as it can contribute to their success in the future. My findings also highlight the need for teachers to continuously develop as this will enhance their ability to embrace contemporary teaching methods as well as to integrate technology in language instruction. Armed with the outcomes of this research, I understand my journey and the role that others played in it. This insight should enable me to be an effective English teacher to my learners in the future. My findings indicate that examining and understanding my experiences has provided me the opportunity to gain insight from my experiences which I can use to be a better practitioner in the future. Findings from this study also show that auto-ethnography is one of the best methods teachers can use to reflect on their experiences in their different spaces as it places culture at the centre of learning. The socio-cultural theory helped me to broaden the scope of my study as I looked at my journey of learning English as a second language through all aspects of life such as my religious beliefs, play, and within the family. I also discovered that motivation plays a very important role in achieving success when learning a second language.
Izindlela namasu okufundisa izimo zokukhuluma ebangeni lesi-10 nelesi-11 ezikoleni zaseEsikhaleni ezenza isiZulu ulimi lwasekhaya.
(2024) Zulu, Sibonelo Edgar.; Ntshangase, Sicelo Ziphozenkosi.
Lolu cwaningo lugxile ekubhekeni izindlela namasu asetshenziswa ngothisha besiZulu uLimi Lwasekhaya ukufundisa izimo zokukhuluma ebangeni le-10 nele-11 ezikoleni zaseSikhaleni ezenza isiZulu uLimi Lwasekhaya. Lolu wucwaningo oluyikhwalithethivu futhi nolwesimo olusebenzise ipharadymu yomhumusho. Kulolu cwaningo ngisebenzise indlela yokuqoka abahlanganyeli abayi-8 ngenhloso abafundisa isiZulu uLimi Lwasekhaya ezikoleni ezine esifundeni iKing Cetshwayo. Lapha kusetshenziswe izindlela ezine ukukhiqiza imininingo; okuyizingxoxo ezisakuhleleka, izingxoxo zamaqembu, ukwethamela izifunjwana nokuhlaziya amadokhumenti, okungamalungiselelo ezifunjwana. Imininingo ekhiqiziwe ihlaziywe yaphinde yahlelwa ngokwezindikimba. Imiphumela yocwaningo ihlaziywe kusetshenziswa injulalwazi kaVygotsky (1978) ye-Social constructivism kanye nenjulalwazi iSemiyothikhi. Injulalwazi ye-Social constructivism igcizelela ukuba abafundi basebenzise ulwazi lwabo lwangaphambilini ekwakheni ulwazi olusha nokuthi bazuze ulwazi olusha ngokuthi baxoxisane. Ngokwemfundo engunxantathu (ekhuthazwa injulalwazi ye- Social constructivism), abafundi bengacija ikhono labo lokwazi izimo zokukhuluma ngolimi lwesiZulu ngokuthi baxoxisane nothisha, nabanye abafundi kanye nabantu basemphakathini abavela kuwona. ISemiyothikhi yinjulalwazi eyithuluzi lokuhlaziya nokuhumusha zonke izimpawu ezisetshenziswa ekuxhumaneni okuhlanganisa lezo ezisezilimini, amagama, izithombe, izimpawu zomgwaqo, imisindo, umculo, ukukhangisa, njalonjalo. Injulalwazi iSemiyothikhi iyasiza ukuhumusha izimo zokukhuluma. NgokweSemiyothikhi, abafundi bangakwazi ukuhumusha uphawu oluthile ukuthi lusho ukuthini kanye nokuhumusha isithombe esisembhalweni ukuthi simele siphi isimo sokukhuluma. Abafundi bangakwazi ukuhumusha umbala ongabe usetshenziswe embhalweni noma ezintweni ezithile, bangakwazi ukuhumusha imibala esuke isezimbathweni zabantu, bazokwazi ukuhumusha umuntu esifazane uma embethe izingubo ezimnyama ukuthi ushonelwe, nokuthi uphawu lwejuba lusho uthando noxolo. Imiphumela yocwaningo iveze ukuthi othisha basebenzisa izindlela namasu anhlobonhlobo ukufundisa izimo zokukhuluma ebangeni le-10 nele-11. Izindlela ezigqamile ezisetshenziswa ngothisha ukufundisa izimo zokukhuluma; indlela yokufundisa egxile ekuxazululeni izinkinga, indlela yokufundisa elandisayo, indlela yokufundisa exhumanisa okufundwa ekilasini nokwenzeka emhlabeni, indlela efundisa ngokucaphuna endabeni, indlela yokufundisa ehambisana nokubuka, indlela yokufundisa yokusetshenziswa kwengxoxo noma inkulumo eholwa nguthisha. Amasu okufundisa asetshenziswayo isu lokusebenza kwabafundi ngokubambisana kanye nesu lokusebenza komfundi ngayedwana. Lolu cwaningo luletha ulwazi olubalulekile emkhakheni wezocwaningo ngoba imiphumela yalo ikuvezile ukuthi othisha nakuba bezisebenzisa izindlela namasu ahlukene okufundisa, abayigcizeleli