Exploring teachers' experiences of teaching isiZulu first additional language in ex-Model C schools.

Abstract

This study explores the experiences of isiZulu FAL teachers in ex -Model C schools. It specifically looks at the experiences of grade 4 First Additional Language teachers who work in the quintile 5, urban schools. Most studies have shown that the child should learn the First Additional Language (FAL) after three years of schooling when she /he had already learnt the Home Language. This study attempts to understand the experiences of teachers of isiZulu FAL and why they have particular experiences. This is a qualitative study located within the interpretive paradigm. Participants were purposefully selected from the three schools that were part of the study. Three grade 4 isiZulu First Additional Language teachers were involved in the study. Semi-structured interviews were used as data generation methods. Findings reveal that teachers were not trained to teach in the multi- racial classes where there are children from different backgrounds. This study also found that there is non-availability of textbooks for isiZulu First Additional Language from the publishers. It was also discovered that the Department of Education does not supply the schools with isiZulu First Additional Language workbooks but it does supply the workbooks for isiZulu Home Language and English Home Language. Lastly, the teachers are not well trained in teaching isiZulu First Additional Language according to the new curriculum (Curriculum and Assessment Policy Statement). The study recommends review of the schools language policies because they currently impact negatively on the attitude and behaviour of learners when it is compulsory for them to learn isiZulu First Additional Language. This is very important especially in grade 4, where the learners are learning their First Additional Language in detail and there are lots of assessments involved at this stage. So, it is important for the school to give parents a choice to choose their children’s FAL so that they can be supportive of their children. The Department of Education also needs to prioritise when it comes to the resources or the materials of teaching isiZulu First Additional Language. The implications of the findings of this research should be useful to teachers, principals, nongovernmental organizations involved in teacher training, curriculum specialists, writers and all those who have an interest in education.