Exploring teachers’ experiences of teaching isiZulu as a first additional language in three multiracial schools in Isipingo.

Abstract

This is a qualitative study, which purpose is to explore the experiences of teachers in teaching IsiZulu as a First additional language (FAL) in three multi-racial schools in Isipingo. This study was very significant because many years after democracy in South Africa, there seems to be a big gap between the teaching of isiZulu in many schools in Kwazulu-Natal and English Language. This study focused on three schools in Kwazulu-Natal because it is home to predominantly isiZulu speaking people. The study utilised a case study approach and interviews were used to collect data from the teachers individually and as a focus group. The participants were selected by the use of purposeful sampling. The findings from the data responded to the research questions, which were: 1. What are teachers’ experiences of teaching isiZulu as a first additional language in three multi-racial schools in Isipingo, Umlazi district? 2. What are the factors that influenced teachers’ experiences of teaching isiZulu as a first additional language in three multiracial schools in Isipingo, Umlazi district? The data analysis process used thematic analysis to captures the teachers’ perspectives of teachers on their experiences of teaching IsiZulu as a first additional language in the classroom. The study findings revealed that the general views of the teachers about teaching isiZulu were mostly positive and most of the teachers supported the use of African languages at the three multi-racial schools. However, teachers sometimes experienced challenges with code switching, lack of resources and the absence of support from the Department of Education and other stakeholders such as parents and corporate organisations. The study recommends that there should be adequate support of the full implementations of the language policy by the Department of Education in order to make the use of IsiZulu an important aspect of language teaching in schools across South Africa. The study concludes that IsiZulu should be promoted in schools.