A case study exploring professional learning of isiZulu First Additional Language teachers in Quintile five schools.

Abstract

IsiZulu is one of the most widely spoken languages in South Africa, particularly in KwaZulu-Natal. All South African learners must learn two of the official languages. In many Quintile five schools, learners study an African language as a first additional language. For example, it will be isiZulu in KwaZulu-Natal and isiXhosa in the Eastern Cape. This study explored the professional development of isiZulu first additional language teachers in Quintile five schools. The study also examined these teachers' experiences and how they support their students’ facing challenges with isiZulu. The participants were six teachers selected from various schools in the Northdale area of Pietermaritzburg, KwaZulu-Natal. Each participant had been a teacher for ten years or more and worked in Quintile five schools. The research methodology employed in the study was qualitative. Semi-structured interviews and focus group interviews were used to collect the data. Data were analysed using themes. The data were examined using Opfer and Pedder's (2011) complexity theory. This study identified four key themes. The first theme was a lack of training. Teachers argued that they didn’t have any university training. Secondly, learners lacked foundational knowledge gained from primary school and a lack of learner interest. The study also found that the shortage of appropriate teaching materials plays a massive role in teacher learning. Finally, the lack of support from school management teams and the Department of Education affects teacher learning in many ways. In light of these findings, this study produced guidelines and recommendations that address the difficulties encountered by first additional language isiZulu teachers and how they can advance their careers in Quintile five schools.