M. Tech. Language Practice / The study examines students' motivation in and attitude towards third language learning among undergraduate University of Technology students of isiZulu as a third language. It investigates whether University of Technology students are instrumentally or integratively motivated to study isiZulu. The study also looks at the relationship between University of Technology students' motivation and their achievement in isiZulu. Furthermore, the study also investigates the role that language attitude, be it positive or negative, can play in L3 acquisition. Forty students, studying isiZulu as a third language at the University, participated in the study. These students had, as their language background, different L1s which included four African languages, English L2, which is the language of teaching and learning, and additionally, a language subject. For these students, the acquisition of an L3 was a course requirement, and isiZulu is one of the language options.

Although isiZulu has been accorded official status by the constitution of the country, the language continues to be marginalised in the private and public sectors. This illustrates that there is a considerable mismatch between the language policy on the one hand, and language practice on the other hand in these sectors. This is due largely to the problems associated with the practical implementation of the language policy. This study sets out to investigate the attitudes of Zulu and non-Zulu speakers at selected private and public sector institutions to gauge how these speakers feel about isiZulu and what can be done to promote the language in this region. Against this background, an empirical investigation comprising a questionnaire survey, which produced descriptive and inferential statistical data, was undertaken. Data were gathered by means of questionnaires from a random sample of Zulu and non-Zulu speakers from the eThekwini region. Semistructured interviews were conducted with Zulu and non-Zulu speakers at selected private and public sector institutions in this region. Data gathered from the semi-structured interviews were used to complement data from the questionnaires. The main findings indicate that among Zulu speakers, isiZulu has entrenched its position in the domestic domain because it is the main language of communication with family members, friends and neighbours. However, the language has not yet established itself in the commercial sector. The findings reveal that Zulu speakers are proud of isiZulu and they feel that the language has the potential to be used in all spheres of society. The majority of non-Zulu speakers on the other hand, consider isiZulu an important requirement for employment opportunities. They also feel that the isiZulu is going to play an important role in the future and it is imperative that people acquire the language so that they can communicate effectively with the majority in this region. Since the majority of Zulu speakers and non-Zulu speakers in this study display positive attitudes towards isiZulu it augurs well for the future development of the language. Based on the main findings, detailed recommendations are suggested to enhance the practical implementation of isiZulu in the eThekwini region and in other parts of KwaZulu-Natal. / Thesis (PhD.)-University of KwaZulu-Natal, 2007.

