Izindlela namasu okufundisa izingcezu zenkulumo esifundweni isiZulu ulimi lwasekhaya esigabeni semfundo nokuqeqesha okuqhubekayo ezikoleni zaseMhlathuze.

Abstract

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.