This study examines the status of isiZulu from the perspective of English L1, isiZulu L1 learners and teachers in former House of Delegates high schools in the Durban area. This study examines the status of isiZulu in former House of Delegates secondary schools in the Durban area.
Diglossia
To assess the status of isiZulu at former High Schools of the House of Representatives in the greater Durban area. The study examines the linguistic scenario with specific reference to isiZulu at former High Schools of the House of Representatives in the greater Durban area.
LITERATURE REVIEW AND THEORETICAL ORIENTATION
In 1870 two Boer republics were established in the interior of South Africa with Dutch as the state and school language. The medium of instruction was either English or Afrikaans, depending on the child's native language. From the discussion in the previous paragraphs, it is clear that the main objective of Singapore's language policy is nation building.
At preschool level, the policy states that the medium of instruction will primarily be the mother tongue or the language of the immediate community.
Recapitulation
Ignoring the native language of the majority by discouraging the use of their language in the classroom is a violation of their rights enshrined in our Constitution. This linguistic scenario contrasts with many studies that emphasize the importance of students' home language in education. Positivism is based on the belief that the study of human behavior should be conducted in the same way as studies in the natural sciences.
They argue that the 'entanglement' of the investigator and the investigated was impossible to separate, and what existed in the social and human world was what we (investigators and lawyers) thought existed (Smith 1983: 7). 26 Positivism seeks the facts or causes of social phenomena, without taking into account the subjective state of the individual. A combination of quantitative and qualitative research styles was used to gain an in-depth understanding of learners' and educators' views on the study of isiZulu.
Hillocks says that identifying the commonalities between them is a more generative process than highlighting where and how they diverge. The two research traditions are not mutually exclusive, but are closely related and can complement each other. There are now many examples in the language education literature advocating the merits of multiple approaches to literacy research based on quantitative and qualitative methodologies (Beach, Greens, Kamil, & Shanahan, 1992). Using quantitative and qualitative approaches in one study allows the researcher to gain different insights into the same problem.
Quantitative and Qualitative Research Approaches
The Quantitative Design
- Quantitative data collection techniques
- Questionnaire
- Views of learners and educators who support bilingual education
It is quite evident that the majority of isiZulu L1 learners (80%) use isiZulu as their mother tongue. From the bar chart above, it is evident that the majority of L1 English learners (91%) listed English as their first language. I have noticed that for most isiZulu L1 learners, the English language is the main obstacle in the learning process.
A striking feature of the bar graph above is that a high percentage (80%) of isiZulu L1 learners never use Fanakala. The first table presents the results of isiZulu L1 and English L1 learners' responses to question Z.13 in the learner questionnaire. An examination of the table above shows that the majority of isiZulu L1 learners (67.4%) stated that they would prefer English and isiZulu as their languages of instruction.
Most isiZulu L1 learners are at a disadvantage because they are not allowed to use their mother tongue in the classroom. Therefore, the exclusive use of English in the classroom is detrimental to isiZulu L1 learners' progress. Most isiZulu L1 and English L1 learners stated that isiZulu is offered in their respective schools.
The majority of isiZulu L1 (86.0%) and English L1 (58.9%) students felt that all students should learn isiZulu. Most isiZulu L1 learners are of the opinion that isiZulu should be an optional subject of study at their school.
Learners' and educators' responses on the difficulty in speaking, reading and writing isiZulu
- Learners' and educators' responses on the difficulty in speaking in isiZulu
However, it is surprising to note that 37% of isiZulu L1 learners said that isiZulu is not too difficult to speak. Bar chart 12 illustrates that a majority of English L1 learners (57%) said that isiZulu is difficult to speak. It is interesting to note that 39% of English L1 learners said that isiZulu is not too difficult to speak.
From the bar graph above, we can see that 48% of the educators stated that it is difficult for them to speak isiZulu. From the bar chart above, it is evident that the majority of isiZulu L1 learners (56%) stated that they do not find it difficult to read isiZulu. It is important to note that 14% of isiZulu L1 learners have difficulty reading isiZulu.
From the bar graph above, we notice that an overwhelming majority of L1 English learners (66%) stated that they find it difficult to read isiZulu. A striking feature of the above finding is that most educators (73%) find it difficult to read isiZulu. The graph above shows that a large percentage of isiZulu L1 learners (48%) do not find it difficult to write isiZulu.
