Learning to teach IsiZulu FAL: Experiences of student teachers in initial teacher education programme

Abstract

Post-apartheid South Africa has undergone significant changes in educational policies, especially in terms of Language Educational Policy. The introduction of First and Second Additional languages in the education system requires qualified teachers to effectively teach these subjects. This effort supports the goals of the country's language policies by promoting equity in language usage. Additionally, it encourages communication and interaction among learners from different linguistic backgrounds, fostering inclusivity within the education system. In line with this background, this study focuses on how teachers of isiZulu First Additional Language (FAL) are trained to teach isiZulu FAL in school. The study took on a qualitative approach where it used the case study of a private higher education institution, selected students in their final year of the study to understand how they learnt to become teachers of isiZulu FAL. The findings suggest that selecting isiZulu FAL is the strategy to improve employment opportunities due to the high demand for isiZulu-speaking teachers in Ex-Model C schools and it is the competitive nature of the job market. The findings also suggested that possessing content knowledge is insufficient for effective teaching. One must also integrate content knowledge with pedagogical knowledge, forming a specialised understanding tailored to teaching specific subjects to particular groups of learners in specific contexts. Without a solid grasp of pedagogical content knowledge, meaningful learning cannot occur. The study is significant to language acquisition, teachers of first additional languages, teacher education institutions, and teachers.