A dissertation submitted in fulfilment of the requirements for the Degree of Master of Arts in Communication Science, University of Zululand, 2003. / In this study I looked at the attitudes of matriculants towards isiZulu as school subject. The study was conducted in six schools in the Scottburgh and Sayidi area. isiZulu is one of the eleven official languages and was compared to other languages offered in schools. The Language policy needs to be improved in order to cater for the development of indigenous languages. The Questionnaire survey used as the research instrument in this study, and discussions with educators in this study, which enabled the researcher to gain a deeper understanding of attitudes of pupils towards isiZulu as a school subject. .Furthermore, the findings of the study indicated that libraries are often not well equipped with reading material in isiZulu, that at Times educators which are not properly qualified for the purpose teach isiZulu, and that the subject content often do not reflect the relevancy of everyday life. It was recommended that these aspects be addressed and more importantly, that the Language policy needs to be improved in order to cater for the development of indigenous languages.

A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Magister Educationis in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018 / This study examined the teaching of isiZulu folktales at some Johannesburg East and South district secondary schools. The purpose if this study was to determine the methods used by isiZulu teachers in their classrooms when they teach folktales. The research questions were concerned with the teaching methods and strategies employed by teachers in their teaching of folktales. The study employed a mixed-methods approach involving 95 teachers as part of the quantitative approach and eight teachers participated in the qualitative semi-structured interviews. The findings of the study suggest that teachers use the lecture method in their teaching of folktales. The findings also reveal that teachers do not possess training in alternative methods of teaching folktales. The study recommends that teachers should be trained in the use of alternative methods such as drama. The study also recommends that school neighbouring communities should get involved in the performance of folktales by visiting isiZulu classes where folktales are taught.

The research raises concern for the practical and theoretical problems confronting pre-primary to secondary schools regarding the implementation of indigenous African music in the present curriculum. This research investigates the status of indigenous African music in the South African school’s curriculum for the purposes of its inclusion with special reference to isiZulu. The study utilised qualitative interview, observation method and existing documents for the collection of data. Participants were asked to highlight the importance of including indigenous African music in the present curriculum as a core subject, and secondly, what can be done to promote indigenous African music to South African communities? This study records the importance of isiZulu belief systems, customs and performance tradition. It looks at indigenous isiZulu music both past and present, what it offers to the community of South Africans. The research reveals that isiZulu music can be used to recall enjoyable commemorations, express peace, and happiness and motivates team spirit as it can organise activities geared towards community development if included in the school curriculum. It also nurtures social integration, which can enhance understanding in learning. Some songs are composed to instil socio-cultural values in establishing social relationships amongst the individuals and societies, also consolidate social bonds and create patriotic feelings. Music also contributes to the child’s development and psychological abilities. The study further revealed that the battle for the soul of African Languages is not yet over. Rather than the languages becoming increasingly appreciated and embraced by the owners, there is evidently a decline (Salawu, 2001). This worrisome decline is marked by the advancement of technology and craves modernity; they see everything (culture, indigenous African music and language) as primitive. It is apparent that the originality and excellence in African culture and languages are quickly vanishing, as there remains only a small indication of that genuine tradition. The study therefore, helps Black South Africans generally to relate to their folk-lore and to maintain their cultural principles, values and rebuild their sense of national identity and will also work to broaden the curriculum in schools from Foundation Phase to the FET Phase. / Linguistics and Modern Languages

The present research examines the linguistic situation in the Lower South Coast of KwaZulu-Natal where isiZulu is used as the means of instruction and of administration, but IsiCele is used as home language by the Cele clan. The research was carried out in the areas of Ezingolweni, Emawuleni, Emfakuceba and KwaShonkweni, all being the Cele clans. Places known for use of Tekela and Lala dialects (Nhlangwini, Bhaca, IsiZansi, etc) have been investigated by other researchers. The research data was collected by asking questions to school leaving learners. The researcher also contacted educators, community leaders to examine the phenomenon such as language contact, language variations and language usage in the situation under investigation. He was also able to compile a sizeable list of lexical and further identified phonological and morphological variation from the standard language. The picture that emerges from the research is that the people under investigation (amaCele) speak a language with clear connection with their original language, which is isiThonga. The lexicon utilized for the expression of the material culture is however influenced by neighboring Xhosa an element that can be explained by the fact that for several decades the educators for the areas were drawn from the Cape. The material was then tested in taped conversations with elderly oral persons in rural areas. In the multicultural and the multilingual situation in South Africa, each wide spread cultural manifestation has a role to play and must be preserved as a treasure. The researcher suggests that ways should be found to encourage speakers of IsiCele to use with pride their language as an important tile in the cultural mosaic that is South Africa. It would be unwise and short-sighted to pursue a policy of blindly imposing Standard Zulu to obliterate the cultural heritage contained and manifested in IsiCele. / Thesis (Ph.D) - University of KwaZulu Natal, Durban, 2006.

