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.

The study aims to investigate the extent to which isiZulu is promoted as a subject in the / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2008.

This study aims to investigate how Grade One isiZulu teachers teach reading in the Foundation Phase of Schooling. History of teaching can be traced back as far as the 1800s up until the introduction of the Outcome Based Education (OBE) that came into being after the first South African democratic elections in 1994. Data for this study was collected from the three Grade One isiZulu teachers of my school. This was a qualitative study and data was collected through semi-structured interviews, observation and document analysis. Interviews were taped, transcribed and analysed, and data was categorized into themes. The study revealed that there were some social conditions that did hinder the progress of reading in the school. There was a lack of motivation from parents. It was found out from the study that, in spite of all the Department of Education’s attempts to provide teachers with handbooks with strategies on how to tackle reading lessons, some teachers still have problems in putting these into practice. It also became clear that reading involves role players which are learners, teachers, parents and the community as well as the Department of Education. The study has also revealed that the best way to teach reading is through a variety of methods. It is recommended that Grade One classes should not consist of more than fifty learners. Policies implemented by both the Department of Education and various schools should be reinforced. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2010.

The research on implementation of portfolio assessment as part of continuous assessment (CASS), came about as I noticed the enormous challenges faced by educators as a result of implementation of the new curriculum, the National Curriculum Statement (NCS). As an educator, I have been curious to form an understanding of other educators' level of knowledge of the NCS policy as well as the extent of its implementation at school. During the research process, I have focused on portfolio assessment in order to understand the level of other educators' understanding of this form of assessment of learners, as well as the educators' shortcomings in the implementation of portfolio assessment in the classroom. The main findings of the research indicate a lack of understanding of the assessment policy amongst the educators. This tends to demotivate educators on policy implementation. This is more so as some of the educators interviewed indicated that they are not able to interact with the assessment policy document when planning. Some of the recommendations include the involvement of the department of education to help develop educators at school level. This could be done by employing learning area specialists with the intention to assist in the development of educators at school. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.

This study examines the attitudes of learners, teachers, governing body members, principals and parents towards the implementation of isiZulu as a subject in selected Durban High Schools and its implications for language planning and policy in South Africa. The learners selected for the purposes of this study were in grade 8, 9, 10 and 11. Combinations of quantitative (interviews) and qualitative (questionnaires) research methods are used to research the topic. Questionnaires were administered to learners, teachers and parents. Interviews were used to complement data obtained from the questionnaires. Interviews were conducted with learners, teachers, governing body members, principals and parents. An important finding of this study is that the majority of learners, teachers, principals, governing body members, and principals have expressed positive attitudes towards isiZulu and view it as an important language in KwaZulu-Natal. Most isiZulu language learners, parents and teaches view isiZulu as important for their culture and identity. The majority of non-isiZulu speakers perceive isiZulu as a language for wider communication in KwaZulu-Natal. The study found that there is a need for more support from the Department of Education to be more actively involved in the promotion of isiZulu in schools. There is also a shortage of trained teachers and teaching material in isiZulu. This study also established that some governing body members have limited knowledge of language policies at their schools. Most learners, teachers, principals, governing body members and parents expressed that it would be better for learners if they started learning isiZulu from primary school instead of high school. Some schools articulated that there appear to be different standards of isiZulu expected from schools and the Department of Education. The findings led to the following recommendations which are aimed at enhancing and promoting the status of isiZulu in KwaZulu-Natal and South Africa as a whole. • The Department of Education needs to be more involved in the promotion of isiZulu in KwaZulu-Natal • More educators have to be trained in the teaching of isiZulu • More educational material in isiZulu needs to be created and provided • IsiZulu needs to be invested with more intensively • The status of isiZulu in primary schools needs to be investigated • The role of governing body members needs to be evaluated • A common standard for isiZulu needs to be established / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2008.

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

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.

