Browsing by Author "Dludlu, Siphiwe Monicah."

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Language policy and practice at a secondary school in Manzini: the case of teaching and learning in Form 4.
(2020) Dludlu, Siphiwe Monicah.; Sheik, Ayub.
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.
Learners' constructions of English as a gatekeeper subject in Swaziland : a case study of one secondary school in Manzini.
(2016) Dludlu, Siphiwe Monicah.; Kamwendo, Gregory Hankoni.
Swaziland is one of many African countries that still accord a colonial language, English, hegemonic status over her own indigenous language, which is SiSwati. As a former British protectorate, Swaziland belongs to the Anglophone community. Despite the fact that many Swazi learners struggle to pass English as a Second language (ESL), due to an array of factors, chief amongst which is poor, disadvantaged backgrounds, it still remains a gatekeeper subject in the country. It is the most important, must-pass subject which either opens doors for one who has passed it or closes them if one has failed it. The study set out to establish Swazi learners’ understanding of the value of English in education and other domains in Swaziland. It also aimed to document learners’ positions regarding the claim that English is a gatekeeper while also determining the learners’ views on the use of English as the language of teaching and learning in Swaziland. This was a qualitative study in which six secondary learners were interviewed individually to solicit their constructions in as far as ESL is concerned. Moreover, through engaging focus group discussion, the learners came together to further discuss their perceptions of the role of English in the education system in Swaziland. The study found that Swazi learners view English as a gatekeeper subject which ultimately hinders them from proceeding further with their academic journeys in the event they fail to get a credit pass in it. For this reason, they viewed English as a basic requirement or a foundation for one’s academic success hence their belief that English should remain the LoTL. The learners revealed their love for siSwati that it is indeed their mother tongue which they both love and hold in high esteem but without learning and passing English; they believed that one automatically stands to be less successful in the socio-economic circles hence excluded from the global community. The study also learnt that Swazi learners would love to have siSwati to be the LoTL, but because of the need to develop and enlarge its discourse, they saw this as a far-fetched dream. It was discovered that there is need for a continuous assessment of how English as a former colonial language can coexist with the local language siSwati in such a way that it stops being a hindrance to the learners’ success in education. Secondly, the government has to provide the means for learners to do extensive reading in order to develop their linguistic competence in English language since it currently is the gatekeeper subject. Finally, the Swazi government should consider consolidating her resources in order to develop and empower siSwati thus making it to be attractive in the linguistic market.