The problem of poor reading levels among South African students is still prevalent at all levels of education. Attempts to eradicate the problem through various means, for example, Foundations for Learning Campaign, Readathon Campaign, National Strategy for Reading, and many more have been made, yet to date no observable improvements have been noted. The purpose of this study is to explore the teaching of reading in isiZulu home language classrooms. The study aimed to answer three research questions: (i) What do foundation phase teachers say about teaching reading in isiZulu home language classes? (ii) How do foundation phase teachers teach reading in isiZulu home languages classes?, and (iii) Why do foundation phase teachers teach reading in isiZulu home language classes in the way they do? The study is conducted at Umlazi, an African Township, where isiZulu is the language spoken in the community and is the language of learning and teaching in all foundation phase classrooms. The research sites are two schools, in the same area. The participants of the study are eight teachers, all mother tongue speakers of isiZulu. There are six teachers in one school, and two from the other school. The children taught are also speakers of isiZulu. The study is a qualitative case study, situated in the constructivist paradigm. Semi-structured interviews; observations as well as document analysis are used as data collection methods. The study uses qualitative methods for the analysis of data. Vygotsky’s (1978) social-constructivist theory is used as a theoretical framework, and a conceptual framework is also developed for data analysis. Eight themes emerge from the findings. The first theme; content taught, is found to focus on the teaching of sounds and words, taught in isolation. The second one; ways of teaching, seem to be the phonic and look and say methods, which are due to beliefs that teachers have about them. The third one; reading resources is seen to be lacking in both schools, and teachers are seen to rely on traditional resources for the teaching of reading. The fourth one; context in which reading is taught, appears to be not conducive to the children’s reading development. Fifth; assessment of reading; is indirect. This means that teachers use written tasks, and not reading activities to assess reading. The sixth; aims of reading; is found to be on writing accuracy and not on reading for comprehension. The seventh; teachers’ beliefs; are the reasons for teachers’ actions and sayings. The last one; teachers’ attitudes towards isiZulu, are found to be the most dominant predicament, as teachers themselves see isiZulu as a problem, and prefer English rather than isiZulu. Findings of the study indicate that, teachers are highly influenced by their beliefs, the aspect which impacts on the ways they teach reading in isiZulu home language classrooms. Secondly, teachers do not adequately encourage children to read in isiZulu because of their bias towards the English language. The third finding is the lack of resources for the teaching of reading in isiZulu home language. It is concluded that isiZulu home language learners in such schools are not able to read because the problem starts at a very elementary level, in the foundation phase, and the problem is carried over into their whole academic life. Inkinga yamazinga aphansi okufunda okubhaliwe kubafundi baseNingizimu Afrika yinto ekhungethe onke amazinga emfundo. Nakuba iminingi imizamo esizanyiwe ukulwa nale nkinga, kuze kube manje bekungakabi bikho mibiko ebika ubungcono. Lapha ngingabala imizamo yaseNingizimu-Afrika efana ne-Foundations for Learning Campaign, Readathon Campaign, National Strategy for Reading. Inhloso yalolu cwaningo ukubheka ukufundiswa kokufunda okubhaliwe olimini lwasekhaya lwesiZulu emabangeni aphansi. Ucwaningo luhlose ukuphendula imibuzongqangi emithathu elandelayo: (i) Othisha bamabanga aphansi bathini ngokufundisa ukufunda okubhaliwe emabangeni aphansi esiZulu njengolimi lwasekhaya? (ii) Othisha bamabanga aphansi bakufundisa kanjani ukufunda okubhaliwe emabangeni esibili nelesithathu emakilasini esiZulu njengolimi lwasekhaya? (iii) Kungani othisha bamabanga aphansi befundisa ukufunda okubhaliwe ngendlela abakwenza ngayo? Ucwaningo lwenziwe elokishini lama-Afrika laseMlazi, lapho isiZulu siwulimi olukhulunywa emphakathini, kanti nasezikoleni zamabanga aphansi kusetshenziswa sona njengolimi lokufundisa. Ucwaningo lwenziwe ezikoleni ezimbili ezisesigcemeni esisodwa. Bayisishiyagalombili othisha ababe yingxenye yocwaningo, bayisithupha kwesinye isikole, kanti kwesinye babili. Ucwaningo lulucwaningo lobunjalo besimo (qualitative case study), ngaphansi kwe-social constuctivist paradigm. Kusetshenziswa izingxoxo ezisakuhleleka (semi-structured interviews), ukubukela othisha befundisa (observations), kanye nendlela yokuhlaziya imibhalo njengezindlela zokuqoqa ulwazi locwaningo. Ucwaningo luphinde lusebenzise izindlela zocwaningo lobunjalo besimo ukuhlaziya ulwazi olutholakele. Kusetshenziswa insizakuhlaziya kaVygotsky (1978) njengohlaka lwenjulalwazi kanye nohlaka lwemicabango ukuhlaziya ulwazi olutholakele. Kugqama izindikimba eziyisishiyagalombili olwazini olutholakalayo. Kukhona emayelana nokufundiswayo lapho kufundiswa ukufunda okubhaliwe. Lapha kuvela ukuthi othisha bafundisa imisindo namagama nemisho emifushane, okufundiswa kuzihambela kodwa; ngamanye amazwi kungasukeli embhalweni. Enye imayelana nezindlela namasu okufundisa ukufunda okubhaliwe. Lapha kuvela ukuthi othisha bafundisa ngendlela yokufundisa ngemisindo, bayihlanganise nendlela yokubuka-usho (look-and–say method). Enye imayelana nezinsizakufundisa zokufunda okubhaliwe, okubonakala ziyindlala kuzo zombili izikole, kanti futhi ukusetshenziswa kwazo kuncikene nezinkolelo othisha abanazo. Enye imayelana nendawo okufundelwa kuyo ukufunda okubhaliwe, okutholakala kungagqugquzeli kangako ukuthuthuka kwengane ekufundeni imibhalo yesiZulu. Enye imayelana nokuhlolwa kokufundiswa kokufunda okubhaliwe. Lapha kuvela ukuthi ukuhlola kwenzeka ngendlela engaqondene nokufunda okubhaliwe, ngoba ukuhlola ukufunda okubhaliwe kwenzeka ngokuthi abafundi benze imisebenzi ebhalwayo, efana nesibizelo nokunye. Enye yezindikimba imayelana nenhloso yokufunda okubhaliwe. Lapha kubonakala ukufunda okubhaliwe kungenanhloso yokufunda ngokuqondisisa umbhalo ofundwayo, kodwa kunalokho kube ukubhala ngokucophelela, ‘ngendlela enembayo’ (writing accuracy). Enye indikimba imayelana nezinkolelo othisha abanazo ngokufundisa ukufunda okubhaliwe. Lokhu kubonakala kuyisona sizathu kwabakwenzayo nabakushoyo othisha ngokufundisa ukufunda okubhaliwe. Kanti enye imayelana nokuzenyeza kothisha ngolimi abalufundisayo lwesiZulu. Lapha othisha babonakala besibukela phansi isiZulu kodwa bencamela isiNgisi. Imiphumela yocwaningo ikhombisa ukuthi abakushoyo nabakwenzayo othisha kungenxa yezinkolelo abanamathele kuzo, okuyizona ezinomthelela ezindleleni abazisebenzisayo lapho befundisa ukufunda okubhaliwe. Okwesibili ukuthi othisha abazilekeleli ngokwanele izingane ukuba zithuthuke ekufundeni okubhaliwe olimini lwesiZulu, ngenxa yokuchema nesiNgisi. Okwesithathu ukuthi izinsizakufundisa zolimi lwesiZulu ziyindlala kuzo zombili izikole. Ngakho-ke ucwaningo lusonga ngokuthi kusho ukuthi abafundi bakulezi zikole banenkinga yokufunda okubhaliwe olimini lwesiZulu nje yingoba inkinga iqala emabangeni aphansi, besebancane, bakhule baqhubeke nayo impilo yabo yonke emfundweni. / Thesis (Ph.D.)-University of KwaZulu-Natal, 2011.

