Teaching IsiZulu first additional language to isiZulu mother-tongue learners in former model C high schools.

Abstract

IsiZulu is one of the dominant languages in South Africa, especially in KwaZulu- Natal. The government of South Africa made a call persuading all former Model C schools to introduce South African indigenous languages in their schools depending on the language that is well spoken in that province. For instance in KwaZulu- Natal it will be isiZulu and in the Eastern Cape it is isiXhosa. This study was conducted in KwaZulu Natal in the Durban North area and two girls’ high schools were chosen in this area. Black isiZulu learners enrolled in former Model C schools with the aim of getting better education. The language of learning and teaching in these schools is English from day care centres to high schools. The majority of these learners come from the Durban North suburbs and some of them were adopted and raised by English speaking parents. The neighboring primary schools that are involved in this study do not offer isiZulu and the learners start isiZulu in Grade 8. The objective of this study is to explore challenges facing isiZulu first additional language teachers teaching learners isiZulu for the first time in Grade 8 and how they try to motivate and assist t Grade 8 learners if they are struggling in isiZulu. The study also made some recommendations of how teachers can be assisted. The study used qualitative research methodology and it was analyzed through themes which were categorized into subdivisions. Both participants were from former Model C schools in Durban North. The data was gathered by means of a literature review, document analysis, interviews and observations. This study revealed that isiZulu first additional teachers in former Model C schools are facing numerous challenges ranging from lack of proper training, suitable teaching material etc. Learners themselves can also be a challenge to teachers if they cannot cope in class which usually results in their negative attitudes towards isiZulu and teachers. However, this study also resulted in formulating guidelines and recommendations that will assist in meeting the challenges faced by isiZulu first additional language teachers in former Model C schools.