Browsing by Author "Ntshangase, Sicelo Ziphozonke."

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The influences of traditional medicine in relation to its various use by the African societies : a review of Zulu novels.
(2000) Ntshangase, Sicelo Ziphozonke.; Ngubane, Sihawukele Emmanuel.
Traditional medicine, unlike western medicine, is not merely concerned with physical illness, but it is used for various purposes. For instance: It can be used for lkuthwala' (the process whereby a person consults a traditional doctor for the medicine that will make a person very rich). The practice of 'ukuthwala' has numerous disavantages, especially because of the price that is paid in return of the wealth accumulated. The price is usually a human sacrifice, depending on what version of Ukuthwala' a person has opted for. Traditional medicine can also be used for witchcraft (ukuthakatha),for protection against evil spirits (ukuqinisa) , for making someone love you, for job opportunities, and for inspiration of the army. It can be either used for good or evil purposes. The dissertation looks at both versions by strongly drawing examples from Zulu novels. Other issues raised in this study is the importance of religion and cosmology, culture, magic, as well as spiritual healing, in association with traditional medicine. The Africans believe in the spirit world. They believed that for people to communicate with 'Mvelinqangi ' (God) there should be 'amadlozi' (the ancestors), who should intercede with God on their behalf. Usually, they call a sangoma' (medium) or 'inyanga' (medicine-man) to perform the religious ritual, or he would just instruct the elder person in the family how to carry out the procedure of communicating with the ancestors (Canonici, 1996). Traditional medicine has its own professional ethics. These ethics are also discussed in the research.
Izindlela namasu okufundisa izingcezu zenkulumo esifundweni isiZulu ulimi lwasekhaya esigabeni semfundo nokuqeqesha okuqhubekayo ezikoleni zaseMhlathuze.
(2024) Gumede, Nontobeko Bongi.; Ntshangase, Sicelo Ziphozonke.
Kulolu cwaningo bekucutshungulwa izindlela namasu asetshenziswa ngothisha besiZulu uLimi Lwasekhaya ukufundisa izingcezu zenkulumo esigabeni sokufunda nokuqeqesha, ngokugxila ebangeni leshumi neleshumi nanye. Luphinde lubheke ukuthi othisha bazisebenzisa kanjani lezi zindlela uma befundisa, nokuthi yiziphi izizathu zokuba basebenzise zona futhi nangendlela abazisebenzisa ngayo. Imininingo ikhiqizwe kubahlanganyeli abayithupha ezikoleni ezintathu zaseMhlathuze ezisesifundeni saseKing Cetshwayo. Kwaqokwa ngokwenhloso abahlanganyeli ababili isikole ngasinye ngoba bafundisa isiZulu uLimi Lwasekhaya emabangeni ayehlonziwe. Kuthathwe isikole esisodwa esisemakhaya, esisodwa esiselokishini kanye nesisodwa esisedolobheni ukuze kukhiqizwe imininingo eyingxubevange. Lolu cwaningo luyinhlanganisela yekhwalithithethivu lubuye futhi lube ngolwesimo kanti lusebenzise ipharadaymu yomhumusho. Lapha kusetshenziswe izindlela ezine ukukhiqiza imininingo; okuyizingxoxo ezisakuhleleka, ukwethamela izifunjwana, izingxoxo zamaqembu kanye nokuhlaziya amadokhumenti, okungamalungiselelo ezifunjwana. Imininingo ekhiqiziwe ihlaziywe yaphinde yahlelwa gokwezindikimba. Imiphumela yocwaningo ihlaziywe kusetshenziswa injulalwazi kaVygotsky (1978) iSocial constructivism. ISocial constructivism iveza ukuthi ukufunda okuyimpumelelo yilapho umfundi eba yingxenye okwakhiwa kolwazi ngesikhathi sokufunda nokufundisa. Le njulalwazi igcizelela izigaba ezintathu zokukhula komfundi ngokolwazi: Yilapho umfundi engakazi lutho, yilapho enolwazi olungenele bese kuba yilapho engasancike kumuntu esekwazi ukuzimela ngolwazi analo. Injulalwazi yeSocial constructivism igcizelela ukuxoxisana nokuthi abafundi bazuza ulwazi olusha ngokuthi baxoxisane. Imiphumela yocwaningo iveza ukuthi izindlela ezigqamile ezisetshenziswa ngothisha ukufundisa izingcezu zenkulumo, indlela yokubuza nokuphendula, indlela yokutshela, indlela yokuxoxa, indlela yokubumba umthetho wohlelo lolimi, indlela yokubuka ngokuqaphelisisa kanye nendlela yokuphindaphinda. Amasu agqamile asetshenziswa ngothisha uma befundisa izingcezu zenkulumo yisu lokuqhathanisa, lokuqoqela ndawonye kanye nelokusabalalisa ulwazi. Othisha babonakale bethembela kakhulu kulezi zindlela namasu okufundisa, ikakhulukazi