kakhulu imfundo enxantathu, okuwukusebenzisana phakathi kwabafundi nontanga, uthisha nomphakathi. Okunye okusha okuvelayo ukuthi othisha izimo zokukhuluma abazifundiseli nje kuphela ukunandisa ulimi lwabafundi kodwa bazifundisela ukusiza abafundi ukuba bathuthukise abamkhono abo okucabanga nokuziqambela izinto. Isihlawumbuliselo salolu cwaningo ukuthi ukuthuthuka kwalawa makhono kungenza abafundi bakwazi ukuhlaziya izimo ezahlukene zempilo, okungandisa amathuba okuphumelela kahle ezifundweni zabo. Abstract. This study reports on the methods and strategies that are employed by isiZulu teachers to teach figures of speach in Grades 10 and 11 in selected schools of esiKhaleni that offer isiZulu Home Language. This is a qualitative case study, which follows the interpretive paradigmn. Participants were purposively sellected from four schools that offer isiZulu Home Language in the Disctrict of King Cetshwayo. 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 Social constructivism of Vygotsky (1978) and Semiotic theory. The theory of Social constructivism puts more emphasis on learners’ prior knowledge in conctructing the new knowledge, through collaborative learning experience. Leaning on the priciples of the tripoalr education (which is supported by Social constructivism), the study porsits that isiZulu learners can learn figures of speach better if the learning involves teachers, community and learners. The Semiotic theory is used to analyse all languages imageries or symbols, nameley: words, pictures, road signs, sounds, music, advertisements, et cetera. The semiotic theory plays a provotal role in the anlysis of the figures of speech. Using the Semiotic theory, learners can interprete a symbol or picture in a particular text, in relation to the figure of speech they represent. Learners can interprete colours from what people are wearing, they can tell from a black garment worn by a woman that she is mourning a deceased husband, and they can interpret the symbolism of a dove that it may represent love or peace. Findings of this study reveal that isiZulu teachers employ a variety of methods to teach figures of speech in Grades 10 and 11. The freequently used methods are problem-solving method; telling method; life-based method; text-based method; seeing method; and teacher-led discussion method. Strategies that are utilised freequently are collaborative learning and individual learning. Findings revealed that although teachers employ multiple pedagogies and strategies to teach figures 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 skills on how to use technology to teach figures of speech.
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. Iqoqa. Ukudlondlobala kolimi lwesi-Arabhu KwaZulu-Natali kuhlobene nokuzimisela kwamaSulumane okufika ayencishwe amalungelo afika ngowe-1860. Ayekholelwa ukuthi ukuba ngumSulumane wangempela kudinga ukulandela amasiko, kuhlanganise nokuphumelela ngamalengiso kwezemfundo. Ngakho, ulimi lwesi-Arabhu lwafakwa lwaba yisifundo esikoleni ngowe-1975 ukuze kugcizelelwe indlela yobuSulumane ezikoleni. Nokho, ngenkathi yemfundo engalingani nehlukanisayo yombuso wobandlululo, ulimi lwesi-Arabhu lwabhekana nezinselelo eziningi ekutheni luqhubeke njengesifundo ezikoleni. Ngokufanayo, ukuqedwa komthetho wokuhlukaniswa kwabantu ngemuva kokuphela kobandlulo nokuhoxiswa kosizo lwezikole zamaSulumane ezisizwa uhulumeni kwaholela ekwandeni okukhulu kwezikole zamaSulumane nokususwa kwezifundo zolimi lwesi-Arabhu ezikoleni zikahulumeni nasezikoleni ezixhaswa uhulumeni, lwayiswa ezikoleni zamaSulumane ezizimele. Ngokufanayo, izikole zamaSulumane zazibophezela eNgqungqutheleni yokuthuthukiswa kobuSulumane ngowe-1996 eKapa ukuthi zizovuselela izindlela zokuqala zokufundisa zezikole zamaSulumane futhi zizenze zibe yizidleke zokugxilisa isimilo samaSulumane ngamasiko obuSulumane. Naphezu kwengqungquthela eyaphakamisa isi-Arabhu njengengxenye yesiko lamaSulumane, kusukela cishe ngowezi-2006, isi-Arabhu njengesifundo sesikole saqala ukuncipha ezikoleni zamaSulumane zaseNingizimu Afrika. Lolu cwaningo luzama ukucubungula ukwethulwa, ukudlondlobala nokufadalala kolimi lwesi-Arabhu ezikoleni zaKwaZulu-Natali, lugxiliswe ezikoleni ezikhethiwe zamaSulumane.
