To my supervisor, Prof Ayub Sheikh for his patience and shared knowledge of linguistic concepts and scrupulous revisions of drafts for this study. Therefore, this study concludes that the UKZN Language Policy for eventual bilingual education is successful within the UKZN School of Education in the initial stages of implementation.
Introduction
In a broader linguistic context, I will try to give an evaluation of the evolving status of isiZulu and how it can claim legitimacy as a compulsory language for teaching and learning in the University of KwaZulu-Natal. This case is centered on the University of KwaZulu-Natal located in the province of KwaZulu-Natal in South Africa where almost 80 percent of the population isiZulu as a.
Multilingualism in South Africa
It is one of the few tertiary institutions in the country where tangible steps have been taken towards incorporating an African language for academic purposes. However, there have been some efforts in the higher education sphere to develop indigenous African languages such as LoLT (Balfour, 2010; Deumert, 2010).
What the Language Boards are saying
Background to the Study
Furthermore, Mmusi (1998) argues that in South Africa the legacy of past policies is still felt within the education system. What do the students consider to be the strengths and weaknesses of the conversational isiZulu module.
Significance of the Study
It is through active engagement and through scientific work that this can be achieved in this study. This study can also provide a platform for students' voices to be heard on the subject under scrutiny by assessing their reactions, behaviours, feelings and attitudes towards this language policy.
Rationale and Relevance of the Study
Given the dominance of English, I hope that this study can shed light on the views of learners towards less dominant languages such as isiZulu in school contexts. Personally, I was attracted to this study for two reasons: my personal experience and issues regarding the lack of research in the implementation of indigenous language policy.
Clarification of Concepts
- Language Learning
- Bilingualism
- First Language (L1)
- Second Language (L2)
- Language Policy
- Languages as a Resource
In this study, this concept has been used interchangeably with the term vernacular, mainly because South African curriculum documents use the vernacular. And in this sense, the resource is the advantage of learning conversational isiZulu as an additional language.
Aim of the Study
The concept of language as a resource has been popularized in the "planning" model of language, in which choices are made on strictly economic grounds in much the same way that any other resource in a national economy is planned and consumed. Despite the difficulties highlighted in the previous discussion, it is still possible to speak of language as a resource in the dictionary sense of "a valuable resource" or "a resource that can be drawn upon".
The objectives of this study are
Statement of the Research Problem
Delimitations and Limitations
Outline of Chapters
This chapter provides background information on the assumptions and principles underlying this study. Chapter Three: This chapter will touch upon the theoretical framework on which the study is based.
Introduction
23 | On the Demographics of Languages in South Africa page, I draw attention to the extent of differences between languages in South Africa. According to Hartshorne (1995, p. 306), in South Africa decisions are related to issues of political dominance, protection of power structures, maintenance of privilege and distribution of economic resources.
Languages of South Africa
These different languages are highlighted above because they provide a background to the demographics of African languages in South Africa. I believe this background is essential to this study because it shows that African languages in South Africa are spoken by the majority and yet after Apartheid, many of these languages are still marginalized in schools as well as by society in general.
Historical Background on the use of isiZulu in South Africa
Although isiZulu is the native language of only a quarter of South Africa's population, about half the country can understand it, along with hundreds of thousands of people in the surrounding region. In the earliest phase, South African Indians learned pidgin isiZulu – fanakalo – to communicate with Zulus and their employers on the white sugar cane plantations (Mesthrie & Hromnik, 2011).
Marginalization of Indigenous Languages
People are forced to adopt the dominant language or risk being left out in the cold – economically and politically”. Amano (2010) stated that work undertaken to protect languages such as Welsh in the UK is a good example of a successful strategy.
Democracy: Legitimization of Indigenous Languages
South Africa's constitution is one of the most democratic constitutions in the world. One of the vexing language issues addressed by Nkosi (2014) is that, due to the underdeveloped nature of isiZulu academic terminology, some bilingual staff at UKZN are currently developing subject-specific terminology in collaboration with the Zulu Language Research and Development Center ( ILRDC).
Challenges faced by the Language Policy
There are certain strategies that must be followed to ensure the successful implementation of the language policy in South Africa. The implementation of the language policy requires the development of teaching materials and other applications.
The Perception of Students towards Learning in the IsiZulu Medium
The study focused on students' language practices and their views on the use of African languages in South Africa. A study by Barkhuizen (2001) shows that students prefer to use English because they consider isiXhosa to be inferior.
Conclusion
I believe this should go beyond rhetoric to include detailed implementation strategies and resources for university development and learning. The issues raised in literature as used in language policy reflect conflicting ideologies stemming from the history of this country and shed light on the politics that led to the formation of a democratic state in South Africa where equality reigns.
Introduction
Theoretical Framework
In other words, children will add a second language at no cost to their first language development. A more additive process of bilingualism is when the student's first language and its associated culture are nurtured and supported, then the second language is introduced later (Genessee, 1977).
Cummins Second Language Acquisition theory
BICS/CALP
It can also help when it provides students with communication tools to better use the outside world, and it can provide beneficial conscious learning for optimal Monitor users. The results of these studies are consistent with the above finding: the more comprehensible input one receives in low-stress situations, the more language competence one will have.
Additive/subtractive Bilingualism
Its Implications for mainstream Teachers
And on the basis that it is used in formal education, CALP can be considered a prestigious form of language use and in the South African context; English is assigned the role of CALP (Otto, 1997). In the case of this study, tasks range in difficulty along one continuum from cognitively demanding to cognitively demanding; and along the other continuum from context-embedded to context-reduced.
Other related discussions on second language teaching
The first is that the student must have meaning in the teaching tasks that are presented in the second language. CLT emphasizes learning to communicate in the second or target language through social interaction.