asebenza kangcono yilawa enza abafundi babe yingxenye nabo yokwakhiwa kolwazi. Imiphumela yocwaningo iveza nokubaluleka kokusetshenziswa ngempumelelo kolwazi lwangaphambili. Injulalwazi iSocial constructivism iyakweseka kakhulu ukusetshenziswa kolwazi lwangaphambili esifunjwaneni sosuku. Imiphumela yocwaningo ikuvezile ukuthi othisha nakuba bezisebenzisa izindlela ezahlukene zokufundisa, kusekhona okushodayo futhi bayadinga ukulekelelwa uMnyango weMfundo Eyisisekelo ngoba bayakudinga ukwesekwa ngokuqeshwa okuqhubekayo, ikakhulukazi ngoba isimo sezemfundo sibuye siguquke ngokuphuthuma, bayakudinga nokwesekwa ngezinsizakufundisa ezifanele. Othisha babuye babhekane nenkinga yokuthi abafundi banokusibukela phansi isiZulu ngenxa yomthelela wolimi lwesiNgisi esiqhakanjiswa kakhulu ezikoleni nasemakhaya, yingakho abafundi besishaya indiva lesi sifundo ngoba banokuzitshela ukuthi asisona isifundo esibalulekile, bese benganaki ngendlela abalindeleke ngayo. Lokhu kukodwa nje kudala izinkinga zokuthi abafundi bangakwazi ukuphumelela kahle esiZulwini uLimi Lwasekhaya. ENGLISH ABSTRACT: This research study reports on the methods and strategies that are employed by isiZulu Home Language teachers in selected schools to teach parts of speech in the Further Education and Training (FET) Phase, by focusing on Grades 10 and 11. The study explored how isiZulu teachers utilise these pedagogies and strategies and why they use them the way they do. Data were generated from six participants in three schools located in the circuit of Mhlathuze, in the King Cetshwayo Disctric. Two participants per school were purposively selected because they teach isiZulu Home Language in the grades that were targeted. For generation of diversed data, the sampled schools comprised of a mixture of a rural, township and suburban situative contexts. This is a qualitative case study, which follows the interpretive paradigmn. Data were generated using four data production methods, namely: semi-structured interviews, focus groups, class observations, and document analysis of lesson plans. Data were analysed using the thematic analysis approach and Vygotsky’s (1978) theory of Social constructivism. The Social constructivist theory advocate for learners’ active engagement in the process of learning or construction of the new knowledge. The Social constructivist theory higlights three vital stages of academic development of a learner, namely: tabula rasa stage; knowledge-gap stage; and fully-developed and self-reliance stage. The theory of Social constructivism puts more emphasis on learners’ prior knowledge in constructing new knowledge, through collaborative learning experience. Findings of this study reveal that isiZulu teachers employ a variety of methods to teach parts of speech in Grades 10 and 11. The freequently used methods are learning-inquiry method, telling method; discussion method; grammatical analysis method; seeing method; and revision method. Strategies that are utilised freequently to teach parts of speech are comparative strategy; combining strategy; and dissermination strategy. Teachers who were participants of the study relied heavily on these methods and strategies, particularily those that are learner-centred. Another aspect of teaching and learning that was revealed by the findings of the study is the significance of learners’ prior knowledge. The Social constructivist theory advocates for the use of learners’ prior knowledge as a ‘think tank’ for each lesson. Findings revealed that although teachers employ multiple pedagogies and strategies to teach parts of speach, there seems to be a knowledge gap, and the Department of Basic Education needs to organise professional development programmes that will equip isiZulu Home Language teachers with necessary skills, especially in this ever changing academic context. Teachers require an on-going support with provision of appropriate and relevant study materials. Another contributory factor to the challenge of teaching parts of speech is the marginalisation of isiZulu and the hegemonic power of English in schools and communities, which creates a myth on the learners’ mind that isiZulu is not a language of social and economic importance. As a result, learners fail to reach their maximum potential in isiZulu Home Language classroom.