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.
The teaching of literature in English in selected senior secondary schools in the Manzini region of Eswatini = Ukufundiswa kwemibhalo yobuciko ngesiNgisi ezikoleni zamabanga aphakeme esifundeni iManzini Eswatini.
(2023) Dlamini, Mphicwa Milton.; Nkosi, Zinhle Primrose.
This study sought to investigate the teaching of Literature in English in selected senior secondary schools in the Manzini region of Eswatini. The study aimed at addressing three research questions: 1. What literary competencies are taught in Literature in English in the selected schools? 2. How do the teachers teach Literature in English in these selected schools? 3. Why do the teachers teach Literature in English the way they do? This qualitative case study was conducted in three underprivileged senior secondary schools in the Manzini region of Eswatini and was guided by the interpretive paradigm. Vygotsky’s social constructivist theory was employed as the study’s theoretical framework and data was generated through four methods namely: semi-structured Zoom interviews, audio recorded lessons, document analysis and focus group discussions through Zoom. Through qualitative methods of data analysis, three broad themes emerged. These were: literary competences taught in the Literature in English subject, approaches and instructional strategies used, and lastly reasons behind the participant teacher’s way of teaching. The literary competences taught were: content knowledge, language and critical thinking skills, and lastly values and attitudes. The participant teachers employed a number of approaches in their teaching which included: the eclectic approach, learner-centred approach, information-based approach, moral-philosophical approach, reader response approach, and the language-based approach. Teachers’ knowledge and belief on the effectiveness of their instructional strategies coupled with their desire to make a positive contribution to humanity influenced them to use learner-centred methods and taught skills, moral values and desirable attitudes to their learners. However, due to several reasons such as, learners’ poor English language proficiency, lack of resources, inadequate lesson preparation and time constraints due to the COVID-19 pandemic, their teaching was more teacher-centred. It was recommended that teachers strive to prepare well for their lessons and employ more learner-centred strategies, while schools and the Ministry of Education work jointly to avail basic resources such as the literary texts. It was also recommended that a larger study in a different context be conducted in order to get deeper insights in the phenomenon of teaching Literature in English. Iqoqa. Lolu cwaningo luhlose ukuphenya ngokufundiswa kwemibhalo yobuciko yesiNgisi ezikoleni ezikhethiwe zamabanga aphezulu esifundeni saseManzini eSwatini. Ucwaningo luhlose ukuphendula imibuzongqangi emithathu elandelayo: 1. Yimaphi amakhono okufundisa imibhalo yobuciko yesiNgisi afundiswa ezikoleni ezintathu ezikhethiwe? 2. Othisha bayifundisa kanjani imibhalo yobuciko yesiNgisi kulezi zikole ezintathu ezikhethiwe? 3. Kungani othisha befundisa imibhalo yobuciko yesiNgisi ngendlela abenza ngayo kulezi zikole ezintathu ezikhethiwe? Lolu cwaningo oluyikhwalithethivu futhi olungolwesimo lwaqhutshwa ezikoleni ezintathu zamabanga aphezulu esifundeni saseManzini kwelaseSwatini. Lezi zikole azinayo ingqalasizinda ngokwanele.Ucwaningo lungaphansi kwepharadaymu yomhumusho. Kusetshenziswe injulalwazi kaVygotsky i-Social constructivism njengensizakuhlaziya kulolu cwaningo. Imininingo yocwaningo yakhiqizwa ngalezi zindlela ezilandelayo: Izingxoxo ezisakuhleleka ezaqhutshwa ngobuchwepheshe beZoom; izifunjwana zothisha eziqoshiwe, uhlaziyo lwemibhalo kanye nezingxoxo zamaqembu. Ngobuchwepheshe be-Zoom, nangenxa yokusetshenziswa kwezindlela zokuhlaziya zocwaningo oluyikhwalithethivu, kwabe sekuvela izindikimba ezijulile ezintathu okuyilezi: amakhono okufunda imibhalo yobuciko esifundweni sesiNgisi, izindlela namasu okusetshenziswayo; kanye nezizathu zokwenza kothisha ekufundiseni imibhalo yobuciko yesiNgisi. Phakathi kwamakhono avelayo ekufundeni imibhalo yobuciko okwatholakala ukuthi ayafundiswa yilawa: ulwazi lwesifundo; yilokho okungamagugu emphakathini; nesimomqondo sabafundi. Othisha