Teaching reading in Isizulu first additional language to non- mother tongue speakers: a case of three private schools in Gauteng.

Abstract

The study explored isiZulu Fist Additional Language (FAL) teachers’ experiences in teaching reading skills to non-mother tongue speakers in three selected private schools in Gauteng, South Africa. A case study research methodological design was used to stimulate conversations to gain insight into specific experiences of the Grade 6 isiZulu FAL teachers when teaching reading to non-mother tongue speakers. This study was guided by two theoretical frameworks: Vygotsky’s (1978) Sociocultural theory to explore the experiences of isiZulu FAL teachers in teaching reading to non-mother tongue speakers. The study adopted a qualitative, multiple case study approach located within an interpretive paradigm to gain knowledge and understanding of the phenomenon. Semi-structured interviews and observations were employed to generate data. The three Grade 6 isiZulu FAL teachers were selected purposely and identified as suitable participants because they would provide sufficient information needed to foster understanding of the Grade 6 isiZulu FAL teachers’ experience in teaching reading skills to non-mother tongue speakers. A thematic analysis technique was used to analyse the data generated, which allowed for the identification and analysis of patterns from the data set. This also allowed for accurate and trustworthy findings. The findings of the study revealed that the participants’ experiences in teaching reading in isiZulu FAL to non-mother tongue speakers were influenced by various factors such as stakeholders’ attitudes towards the learning of isiZulu FAL, insufficient learning time, and lack of teachers training in teaching of reading in isiZulu FAL. The study recommends that all stakeholders, policymakers, and education providers, take the initiative to improve the teaching of reading in isiZulu FAL.