Balancing of content and language: experiences of IsiZulu speaking historys.

Abstract

The teaching of content through a second language presents a notable challenge within the global education landscape, particularly in multilingual classrooms. In South Africa, while the constitution recognises eleven official languages, English is predominantly used as the medium of instruction. This creates a complex dynamic where teachers, especially in subjects like History with its heavy content load, must navigate the complexities of teaching in a language that is not their own to learners who may also have limited proficiency in that language. This study addresses the experiences of IsiZulu-speaking teachers who face the challenge of balancing content delivery and language development in this multilingual context. This research employed an interpretive paradigm within a qualitative research approach. Data was generated through semi-structured interviews conducted with History teachers in four schools within the ILembe District of KwaZulu-Natal, South Africa. The selection of schools aimed to represent a variety of teaching backgrounds and educational environments within the district. The findings of this study highlight the linguistic and pedagogical challenges faced by IsiZulu-speaking teachers when teaching History in English. Specifically, the study reveals the importance of acknowledging and incorporating the learners' first language (IsiZulu) to facilitate a deeper understanding of the subject matter. Furthermore, the research emphasises the interconnectedness of language proficiency and content comprehension, demonstrating that language proficiency is fundamental to effective content delivery. This study underscores the need for educational strategies and policies that acknowledge and address the linguistic diversity within South African classrooms. The findings suggest that supporting teachers in effectively integrating language and content is crucial for improving teaching practices and enhancing learning outcomes. Ultimately, this research contributes to a deeper understanding of the complexities of second language instruction and provides valuable insights for teacher training and curriculum development in multilingual contexts.