ababengabahlanganyeli babesebenzisa izindlela ezahlukene ekufundiseni imibhalo yobuciko yesiNgisi, okuhlanganisa: Indlela ye-eclectic, indlela yokugxila kumfundi kube nguye osemqoka esifundweni; indlela egxile ekunikezeni umfundi ulwazi; indlela ebhekelela ukuziphatha okwamukelekile kanye nesimilo esihle; indlela yokucatshangwa ngumfundi, kanye nendlela egxile olimini. Kwavela ukuthi ulwazi lukathisha kanye nezinkolelo anazo mayelana nokusebenza kahle wamasu nezindlela zokufundisa kwakuhambisana nentshisekelo anayo ekugqugquzeleni ubuntu kubafundi nokuyinto eyayidala ukuthi ezindleleni abazisebenzisayo othisha bagxile kumfundi, futhi basebenzise nezindlela ezithuthukisa amakhono okufunda imibhalo yobuciko kumfundi, ngenhloso yokugqugquzela ubuntu kuyena. Nokho-ke, ngenxa yezizathu ezahlukene, ezinjengokuba phansi kwamazinga abafundi ekwazini ulimi lwesiNgisi, ukuntuleka kwengqalasizinda, ukulungiselela isifundo okungenele kanye nokwentuleka kwesikhathi sanele sokufundisa ubunzima obalethwa wubhubhane lwekhovidi-19, ukufundisa kwabo kwakugxile ngqo kumfundi, njengoba othisha babethatha umfundi njengokuthi nguye ophakathi nendawo, nosemqoka esifundweni esifundiswayo. Ucwaningo luncoma ukuthi othisha bazilungiselele ngokwanele basebenzise nezindlela ezigxile kumfundi, ezibuka yena njengosemqoka lapho kusuke kufundiswa. Ngaphandle kwalokhu, ucwaningo luphinde luncome ukuthi izikole kanye noMnyango WezeMfundo kumele kusebenze ngokubambisana ekutholeni ingqalasizinda eyanele ezosiza abafundi, okuhlanganisa nezincwadi zokufunda. Ucwaningo luphinde luncome ukuthi kube khona ucwaningo olubanzi kunalolu, oluzobheka eminye iminxa esondelene nokufundisa kwemibhalo yobuciko yesiNgisi ukuze kutholakale ulwazi olujulile nesithombe esicacile mayelana nokufundiswa kwemibhalo yobuciko yesiNgisi, efundwa ngolimi lwesiNgisi.
Principals and teachers’ responses to the official language policy and directives in Eswatini.
(2023) Nhlengethwa, Nomvuyo Phangisile.; Amin, Nyna.; Philipp, Anja.
The study is located in a country that has a monarch as its ruler and he governs in his own right. At any given moment, without forewarning, a policy can be changed or a directive can be announced with the expectation that the policy and directives will be implemented. This inquiry explored principals and teachers‟ responses to the promulgation of the official language policy and subsequent directives. Studies suggest that there is need to regulate the use of languages in schools and support mothertongue education. However, there is no study which has explored the responses of the implementers of the language policy and directives in Eswatini. Teachers under the supervision of principals are expected to implement the language policy and directives without question, the same way they do not interrogate their formulation, modification and subsequent publishing. The purpose of the study was to document the principals and teachers‟ responses to the state‟s language policy and directives. The participants teach in five primary schools in the Hhohho region (government, mission, private, community and company school). The schools were purposively sampled on the basis of their location. A qualitative approach (a case study design) was used. Data was gathered through semi-structured interviews with each participant, and focus group discussions – one with teachers and another with principals. Data was analyzed using a thematic analysis approach. The findings, informed by Althusser‟s theory of ideology, revealed who knew about the official language policy and directives but both principals and teachers were non-compliant and did not implement the language policy and directives. Various reasons, aligned to, for example, globalization, pedagogical logic and dilemmas faced were proffered by the participants. Additionally, their non-responsiveness to the language policy and directives, which promoted cultural homogeneity, localization and isolation, was compounded by indecision and the lack of support to implement the changes to the language curriculum. Participants also expressed concerns about the lack of consultation during the language policy making process and the timing of pronouncing the directives. In essence, the study found that non-compliance was a form of quiet resistance to the state ideology.