Conclusion
Introduction
The specific research problem
To understand the attitudes of students of Conversational IsiZulu among first year students enrolled in the course. What attitude do the students have towards the introduction of conversational IsiZulu as a compulsory module in the teaching school?
Context of the study
This chapter addresses the specific problem examined in this study, entitled: Assessing students' perceptions of Conversational IsiZulu as a compulsory module in a South African university. A case study design was used to explain students' reception of conversational isiZulu as a compulsory module at university.
Case Study Design
Qualitative research aims at the development of perspectives and understanding, for the purpose of this study the aim is to assess students' perception of conversational IsiZulu as a compulsory module in a South African university. The aim is in accordance with the qualitative research which is concerned with understanding the social phenomenon from the participants' perspective (Babbie, 2004, p45).
Definitions of Case Study Research
This study used a single case study for the following reason: It can be said that case studies emphasize detailed contextual analysis. This is considered appropriate in this study because assessing the perception of how and why students feel this way about the introduction of Conversational isiZulu fits into a case study research method.
Strengths of case study Research
Limitation of Case Study Research
73 | Enter the practice, establish the value of the matter and to contribute to the knowledge of a specific subject. The case that is the subject of the investigation will be an example of a class of phenomena that provides an analytical framework and object within which the study is carried out and that illuminates and explains the case.
Research Paradigm: Interpretive Paradigm
It should be noted that some writers have argued that a single case study is limited because its findings cannot be generalized to other cases. In a deeper sense, Thomas (2005) explained that case studies are analyzes of persons, events, decisions, periods, projects, policies, institutions or other systems that are studied holistically using one or more methods.
Research Methods
Methods of Data Production
- Interviews
- Semi-structured Interviews
- Focus Groups Interviews
- Observations
- Reflective Diary
As a researcher, it was my duty to always lead the participants back to the focus of the research. The focus group interviews allowed the researcher to better understand the participants' feelings and thoughts about teaching isiZulu as a first additional language.
Sampling and Participants
Cohen et al., (2011, p.156) state that in purposive sampling, "the researcher selects the cases to be included in the sample based on their judgment of their typicality or possession of the specific characteristics sought." . For sampling, my opinion is that sample size does not matter much and is not a major consideration in case study research as "the concern is not so much for representative sampling (indeed the strength of case study approach is that the case only represents itself).
Trustworthiness
The use of multiple data sources confirmed the linkage of the data (Lapan, Quartaroli & . Riemer, 2012). In the research member check process, participants reviewed a summary of the data analysis procedure and a summary of the final results of the study.
Ethical Issues
Reliability is about the quality of data collection, data analysis and the theory of the data collected (Lincoln & Guba, 1985, p.34). I used triangulation in data collection, which means that this study used two or more data collection methods.
Limitations of the Study
Conclusion
Introduction
A discussion of the data within the framework of the theoretical and conceptual tools as well as relevant literature is also presented. What attitudes do the students have towards the introduction of Conversational isiZulu as a compulsory module in the teaching school.
Presentation of Semi Structured Interview and focus group interview
I believe that the motivation and commitment of the lecturers greatly influence the success of learning isiZulu conversation. Another important factor revealed by the data was that support from lecturers is essential to the success of learning conversational isiZulu.
Overview of classroom observation of students
It is clear that the students interviewed in this study are largely effective and successful. Most times, vocabulary was expanded when new words are taught, and students are guided and scaffolded through the lectures.
Challenges faced by the students in learning Conversational IsiZulu as observed
The lecturers were also very comfortable with code switching and from time to time they used English in their class and they also allow the students to code switch as well. There is much room for inquiry and there is ample evidence of subtractive and additive bilingualism taking place in the classroom.
General findings of Conversational IsiZulu teaching as observed
Their question was also used in the students' scaffolding from the known to the unknown. One of the lecturers said that students should know the syllables and how to combine them to form words.
Findings and Discussion
Results
The greater percentage of respondents indicated that parents also wanted their children to learn the module. All the students interviewed agreed that it was fun and interesting to learn the module and it felt in the right decision for the university to make it compulsory for them because it is so important for them to speak the language spoken by the majority of South Africans since. they will end up becoming teachers in
Conclusion
Summary
Using data collected from university participants, I found that while the home context limited the development of students' bilingualism, the university context offered students a better context for improving bilingual skills. At home, students were exposed to limited texts and limited opportunities to engage with texts and use their languages in meaningful ways.
Recommendations
It is recommended that schools consider the impact their policies have on students' perceptions of language. There was a strong feeling on the part of the students that isiZulu is not given any value in society.
Need for Further Research
102 | P a g e Furthermore, this research is necessary because it contributes to how South Africa as a nation can benefit from additive bilingualism rather than seeing it as a subtractive bilingualism that undermines learning at the L1 level. It is this culture of democracy and the theory of equal multilingualism that South Africa is trying to build on and promote.
Conclusion
A historical overview of the IEA's language-related studies leading up to the implementation of the Project on International Reading Studies. Reyes (Eds.), The best of our children: Critical perspectives on literacy for Latino students (pp. 96-121).
Full names of. participant) hereby confirm that I understand the contents of this document and the nature of the research project, and that I agree to participate in the research project.
Assessment of students' perception of conversational isiZulu as a compulsory module in a South African University”. full names) hereby declare that I have read and understood the contents of this document and the research project, and I give permission to Mr Anyanwu to include lecturers, tutors and students involved in the Conversational IsiZulu for Undergraduate Students module as participants in she is studying
Topic: Assessing Student Acceptance of Colloquial Isizulu as a Compulsory Module in a South African University. I hereby certify that I, Colleen Figg, of CJF Copywriting & Editing Services, have proofread and proofread the following chapters of my Master's Thesis in Education on Language and Media Studies.
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