Abstract not available. / Thesis (M.A.) - University of Natal, Durban, 2002.

There is no abstract available for this dissertation. / Department of English

M.A. (Applied Linguistics) / It is usually only in times of major political crisis that there are revolutions in educational practice. Governments and institutions seem to invest heavily in language teaching programs during periods of conflict. South Africa is now experiencing drastical social, economical and political changes. in a "new" South Africa traditional ideas and now out-dated systems will most probably be replaced by systems yet to be developed and revitalised. This study aims to investigate ways in which the needs of adults who wish to learn Zulu as a foreign language may best be met. Various models were investigated and compared. Empirical research was carried out to deteimine the functional, situational and formal requirements of a custom-made, learner-centered Zulu course for adults. Research data showed a reasonably clear indication of the potential learners' communicative needs and served as a point of departure for creating a course curriculum. In the dissertation a survey of literature was carried out which included the following areas: language acquisition, foreign language teaching, curriculum design, and sociolinguistic concepts such as register and culture content in language courses. Finally, the various approaches in language teaching were considered with the main focus falling on the functional notion and the communicative approach. It is interesting to note what actually happens when a natural conversation (in the mother tongue) is taking place: attention is focused primarily on the content or purpose of communication, rather than on correct pronunciation, grammar, etc. Attention also falls on rules of conversation and cultural taboos. It is exactly these two aspects that should be borne in mind by the course writer, out of all the rich diversity of available methods, approaches, techniques, etc. In view of these findings a number of recommendations concerning course outline and context were made in the final chapter. These recommendations support the initial hypothesis that business persons prefer to learn Zulu for social and business purposes; that business people wish to acquire an elementary language proficiency; and that they prefer a variety of approaches and methods to a single specific method for the acquisition of an African language.