Izindlela namasu okufundisa ukulalela nokukhuluma kubafundi bamabanga 10-11 abenza isiZulu ulimi lokuqala lokwengeza ezikoleni zasesifundeni saseMlazi ezixube izinhlanga.
(2023) Ngcongo, Noluthando Guglethu Felicity.; Ntshangase, Sicelo Ziphozonke.
IQOQA Lolu wucwaningo lwesimo oluyikhwalithethivu oluqhutshwe ngenhloso yokukhiqiza imininingo mayelana nezindlela namasu okufundisa ukulalela nokukhuluma kubafundi bamabanga 10-11 abenza isiZulu uLimi Lokuqala Lokwengeza ezikoleni zasesiFundeni saseMlazi ezixube izinhlanga. Lolu cwaningo lusebenzise izindlela zokukhiqiza imininingo bukhoma noma ubuso nobuso kubahlanganyeli abayisihlanu, kusetshenziswa izingxoxo ezisakuhleleka, ukwethamela kanye nokuhlaziya amadokhumenti. Lolu cwaningo belulawulwa yinjulalwazi kaVygotsky (1978) i-Social constructivism. Le njulalwazi iphakamisa ukuthi ukufunda kwenzeka uma abantu besebenza ngokubambisana futhi ikhuthaza abafundi ukuba babambe iqhaza ekwakheni ulwazi olusha. Le njulalwazi igcizelela ukusebenzisana okunxantathu lapho abafundi bakwazi khona ukufunda ulimi kothisha babo, kontanga kanye nakumalungu omphakathi ukuze kuthuthuke izinga lokukhuluma ulimi. Nokho, imiphumela yalolu cwaningo iveza ukuthi nakuba othisha abafundisa isiZulu uLimi Lokuqala Lokwengeza emabangeni10-11 bezisebenzisa izindlela namasu ahlukene ukufundisa ikhono lokulalela nokukhuluma kodwa abafundi bazithola besabhekene nenkinga yokukwazi ukukhuluma lolu limi ngenxa yokuthi ukusebenzisana okunxantathu lapho abafundi abafunda khona kothisha, kontanga nasemiphakathini yabo akuphelele kahle. Akuphelele ngoba isiZulu asikhulunywa emiphakathini laba bafundi abaqhamuka kuyona ngoba akulona lolu ulimi abavamise ukuxhumana ngalo emakhayo. Ngaleso sizathu, laba bafundi bazithola bengakwazi ukusebenzisa ulimi lwesiZulu njalo uma sebephumile ekilasini. Ngakho-ke, lolu cwaningo luthole ukuthi izinhlobo ezahlukene zezindlela namasu okufundisa okusetshenziswa ngothisha besiZulu uLimi Lokuqala Lokwengeza ngeke zibe impumelelo uma ukusebenzisana okunxantathu kungaphelele, lapho abafundi bakwazi khona ukulalela nokukhuluma ngokukhululeka ulimi lwesiZulu nothisha, ontanga namalungu omphakathi, ngaphakathi nangaphandle kwamagceke esikole. Amatemu anqala: Ikhono lokulalela nokukhuluma, isiZulu uLimi Lokuqala Lokwengeza, I-Social constructivism; izindlela namasu okufundisa; ukufunda okunxantathu
Teaching methods and strategies used by English second language teachers to develop grade 5 English learners’ speaking abilities in township schools.
(2023) Mahlaba, Lucky Nkosikhona.; Ntshangase, Sicelo Ziphozonke.