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.
Narrating the nation: conceptualization of post-colonial female self and identity by selected Kenyan women writers = Ukuxoxela isizwe: Insungulomcabango ngobuqobo lowesifazane nobuyena ngokukhetha ababhali besifazane emva kokuqonelwa kweKenya.
(2023) Kaburia, Tabitha Esther.; Sheik, Ayub.
This research study sought to explore the development of the female self and national identity in selected Kenyan women’s writings. The study examined the interrogation of the numerous female identities that are the concern of postcolonial Kenya. It focused on patriarchy, gender, ethnicity, and violence as forces that interfere with women's sense of selfhood, belonging to, and claiming the nation. The investigation conducted was qualitative. The methodology employed involved a meticulous examination and scrutiny of the texts of Wangari Maathai's Unbowed: A Memoir (2006), Grace Ogot's Days of My Life (2012), Marjorie Oludhe's Coming to Birth (1986), Muthoni Likimani's Fighting Without Ceasing (2005), and Passbook Number F.47927 (1998). The close reading examined the explicit significance of textual materials and their structural characteristics to determine how they achieve coherence. The study employed gynocriticism, feminist theory, and postcolonial literary discourses to examine the evolution of female selfhood and national identity within patriarchal and contemporary societies. Analysis also involved the female autobiographical voice within the context of postcolonial Kenya, which serves as a means of articulating individual agency through language. The results of this study demonstrated how patriarchy affects the female elf, and women writers aim to empower women through self-consciousness. The autobiographical voice enables the woman to explore her identity and define herself, and it reveals not only the interests of those who produce autobiographies but also the concerns of those who read them. The study also found that there is an essential nexus between the female self, politics, activism, women in the public realm, and women's rights. Another finding was that the autobiographical voice is the central cohesive device in the narratives, and it echoes all other voices in society and women have a sense of collective identity, which sometimes becomes a source of strength and transformation. The conclusions drawn were that the social position of women is a concern for Kenyan women authors. The story, the characters, and the point of view influence the concept of women's empowerment. In a culture that confines and restricts women, the capacity for women to direct their own lives is essential. Iqoqa. Lolu cwaningo lufune ukuhlola ukuthuthukiswa kowesifazane luqobo nokuhlonza ubuzwe emibhalweni ekhethiwe yabesifazane eKenya. Ucwaningo luhlole ukuphekwa ngemibuzo ukuhlonza kwabaningi besifazane lokho okukhathaza iKenya emva kokuqonelwa/kobukoloni. Belugxile kwabesilisa, ubulili, ubuhlanga nodlame njengangamandla agxambukela emzweni wokuba ngowesifazane, wokwamukeleka nokufuna isizwe. Ucwaningo olwenziwe beluyikhwalithethivu. Indlela yokucwaninga eyasetshenziswa ibandakanya ukuhlola ukuqaphelisisa imininingwane nokucubulungisisa imibhalo kaWangari Maathai Unbowed: A Memoir (2006), Grace Ogot’s Days of My Life (2012), Marjorie Oludhe’s coming to Birth (1986. Muthoni Likimani’s Fighting Without Ceasing (2005), nePassbook Number F.47927 (1998). Ukufunda ngeso lokhozi kuhlole ukubaluleka okucacile kwezinto zombhalo kanye nezimpawu zazo zesakhiwo ukunquma ukuthi kuphumelelisa kanjani ukuhambisana. Ucwaningo lusebenzise igynocriticism, injulalwazi/thiyori yabesifazane nemibhalo yezingxoxo zangemuva kokuqonelwa/kobukoloni ukuhlola ukuthuthuka kokuzimela kowesifazane nobuyena kuzwelonke nasemphakathini wabesilisa nowesimanjemanje. Uhlaziyo lubuye lufake izwi lowesifazane ezikhulumela/autobiographical esimeni sokuqonelwa kweKenya, elisebenza njengezindlela ezibeka owenza umsebenzi ngolimi. Imiphumela yalolu cwaningo ikhombise ukuthi ukuba seqhulwini kwabasilisa kumthinta kanjani owesifazane luqobo, futhi ababhali besifazane bahlose ukuhlomisa abesifazane ngokuzicabangela. Izwi lokuzikhulumela lenza owesifazane akwazi ukuhlola ubuyena nokuzichaza yena, futhi alivezi kuphela inzuzo yalabo abakhiqiza imibhalo umuntu ezikhulumela kodwa futhi nokukhathazeka kwalabo abayifundayo. Ucwaningo