According to the national Education Policy Act of 1996 and the norms and standards regarding Language policy, the promotion of multilingualism was stated as a prime objective, together with strong support of either home language or dual-medium education. Although the right to choose the language of learning and teaching (LoLT) which had to be an official language(or languages) lay with the individual. Hence the study is to persuade the department of Education in KZN to include isiXhosa and Sesotho languages as home language in KZN schools curriculum. The province of KZN is attracting many people especially Xhosas and Sotho’s from Eastern Cape and from other provinces such as Free State to mention few. These people come to KZN basically to seek jobs and stay in KZN under a vast ray of reasons. The city of Durban is like Johannesburg to them-‘’eGoli’’ in old days. However, in Gauteng almost two or more official languages are accommodated in schools, either being done as home language, first additional, second additional or even a third additional language. The choice lay with the individual. The Language Policy promoting multilingualism is implemented in Gauteng, why not in KZN- because the KZN total population of 9 426 014 based on census 2001 data indicate that there is no one speaking Sesotho in KZN but only 80% of isiZulu and 2.3% isiXhosa not mentioning English and Afrikaans1. Currently according to 2011 census, isiZulu is the mother tongue of 22.7% of South Africa’s population2. Furthermore, what is indicated by these census statistics starts in KZN schools where by the curriculum is designed in more convenient manner where by all Africans in KZN do IsiZulu as home language putting aside English and Afrikaans. The importance of mother-tongue, culture as well as multilingualism as the key concepts in diverse inclusive curriculum is not manifested in KZN school curriculum. The significant of 1976 Soweto up-raising lays in the right to choose the language of learning and teaching and it is part of democracy in South Africa. There should be options of languages to choose in schools most importantly giving a mother-tongue the first choice. Unfortunately there is no choice in KZN schools with regard to Africans group. More interestingly, there is a choice to listen to radio stations namely Umhlobowenene FM which broadcast in isiXhosa and Lesedi FM broadcasting in Sesotho. Nobody can say to another why one is listening to that Xhosa or Sotho radio in KZN, simply because is one’s choice. In the same manner that SABC enabled the broadcasting Xhosa and Sotho radios in KZN, so the department of Education in KZN can include isiXhosa and Sesotho as home languages and the choice of isiZulu as an additional language not as a home language. The results of the study do not reveal the poor academic performance of Xhosas and Sotho learners in the subject of isiZulu home language in KZN. But reveal the loss of identity, culture, and one’s roots. Hence language is a primary tool to enhance self-identity, it forms a fundamental part of culture and enables one to stick to own roots and embraces the sense of origin like being a proudly South African- a rainbow nation. / Educational Studies / M.A. (Inclusive Education)

According to the national Education Policy Act of 1996 and the norms and standards regarding Language policy, the promotion of multilingualism was stated as a prime objective, together with strong support of either home language or dual-medium education. Although the right to choose the language of learning and teaching (LoLT) which had to be an official language(or languages) lay with the individual. Hence the study is to persuade the department of Education in KZN to include isiXhosa and Sesotho languages as home language in KZN schools curriculum. The province of KZN is attracting many people especially Xhosas and Sotho’s from Eastern Cape and from other provinces such as Free State to mention few. These people come to KZN basically to seek jobs and stay in KZN under a vast ray of reasons. The city of Durban is like Johannesburg to them-‘’eGoli’’ in old days. However, in Gauteng almost two or more official languages are accommodated in schools, either being done as home language, first additional, second additional or even a third additional language. The choice lay with the individual. The Language Policy promoting multilingualism is implemented in Gauteng, why not in KZN- because the KZN total population of 9 426 014 based on census 2001 data indicate that there is no one speaking Sesotho in KZN but only 80% of isiZulu and 2.3% isiXhosa not mentioning English and Afrikaans1. Currently according to 2011 census, isiZulu is the mother tongue of 22.7% of South Africa’s population2. Furthermore, what is indicated by these census statistics starts in KZN schools where by the curriculum is designed in more convenient manner where by all Africans in KZN do IsiZulu as home language putting aside English and Afrikaans. The importance of mother-tongue, culture as well as multilingualism as the key concepts in diverse inclusive curriculum is not manifested in KZN school curriculum. The significant of 1976 Soweto up-raising lays in the right to choose the language of learning and teaching and it is part of democracy in South Africa. There should be options of languages to choose in schools most importantly giving a mother-tongue the first choice. Unfortunately there is no choice in KZN schools with regard to Africans group. More interestingly, there is a choice to listen to radio stations namely Umhlobowenene FM which broadcast in isiXhosa and Lesedi FM broadcasting in Sesotho. Nobody can say to another why one is listening to that Xhosa or Sotho radio in KZN, simply because is one’s choice. In the same manner that SABC enabled the broadcasting Xhosa and Sotho radios in KZN, so the department of Education in KZN can include isiXhosa and Sesotho as home languages and the choice of isiZulu as an additional language not as a home language. The results of the study do not reveal the poor academic performance of Xhosas and Sotho learners in the subject of isiZulu home language in KZN. But reveal the loss of identity, culture, and one’s roots. Hence language is a primary tool to enhance self-identity, it forms a fundamental part of culture and enables one to stick to own roots and embraces the sense of origin like being a proudly South African- a rainbow nation. / Educational Studies / M. A. (Inclusive Education)

By the means of a questionnaire the present work examines the attitudes among pupils between the 5th and 9th grade towards choosing French, Spanish or German as their third language. The main question to be answered is "What needs to be improved to raise the interest in choosing specifically German as their preferred third language?". The other questions posed are for example "Do they want to study a language at all?", "Which language do they want to study and why?" or "What motivates them to keep studying generally?". The results show a high motivation and that the most pupils have already decided for a specific language at the middle of the 5th grade. Family and friends play a crucial role in choosing their language in combination with other factors such as the experiences of visiting countries or settings where the target language is used. To raise the popularity of German as the chosen language is not a short time project. More variation in teaching and real contact with German people, for instance language trips, needs to be done or improved. Nearly all of the pupils want to use modern techniques like chat or video conversations instead of just reading a text book.