Learners' exposure to isiZulu in the electronic, print media and in the classroom
Notable in the above findings is that a significant percentage of isiZulu L1 learners indicated that they always listen to Ukhozi F.M. Since these students have so much exposure to isiZulu at home, it is incongruous that their mother tongue is not used as a resource in the classroom. Kamwangamalu (2001) also reiterates the importance of indigenous languages in educational institutions when he says that it is not only vital for the effective promotion of these languages, but also for the rapid and massive development and spread of literacy among the population to empowered them to participate actively in the social, political and economic development of the state.
The following Tables present the findings of question Z.42 in the learner questionnaire and Z.26 in the educator questionnaire. From the table above, it is very clear that learning isiZulu will be a good place to pursue careers in the educational field. A significant percentage of isiZulu L1 learners (14.4%), English L1 learners (21.8%) said that learning isiZulu is a prerequisite for most occupations.
A significant percentage of the teachers stated that knowledge of isiZulu is important for all subject areas (20%). An analysis of the responses to question X1 in the student questionnaire showed that the majority of English L1 students (52%) and isiZulu students (85%) have a positive attitude towards isiZulu. The following are some of the views expressed by isiZulu L1 and English L1 learners to the study of isiZulu, which is question X1 in semi-.
Learners' positive views towards the study of isiZulu at school
- IsiZulu L1 learners' views
- English L1 learners' views
Learners' negative views towards the study of isiZulu at school
- English l1 learners' views
There were various opinions given by English L1 learners regarding the difficulties experienced by isiZulu L1 learners, which is question X2 in the semi-structured interview. Some of the English L1 learners indicated that isiZulu L1 learners could not speak and understand English. Then there are English L1 learners who said that isiZulu L1 learners are not allowed to use isiZulu in class.
There was also a variety of views given by isiZulu L1 learners regarding the problems experienced by L1 English learners, which is question X.3 in the semi-structured interview. There were several reasons given by isiZulu L1 learners regarding why isiZulu is an important subject of study, which is question X4.1 in the semi-structured interview. There were several reasons given by isiZulu L1 learners regarding why isiZulu is not an important subject of study, which is question X4.2 in the semi-structured interview.
The following are some comments from isiZulu L1 and English L1 learners who object to mother tongue education, which is question X5 in the semi-structured interview. The following are some views of isiZulu L1 and English L1 learners on the difficulties they face in promoting isiZulu in schools, which is question X6 in the semi-structured interview. A large percentage of isiZulu L1 and English L1 students indicated that there are insufficient teachers in their schools.
CONCLUSION AND RECOMMENDATIONS
The provision of books and educational material in indigenous African languages
But we writers cannot talk about taking up the challenge of the new century for African literature if writing in African languages does not become a major component of the continent's literature. Young children's literacy in multilingual classrooms: A comparison of developments in South Africa and the United Kingdom. Multilingualism in South Africa with special emphasis on the role of African languages in education.
Implications of Disabling and Enabling Trends in South African Language Policy in Language and Social History: Studies in South African Sociolinguistics. Language, development and educational reconstruction in South Africa.ln: Limage, L, (ed) Comparative perspectives on language and literacy. Aspects of Multilingualism in Post-Apartheid South Africa: A Special Issue on Multilingualism, 17 (2-3) Berlin/New York: Mouton.
The problem of English as a second language medium of instruction in African schools in South Africa In: Young D (ed). Status of Zulus in KwaZulu-Natal. eds) Mu/tilingualism in a Mu/ticu/tura/ Context: Case Studies on South Africa and Western Europe. IOLlNGVISTIC INVESTIGATION OF THE STATUS OF isiZulu AT HIGHSP~OOLS IN TILE METROPOLITAN AREA.
I EXAM I NON EXAM
Yebo C-Jl&O ==r=J. l.32 Ngabe uthisha wakho wasifundisa isiZulu noma wasifundisa1, Wasifundisa c=J Wasifundisa mina:==J .. l..33 Kunzima kangakanani ukukhuluma isiZulu : I YES I=:J NO 0 I YES 0 NO I:=J PERMISSION TO CONDUCT RESEARCH: MASTER'S DEGREE IN isiZulu The research examines the mismatch between language policy on the one hand and language practice on the other. A sociolinguistic investigation into the status of isiZulu in former House of Representatives secondary schools in the greater Durban area. To research the above topic, I need to conduct a language survey in secondary schools in the Durban region. This information will be obtained through a questionnaire filled out by educators and students. That all information collected will be solely for the purpose of this study and will remain confidential. A copy of the findings must be filed with the Regional Senior Manager upon completion of studies.I ,AGREE [=1 DISAGREE 0