This qualitative study adopted an interpretivist paradigm to gain insight into English second language teachers’ teaching methods and strategies to develop Grade 5 learners’ English-speaking abilities. This study used face-to-face semi-structured interviews, classroom observations and document analysis to generate qualitative data from five participants. The study is underpinned by Vygotsky’s theory of social constructivism, indicating that learning is socially constructed and learners should actively participate in constructing new knowledge. The theory emphasises social interaction and that people learn from one another when constructing new knowledge. Therefore, through tripolar social interaction, learners can learn English from teachers, fellow learners and the community to improve their English-speaking abilities. However, this study’s findings revealed that although Grade 5 English second language teachers employ different teaching methods and strategies to teach English speaking proficiency, learners still cannot speak English fluently because the tripolar education, where learners learn from their teachers, peers and community, is incomplete. It is incomplete because English is not spoken in these learners’ communities because it is not their home language. Consequently, these learners do not use English frequently outside the classroom. Therefore, this study revealed that the multi-pedagogical approach adopted by English second language teachers would only bear fruit if the tripolar education cycle is complete, where learners can speak English freely with their teachers, peers and community, within and outside the school parameters. Moreover, since the community factor is lacking in the English second language learning context of the schools where this study was conducted, the problem of learners’ inability to communicate fluently and intelligibly in English is unlikely to be addressed. Nevertheless, it is encouraging to see teachers employing different teaching methods and strategies for teaching English-speaking proficiency, particularly the paradigm shift pedagogical approaches, such as translanguaging, code-switching and translation and interactive teaching methods, such as debates, discussions, storytelling and dramatisation. This multi-pedagogical approach allows learners to work individually or as groups to practice using English in the real communicative context; however, this is not enough because these learners do not continue using English when they are in their communities. Instead, they use isiZulu, their home language. Therefore, these learners continue to encounter hardships in expressing themselves clearly in English. This study argues that unless the community factor is incorporated into the tripolar education system of teaching English second language, the problem will continue to exist.
Ukufundiswa kohlelo lolimi kubafundi bebangale 10 abenza isiZulu ulimi lokuqala lokwengeza ezikoleni ezintathu zase-Richards Bay.
(2021) Mbata Nokuthula Ntombenhle.; Ntshangase, Sicelo Ziphozonke.
Lolu cwaningo lugxile ekubhekeni ukufundiswa kohlelo lolimi kubafundi bebanga le-10 abenza isiZulu uLimi Lokuqala Lokwengeza ezikoleni ezintathu zase-Richards Bay. Lolu cwaningo lwesimo olusebenzise ipharadymu yomhumusho, kusetshenziswa indlela yokuqoka abahlanganyeli ngenhloso, okuyibona abanganikeza imininingwane ethembekile yesimo esicwaningwayo. Lolu cwaningo lwenziwe ezikoleni ezintathu zase-Richards-Bay. Lolu cwaningo lusebenzise amathuluzi amathathu okuqoqa ulwazi okuyizingxoxo ezisakuhleleka, izingxoxo zamaqembu kanye nokuhlaziya amadokhumenti. Ucwaningo luphinde lwasebenzisa izindlela zocwaningo lobunjalo besimo ukuhlaziya ulwazi olutholakele. Imiphumela yocwaningo ihlaziywe kusetshenziswa injulalwazi i-Socio-constructivism kaVygotsky (1978). Imiphumela yocwaningo ikuvezile ukuthi othisha nakuba bezisebenzisa izindlela ezahlukene zokufundisa, kusekhona okushodayo futhi bayadinga ukulekelelwa wuMnyango wezeMfundo ngoba iningi labo abaqeqeshekile kahle emaswini okufundisa uhlelo nolimi esiZulwini uLimi Lokuqala Lokwengeza. Imiphumela yocwaningo iphinde yaveza ukuthi othisha babhekene nenkinga yokungabi bikho kwezinsizakusebenza zokufundisa ulimi lokuqala lokwengeza. Othisha bolimi lwesiZulu babhekene nenkinga yomthwalo omningi maqondana nalolu limi. Othisha babuye babhekane nenkinga yokuthi abafundi banokusibukela phansi isiZulu ngenxa yomthelela wolimi lwesiNgisi esiqhakanjiswa kakhulu ezikoleni nasemakhaya. Abafundi abasebangeni le-10 abanalo ulwazi oluyisisekelo lwesiZulu ngenxa yokuthi abasifundanga isiZulu emabangeni aphansi. Abafundi babhekene nenkinga yokungakwazi ukuphimisa imisindo ngendlela efanele.