Language policy and practice at a secondary school in Manzini: the case of teaching and learning in Form 4.
| dc.contributor.advisor | Sheik, Ayub. | |
| dc.contributor.author | Dludlu, Siphiwe Monicah. | |
| dc.date.accessioned | 2021-08-04T18:06:10Z | |
| dc.date.available | 2021-08-04T18:06:10Z | |
| dc.date.created | 2020 | |
| dc.date.issued | 2020 | |
| dc.description | Doctoral Degree. University of KwaZulu-Natal, Durban. | en_US |
| dc.description.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. | en_US |
| dc.identifier.uri | https://researchspace.ukzn.ac.za/handle/10413/19710 | |
| dc.language.iso | en | en_US |
| dc.subject.other | Learner-academic performance. | en_US |
| dc.subject.other | Language policy in South Africa. | en_US |
| dc.subject.other | eSwatini language policy. | en_US |
| dc.title | Language policy and practice at a secondary school in Manzini: the case of teaching and learning in Form 4. | en_US |
| dc.type | Thesis | en_US |
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