Izindlela namasu okufundisa izimo zokukhuluma ebangeni lesi-10 nelesi-11 ezikoleni zaseEsikhaleni ezenza isiZulu ulimi lwasekhaya.

Abstract

Lolu cwaningo lugxile ekubhekeni izindlela namasu asetshenziswa ngothisha besiZulu uLimi Lwasekhaya ukufundisa izimo zokukhuluma ebangeni le-10 nele-11 ezikoleni zaseSikhaleni ezenza isiZulu uLimi Lwasekhaya. Lolu wucwaningo oluyikhwalithethivu futhi nolwesimo olusebenzise ipharadymu yomhumusho. Kulolu cwaningo ngisebenzise indlela yokuqoka abahlanganyeli abayi-8 ngenhloso abafundisa isiZulu uLimi Lwasekhaya ezikoleni ezine esifundeni iKing Cetshwayo. Lapha kusetshenziswe izindlela ezine ukukhiqiza imininingo; okuyizingxoxo ezisakuhleleka, izingxoxo zamaqembu, ukwethamela izifunjwana nokuhlaziya amadokhumenti, okungamalungiselelo ezifunjwana. Imininingo ekhiqiziwe ihlaziywe yaphinde yahlelwa ngokwezindikimba. Imiphumela yocwaningo ihlaziywe kusetshenziswa injulalwazi kaVygotsky (1978) ye-Social constructivism kanye nenjulalwazi iSemiyothikhi. Injulalwazi ye-Social constructivism igcizelela ukuba abafundi basebenzise ulwazi lwabo lwangaphambilini ekwakheni ulwazi olusha nokuthi bazuze ulwazi olusha ngokuthi baxoxisane. Ngokwemfundo engunxantathu (ekhuthazwa injulalwazi ye- Social constructivism), abafundi bengacija ikhono labo lokwazi izimo zokukhuluma ngolimi lwesiZulu ngokuthi baxoxisane nothisha, nabanye abafundi kanye nabantu basemphakathini abavela kuwona. ISemiyothikhi yinjulalwazi eyithuluzi lokuhlaziya nokuhumusha zonke izimpawu ezisetshenziswa ekuxhumaneni okuhlanganisa lezo ezisezilimini, amagama, izithombe, izimpawu zomgwaqo, imisindo, umculo, ukukhangisa, njalonjalo. Injulalwazi iSemiyothikhi iyasiza ukuhumusha izimo zokukhuluma. NgokweSemiyothikhi, abafundi bangakwazi ukuhumusha uphawu oluthile ukuthi lusho ukuthini kanye nokuhumusha isithombe esisembhalweni ukuthi simele siphi isimo sokukhuluma. Abafundi bangakwazi ukuhumusha umbala ongabe usetshenziswe embhalweni noma ezintweni ezithile, bangakwazi ukuhumusha imibala esuke isezimbathweni zabantu, bazokwazi ukuhumusha umuntu esifazane uma embethe izingubo ezimnyama ukuthi ushonelwe, nokuthi uphawu lwejuba lusho uthando noxolo. Imiphumela yocwaningo iveze ukuthi othisha basebenzisa izindlela namasu anhlobonhlobo ukufundisa izimo zokukhuluma ebangeni le-10 nele-11. Izindlela ezigqamile ezisetshenziswa ngothisha ukufundisa izimo zokukhuluma; indlela yokufundisa egxile ekuxazululeni izinkinga, indlela yokufundisa elandisayo, indlela yokufundisa exhumanisa okufundwa ekilasini nokwenzeka emhlabeni, indlela efundisa ngokucaphuna endabeni, indlela yokufundisa ehambisana nokubuka, indlela yokufundisa yokusetshenziswa kwengxoxo noma inkulumo eholwa nguthisha. Amasu okufundisa asetshenziswayo isu lokusebenza kwabafundi ngokubambisana kanye nesu lokusebenza komfundi ngayedwana. Lolu cwaningo luletha ulwazi olubalulekile emkhakheni wezocwaningo ngoba imiphumela yalo ikuvezile ukuthi othisha nakuba bezisebenzisa izindlela namasu ahlukene okufundisa, abayigcizeleli kakhulu imfundo enxantathu, okuwukusebenzisana phakathi kwabafundi nontanga, uthisha nomphakathi. Okunye okusha okuvelayo ukuthi othisha izimo zokukhuluma abazifundiseli nje kuphela ukunandisa ulimi lwabafundi kodwa bazifundisela ukusiza abafundi ukuba bathuthukise abamkhono abo okucabanga nokuziqambela izinto. Isihlawumbuliselo salolu cwaningo ukuthi ukuthuthuka kwalawa makhono kungenza abafundi bakwazi ukuhlaziya izimo ezahlukene zempilo, okungandisa amathuba okuphumelela kahle ezifundweni zabo.

Abstract.

This study reports on the methods and strategies that are employed by isiZulu teachers to teach figures of speach in Grades 10 and 11 in selected schools of esiKhaleni that offer isiZulu Home Language. This is a qualitative case study, which follows the interpretive paradigmn. Participants were purposively sellected from four schools that offer isiZulu Home Language in the Disctrict of King Cetshwayo. 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 Social constructivism of Vygotsky (1978) and Semiotic theory. The theory of Social constructivism puts more emphasis on learners’ prior knowledge in conctructing the new knowledge, through collaborative learning experience. Leaning on the priciples of the tripoalr education (which is supported by Social constructivism), the study porsits that isiZulu learners can learn figures of speach better if the learning involves teachers, community and learners. The Semiotic theory is used to analyse all languages imageries or symbols, nameley: words, pictures, road signs, sounds, music, advertisements, et cetera. The semiotic theory plays a provotal role in the anlysis of the figures of speech. Using the Semiotic theory, learners can interprete a symbol or picture in a particular text, in relation to the figure of speech they represent. Learners can interprete colours from what people are wearing, they can tell from a black garment worn by a woman that she is mourning a deceased husband, and they can interpret the symbolism of a dove that it may represent love or peace. Findings of this study reveal that isiZulu teachers employ a variety of methods to teach figures of speech in Grades 10 and 11. The freequently used methods are problem-solving method; telling method; life-based method; text-based method; seeing method; and teacher-led discussion method. Strategies that are utilised freequently are collaborative learning and individual learning. Findings revealed that although teachers employ multiple pedagogies and strategies to teach figures 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 skills on how to use technology to teach figures of speech.