Submitted in fulfilment for the degree Master of Arts in the Department of Isizulu namaGugu at the University of Zululand, 2006. / Lona ngumsebenzi wocwaningo ohlelwe ngokwezahluko eziyisithupha. Leso naleso sahluko sizinze emgomeni munye ogqamile ngeqhaza elibanjwe ukulwa nezimpi ekukhuliseni ulimi IwesiZulu. Isahluko sokuqala sethula zocwaningo, ukuveza inkinga, kanye nomdiyo wocwaningo. ucwaningo jikelele ngokuxwaningisisa izinjongo incazelo yamagama, izindlela zokuqhuba ucwaningo Isahluko sesibili sijule ngemvelaphi yokulwa kanye nezimpi okususwa ukucasuka okuthile. Lokhu kuthinta impi ozalweni, ukulwa okusegazini lomuntu, ukulwa okususelwa ekusetshenzisweni kwemithi, impi yezwe kanye nempi yempilo. Isahluko sesithathu sibuka izikhali zokulwa nendlela yokuzisebenzisa. Kulezo zikhali kukhona ezokushaya ezithinta izinhlobonhlobo zezinduku. Kuthintwa izinhlobo zezinduku ngokwamagama emithi kanye nokusetshenziswa kwegama induku ngokuyimfihlo. Kubuye kwathintwa nemikhonto ngezinhlobo zayo, izikhali zokugenca, nezokudubula. Isahluko sesine sicwaninga ngomnikelo wezimpi nokulwa ekukhuliseni ulimi kusukela ngaphambi kwesikhathi seNkosi uShaka, ngesikhathi seNkosi uShaka nangemuva kwesikhathi seNkosi uShaka. Lapha kungena amagama, izisho, izaga, amahubo, izigiyo nemichwayo. Isahluko sesihlanu siphuza ekuthuthukisweni kolimi ngenxa yezifengqo zempi. Izifengqo ezithintiwe yisifaniso, yisingathekiso nefanamsindo. Isahluko sesithupha siyahlaziya ebese siphothula. Ngamafuphi kuhlonzingwa ngononina konke okutholakale ocwaningweni kusukela esahlukweni sokuqala kuze kuyofika esahlukweni sesihlanu ebese kwephethwa imbenge

Thesis (MA (African Languages))--Stellenbosch University, 2008. / This study invesitgates a selection of hard news articles in isiZulu that were published in the newspaper Ilanga within the framework of genre theory. The study invokes in particular the orbital structure approach to the organisation of the structure of hard news articles advanced by White (1997) in analysing the isiZulu articles. Hard news reports are typically associated with eruptive violence, reversals of fortune and socially significant breaches of the moral order. Hard news reports are distinguished in terms of two types, namely those reports which are primarily grounded in a material event such as an accident, natural disaster, riot, or terrorist attack, and those reports grounded in a communicative event such as a speech, interview, or press release. The research in this study presents an analysis of four articles in isiZulu of each of these two types. The analysis of the isiZulu articles presents support for White’s view that both types of hard news reports exhibit the same generic structure, a mode of textual organisation unique to mass media which gives hard news its textual distinctiveness. Both types hard news reports achieve their informational and rhetorical objectives through a non-linear, orbital structure in which dependent ‘satelites’ elaborate, explain, contextualize and appraise a textually dominant nucleus.

Ph.D. / According to research reports the fluency of non-mother tongue speakers in African language courses at university level is unsatisfactory. This is not surprising seeing that research in African languages focuses mainly on literature and linguistics while language acquisition does not feature prominently. The aim of this study is to provide directions that could serve as point of departure for further research on the teaching of the African languages to non-mother tongue speakers ...

Sanga-Nguni cattle have been present in Southern Africa for more than seven hundred years. They are the cattle traditionally owned by the Zulu people and have always been of great cultural and economic significance. They are distinguished by their hardiness and adaptability and are characterised by the great variety of their colours and patterns. This dissertation is a study of Sanga-Nguni cattle with special reference to colour pattern terminology and naming-practice in Zulu. More than three hundred terms in Zulu denote colour-pattern, horn-shape and type of beast. There are also a great number of terms for animals used for ritual purposes, especially those connected with the practice of ukulobola, in which cattle are exchanged during marriage negotiations. Many of these names, particularly those which refer to colour-pattern, are richly metaphorical, using imagery and analogy which connect the cattle with the birds, animals and plants that share their environment. Both archival and field sources have been employed to document as many of these names as possible and to classify them according to cultural significance, type, colour-pattern configuration and metaphorical content. Cattle names cannot be appreciated in isolation and in order to understand the complexity of the Zulu terminology, the significance of cattle in the cultural and economic life of the Zulu people as well as their biology and history has also been described. 'Cattle lore' concerning beliefs about cattle and perceptions of them in the cosmology of the Zulu people are recorded. The role of cattle in the oral tradition and cattle imagery in proverbs, poetry and tales as well as the praises of cattle themselves, have been explored in overview and provide insight into how the Zulu people perceive their herds. The dissertation is divided into four sections: i) Research setting ii) Pastoralism in Zulu society iii) Colour-pattern terminology and related naming-practice iv) perceptions of cattle and the role of cattle in the oral tradition. Although this is a primarily a language study, the subject of which is the documenting and analysis of the vast range of cattle terms found in Zulu, it is also a study of the role of cattle in Zulu society and their significance in the thought patterns of the people who own them and with whom they have lived in such close contact for so many centuries. / Thesis (Ph.D.)-University of Natal, Durban, 1996.