lubuye lwathola ukuthi kukhona ukuxhumana okubalulekile phakathi komuntu wesifazane luqobo, ezombusazwe, ubushoshovu, abesifazane endaweni yomphakathi namalungelo abesifazane. Okunye okutholakele kube ngukuthi izwi lokuzikhulumela liyithuluzi lokuhlangana elingumgogodla phakathi ezindabeni futhi liwananela wonke amanye amazwi emphakathini bese nabesifazane babe nomqondo ohlangene wokuzihlonza, lokho kwesinye isikhathi uba wumthombo wamandla noguquko. Iziphetho okufinyelelwe kuzo wukuthi isikhundla sabesifazane emphakathini sikhathaza ababhali besifazane baseKenya. Indaba, abalingiswa nombono kunomthelela ekuthuthukiseni abesifazane. Esikweni elivalela futhi livimbele abesifazane, amandla abesifazane okuqondisa impilo yabo abalulekile.
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.
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.
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.
Teaching methods and strategies used by English second language teachers to develop grade 5 English learners’ speaking abilities in township schools.
(2023) Mahlaba, Lucky Nkosikhona.; Ntshangase, Sicelo Ziphozonke.
This qualitative study adopted an interpretivist paradigm to gain insight into English second language teachers’ teaching methods and strategies to develop Grade 5 learners’ English-speaking abilities. This study used face-to-face semi-structured interviews, classroom observations and document analysis to generate qualitative data from five participants. The study is underpinned by Vygotsky’s theory of social constructivism, indicating that learning is socially constructed and learners should actively participate in constructing new knowledge. The theory emphasises social interaction and that people learn from one another when constructing new knowledge. Therefore, through tripolar social interaction, learners can learn English from teachers, fellow learners and the community to improve their English-speaking abilities. However, this study’s findings revealed that although Grade 5 English second language teachers employ different teaching methods and strategies to teach English speaking proficiency, learners still cannot speak English fluently because the tripolar education, where learners learn from their teachers, peers and community, is incomplete. It is incomplete because English is not spoken in these learners’ communities because it is not their home language. Consequently, these learners do not use English frequently outside the classroom. Therefore, this study revealed that the multi-pedagogical approach adopted by English second language teachers would only bear fruit if the tripolar education cycle is complete, where learners can speak English freely with their teachers, peers and community, within and outside the school parameters. Moreover, since the community factor is lacking in the English second language learning context of the schools where this study was conducted, the problem of learners’ inability to communicate fluently and intelligibly in English is unlikely to be addressed. Nevertheless, it is encouraging to see teachers employing different teaching methods and strategies for teaching English-speaking proficiency, particularly the paradigm shift pedagogical approaches, such as translanguaging, code-switching and translation and interactive teaching methods, such as debates, discussions, storytelling and dramatisation. This multi-pedagogical approach allows learners to work individually or as groups to practice using English in the real communicative context; however, this is not enough because these learners do not continue using English when they are in their communities. Instead, they use isiZulu, their home language. Therefore, these learners continue to encounter hardships in expressing themselves clearly in English. This study argues that unless the community factor is incorporated into the tripolar education system of teaching English second language, the problem will continue to exist.
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.
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.
Using an English language club to enhance the learning of English at a high school in South Africa=Ukusetshenziswa kwe-English Language Club ukuphucula izinga lokufundwa kwesiNgisi esikoleni samabanga aphezulu eNingizimu Afrika.
(2022) Sheokarah, Jennifer.; Pillay, Ansurie.