In-depth analysis of genre-texts of political articles in newspapers. / In-depth analysis of genre-texts of political articles in newspapers. / Thesis (MA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The purpose of this study is to do an in-depth analysis of genre-texts of political articles in newspapers. The genre theoretical approach is employed as framework for analysing the linguistic, rhetorical and discourse properties of isiZulu texts, giving a demonstration of a more general theory of genre analysis in writing, advanced by different writers. The genrebased approach to literacy and language teachingwas explored. A general overview was given of genre in folklore, genre in linguistics, genre in rhetoric and general description of genres was provided. The parameters of writing, that is the "who writes, what, to whom, where, when, why and how", were utilised in each text under investigation. These parameters were used to assess the communicative writing competence of the author of each text. Aspects of the text analysis such as information structuring, topic structuring, coherence and cohesion, cognitive move structure and structural description have been employed. This study presents the findings of the analysis of the lIanga newspaper texts by describing the critical analysis of textlinguistic aspects through the examination of genre text and outcomes-based language teaching in Curriculum 2005. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om 'n in-diepte analise te maak van genre tekste van koerantartikels in isiZulu wat handeloor politieke aangeleenthede. Die genre-teoretiese benadering is gebruik as raamwerk vir die analise van die taalkundige, retoriese en diskoerseienskappe van isiZulu tekste, en te demonstreer hoe, vir die doeleindes van teksanalise, 'n meer algemene teorie van genre analise in skryfwerk gebruik kan word. Die genre-benadering tot geletterdheid en taalonderrig is eerstens ondersoek. 'n Algemene oorsig is gegee van genre in folklore, genre in die taalkunde, genre in retoriek en 'n beskrywing van die kenmerke van genres is gedoen. Die parameters van skryf, naamlik wie skryf wat aan wie, waar, waarom, en hoe, is gebruik om elke koerantartikel te ondersoek. Hierdie parameters is aangewend om die kommunikatiewe skryfvaardigheid van die skrywer van elke teks te assesseer. Aspekte van teksanalise, naamlik inligtingstrukturering, onderwerpstrukturering, koherensie en kohesie, kognitiewe skuifstruktuur en strukturele beskrywing is aangewend in die analise van die tekste. Die studie bied die bevindinge van die analise van die lIanga koerantartikels in isiZulu deur die kritiese analise te beskryf van tekslinguistiese aspekte met verwysing na genre-tekste en uitkoms-gebaseerde taalonderrig in Kurrikulum 2005.

No abstract available. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.

This study explores the strategies implemented by grade one isiZulu Home Language (HL) teachers when teaching reading. One of the fundamental skills of education for learners involves the development of reading in the early stages of schooling. The CAPS document was recently introduced in order to help introduce teachers to a variety of explicit strategies in the teaching and assessment of reading. However, practitioner experience and research indicate that most teachers find it difficult to implement the strategies suggested for a variety of reasons. The study adopted the qualitative approach based on an interpretive approach. The objective of choosing the qualitative method for data collection was to get deeper insight into how teachers teach reading to learners. The strategies employed to gather data with efficiency and minimum bias involved the adoption of the semi-structured interview. This research used the semi-structured interviews with three grade one teachers in the Pinetown district as respondents. Research findings indicate that teachers have significant difficulties in implementing the reading strategies to achieve the levels of competencies as required by the CAPS document. The respondents in this research found that they were significantly challenged when it came to implementing the recommended CAPS strategies to learners. It was also observed that there are distinct gaps in the teaching of reading to learners in the foundation phase. Moreover, teachers struggled with the interpretation of the reading methods as laid out in the policy framework. In order to address these problems it is recommended that teachers in the schools be trained thoroughly on how to implement strategies recommended by the Department of Education as stipulated in the CAPS document. The respondents realized that they needed extensive knowledge and specialised skills which were not offered during the training. All the three teachers taught the different aspects of the language in isolation, and not in the integrated approach as espoused in the CAPS. The findings also suggest that support from school management in mentoring is required to assist teachers to implement the strategies with efficiency and understanding. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.