This thesis focuses on how using an English Language Club can enhance the learning of English while empowering learners and encouraging them to take responsibility for their learning. A noticeable challenge at the site of the study, a school in Richards Bay, is that the existing approaches in a classroom may not be adequate in assisting second language learners to reach the desired proficiency in English due to the language background of learners and the overcrowded classrooms which prevents the use of more effective teaching and learning methods. The study adopted a critical pedagogy with aspects of Krashen’s theory. Interventions of innovative and fun activities, including outdoor teaching and learning, were implemented in the four-cycle participatory action research study, concentrating on listening and speaking, spelling and vocabulary, reading, and writing. The study revealed that a comfortable environment that recognised learners’ interests and the use of relatable and engaging activities not only enhanced the learning of English by reducing anxiety, but empowered learners to be involved in making the necessary decisions for the betterment of their learning. By the end of the study, participants were more conscious of their responsibility in their learning process. When they felt respected by their teacher and peers in the English Language Club, their fear of the language diminished, resulting in enhanced participation, giving learners a voice that was lacking in the classroom. The study also revealed the importance of critical reflection and dialogue in transforming learning. The use of entertaining activities, competitions and prizes were effective in motivating learners, ad served as efficient methods in developing learner responsibility. This thesis adds to the discourses on educational methods, critical pedagogy and participatory action research. It contributes knowledge by showing that using participatory action research and critical pedagogy in an ELC is effective for empowering learners while enhancing their learning of English. Furthermore, the study fills a research gap and expands the current body of knowledge on the use of English language clubs by focusing on four skills of English, unlike other clubs, and provides a working model of the combination of critical pedagogy and elements of Krashen’s theory to enhance the learning of English by creating a humanising environment and decreasing anxiety. Iqoqa Lolu cwaningo lugxile ekuhloleni ukuthi ukusetshenziswa kwe-English Language Club kungaliphakamisa kanjani izinga lokufundwa kwesiNgisi kube kunikeza abafundi amandla nokubakhuthaza ekuzibambeleni mathupha ukufunda kwabo. Inselelo eyagqama kakhulu esizindeni socwaningo okuyisikole esiseRichards Bay ukuthi izindlela ezilandelwayo zokufundisa ekilasini azanele ekusizeni abafundi abafunda isiNgisi njengolimi lokwengeza okungenza ukuthi balusebenzise ngendlela efanele ulimi lwesiNgisi. Lokhu kungenxa yesimo abaphila kuso abafundi kanye nokuminyana kwamakilasi okuvimbela ukusetshenziswa kwendlela ezifanele zokufundisa nokufunda. Ucwaningo lwasebenzisa indlela yokufundisa ehlaziyayo enezimpawu zenjulalwazi kaKrashen. Ukungenelela kwemisebenzi emisha nethokozisayo njengokufundisela nokufunda phandle kwasetshenziswa umjikelezo wakane wocwaningo lwababambiqhaza kugxilwe ekulaleleni nasekukhulumeni, ekupeleni nakulwazimagama, ekufundeni, kanye nasekubhaleni. Ucwaningo lwaveza ukuthi isimo esikhululekile esikuthathela phezulu okudingwa umfundi kanye nokunikezwa kwemisebenzi abafundi abayijwayele nebagcina bedobekile njengokuphakamisa izinga lokufunda isiNgisi ngokwehlisa ukukhathazeka kepha kuyabagunyaza abafundi ukuthi bazimbandakanye ekuthathweni kwezinqumo ezizokwenza ngcono ukufunda kwabo. Ekupheleni kwalolu cwaningo abababambiqhaza base bazi ngokulindeleke ukuba bakwenze mayelana nohlelo lokufunda kwabo. Lapho sebezizwa behlonipheka kothisha nakontanga kwi-English Language Club uvalo lolimi lwashabalala okwaholela ekuthini lenyuke nezinga lokuzimbandakanya kokwenziwayo; kwaba nezwi labafundi elallikade lingezwakali ekilasini. Ucwaningo lwaphinda lwaveza ukubaluleka kokuzihlola okujulile nokuxoxisana ekuguqulweni kwendlela yokufunda. Ukusetshenziswa kwemisebenzi yokuzijabulisa, imincintiswano kanye nemiklomelo kwabakhuthaza abafundi kwaphinda kwaba yizindlela ezisebenzayo ekuthuthukisweni kokuthatha amagunya njengabafundi. Lolu cwaningo luyathasisela ezingxoxweni ezimayelana nezindlela zokufundisa, ukufundisa okuhlaziyayo, kanye nocwaningo lwababambiqhaza. Luyanezezela nasolwazini ngokukhombisa ukuthi ucwaningo lwababambiqhaza nokufundisa okujulile kwi-ELC kunamandla ekugunyazeni abafundi kube kuphakamisa nezinga labo lokufunda isiNgisi. Iqembu elingafani namanye amaqembu, kanti futhi lunikezela ngemodeli esebenzayo ehlanganisa ukufundisa okujulile kanye nezimpawu zenjulalwazi kaKrashen ekuthuthukiseni ukufundwa kwesiNgisi lapho kwakhiwa khona isimo esihlonipha ubunjalo bomuntu futhi kuncishiswe nokukhathazeka.
Teachers’ approaches to and experiences of teaching literature to English second language learners at selected high schools in the Pinetown District, South Africa.
(2022) Zondi, Sboniso Praisegod.; Pillay, Ansurie.
Teaching literature in the English Second Language (ESL) classroom has been a core aspect of the English curriculum for decades in local and international contexts. The primary aim of this study was to explore the ESL teachers’ experiences and the approaches they use to teach literature in the selected high schools in South Africa. Literature is known to be a source of language development, imagery, critical thinking, learner motivation, social awareness, tolerance, self-awareness, and other skills and values. It is also believed that such skills and values are harnessed in learner-centred classrooms, with the teacher as a facilitator. However, findings also show that teacher centredness is also necessary but should be limited, so the teacher and the expertise cannot be entirely removed from the ESL literature classroom. It was noted that teachers’ childhood, high school, and tertiary experiences and approaches used have a direct influence on how they teach literature in their classes. The constructivist learning theory underpinned this qualitative case study as a theoretical framework. ESL literature classrooms must be constructivist by evoking learners’ prior knowledge and propelling them to use that knowledge to create new knowledge by assimilating it with what they already know. Traditional classrooms are often the cause of the lack of motivation for literature reading, lack of language proficiency, and, eventually, poor academic performance in literature. The approaches used by the teachers also have a direct influence on how learners engage in the classroom. Findings showed that teachers use different approaches to teaching literature, and they integrate skills and not just teach literature independently but infuse listening, writing and presenting. The interpretivist paradigm was adopted, and data were generated from a purposive and convenience sample of 12 English high school teachers from three schools within one education district. The researcher employed a qualitative questionnaire with open-ended questions, a visual method, semi-structured face-to-face interviews, and classroom observations to generate data. This thesis contributes to knowledge by showing that the teachers’ experiences and how they were taught have a direct bearing on their current teaching practices.
Theatre roots, learning routes: educating through formal theatre productions in higher education – a self-study.
(2021) Meskin, Tamar.; Singh, Lorainne.
My study grew out of a desire to root my research in my creative practice as both drama lecturer and director of formal theatre productions in higher learning institutions. From my own lived experience, I knew that participation in such formal theatre productions as a student had played a significant role in shaping not just my drama education, but my sense of self. The interplay between these ideas generated my core research question: What is the value of formal theatre productions in a higher education context in relation to teaching and learning? In this study, therefore, I employ a personal history self-study approach to investigate the relationship between the two aspects of my role as a university lecturer in drama—teaching and directing—through interrogating formal theatre productions as sites of teaching and learning. This involves four areas of analysis: First, I explore my identity as a directorteacher, working on formal theatre productions in a South African institution of higher learning. Second, I examine the educational potential of formal theatre productions within the discourses of both dramatic education and broader educational theory in order to develop my personal educational philosophy. Third, I investigate the experiences of students who participated in formal theatre productions I directed, and colleagues who have co-directed such productions with me, using Creative Analytic Practice in the form of a data play to discover the kinds of learning that emerge from participation in such projects. Finally, I draw on these ideas to formulate a model for what I call Production-Based Learning and define a role for myself as a director-teacher. From my analysis, I identify eight different kinds of learning that emerge from participation in formal theatre productions: disciplinary, personal, interactional, emotional, expressive, responsive, cultural, and organisational learning. This demonstrates the power of formal theatre productions as facilitators of both disciplinary and life-learning, and indicates the potential of Production-Based Learning as a pedagogic practice for drama in higher education.
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.
Language policy and practice at a secondary school in Manzini: the case of teaching and learning in Form 4.
(2020) Dludlu, Siphiwe Monicah.; Sheik, Ayub.
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.
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.

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