This dissertation explores the subject of gender inequalities as reflected in Zulu proverbs. The most notable examples are those proverbs that comment on the role and position of Zulu men in society, on women's behaviour, on marriage and on the morality of the Zulu society. The dissertation explores how language is used in the proverbs to help shape the behaviour of women, from childhood up till the time they assume the responsibilities belonging to omakoti (brides). This study was undertaken in order to gain greater insight and understanding into why Zulu women are expected to play a submissive role in their society, unlike their dominant male partners. The study provides a case study of Zulu proverbs so as to gain an in-depth understanding of how patriarchy is reflected through language, and how proverbs help to construct the woman's identity in Zulu society. Through the use of research participants, the dissertation concludes that Zulu proverbs about women are associated with ukuhlonipha, a custom where omakoti, once married, adopt new names for items they use on daily basis because they reflect the names or syllables of in-laws. This study adopts a qualitative research methodology. Primary data was collected through interviews and several books on proverbs, whilst secondary data was collected from a wide selection of books, theses, dissertations and journal articles. Interviews which were carefully conducted with nineteen females (thirteen females between the ages of 16 and 35, and six females over the age of 35) and fourteen males (eight males between the ages of 16 and 35, and six males over the age of 35), all who are from KwaZulu-Natal. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.

This study examines the similarities and differences between the historical background and the current performance of Tamil and traditional Zulu marriages. After presenting an account of the historical development of Tamil and Zulu marriage ceremonies, a chronological account of the performance of each of these marriage ceremonies is presented. This account includes a detailed description of the rituals performed during the pre-marriage ceremonies, the actual marriage ceremonies and the post-marriage ceremonies. The incidence and significance of The Anthropology of Geste and Rhythm in each of these ceremonies are demonstrated. Selected Tamil and Zulu Marriage songs are then analysed and interpreted rhythmo-stylistically to demonstrate the incidence of the mnemonic laws of Bilateralism, Rhythmism and Formulism, which account for the transmission of traditions over generations, and which demonstrate the anthropological and psycho-biological nature of memory, understanding and expression as evident in the performance of Tamil and Zulu marriages in KwaZulu-Natal. / Thesis (M.A.)-University of Durban-Westville, 2002.

Lwethulwa ukufeza izidingo zeziqu zobudokotela kwinzululwazi (Doctor of Philosophy) emnyangweni wezilimi zomdabu namasiko enyuvesi yaKwaZulu, 2019 / Iqoqa lalo msebenzi wocwaningo lokusetshenziswa kolimi lwesiZulu ukuze kuqhakanjiswe amakhono aqukethe ubumtoti, ukuhlwabusa nokuyihlaba esikhonkosini ngolimi lwesiZulu luhlelwe lwaba izahluko eziyisishiyagalombili. Isahluko sokuqala isethulo socwaningo esethula ucwaningo ngokupheleleyo. Lapha kubukwa intshisekelo yocwaningo, izinhloso zocwaningo, amakhono, izindlela zokuqhuba ucwaningo, umklamo wocwaningo, imibono yongoti, abazohlomula, uhlaka lwezahluko nesiphetho. Isahluko sesibili sethula ikhono lokulalela nokuzwa. Lesi sahluko sethula umehluko phakathi kokulalela nokulalelisisa ngenhloso yokuzwa uqonde. Sethula izindlela zokulalela, izindlela zokufundisa ukulalela kanye nenzwa yokulalela. Isahluko sesithathu sethula injulakuhlaziya ulwazi ngamakhono okusetshenziswa kolimi. Kulesi sahluko kubhekwe okushiwo ongoti abehlukene behlaziya imiphumela eyehlukene ngokubuka injula yolwazi nxazonke. Isahluko sesine sethula izindlela noma amasu okuqhuba ucwaningo. Kula masu kusetshenziswe uhla-mbuzo isizindalwazi (inthanethi), ukuhanjelwa kwezithangami, amaphephandaba, ukubuxoxa nezinjulabuchopho nezazi emikhakheni ethile. Kube sekuvezwa ngokolandela imibono yongoti okuncomekayo ngezindlela ezisetshenziswayo uma kuqoqwa ulwazi kanye nokufekela kwazo. Isahluko sesihlanu sethula ukuhlelwa nokwethulwa kolwazi oluqoqiwe. Njengoba ulwazi luqoqwe ezingxenyeni ezehlukene lube seluhlelwa kanjalo. Kunolwazi oluqoqwe kothisha, bamabanga aphansi naphezulu, olunye luqoqwe kubafundi nabo ngokwehlukana kwamazinga. Olunye luqoqwe ezikhulwini zeminyango kaHulumeni emihlanganweni, olunye beluqoqwa ezingxoxweni nezazi ezehlukene, ulwazi lwamaphephandaba, izincwadi imibhalo yongoti, ingosi yesizindalwazi (inthanethi) nakumabonisakude imbala. Isahluko sesithupha sethula ikhono lokubhala, elokufunda nelokuphendula. La makhono ehlukene kepha asebenza ngokubambisana kanti kuvamile ukuba asebenze ngesikhathi vii esisodwa kanyekanye. Lesi sahluko sethule izindlela ezinconywe ongoti zokufundiswa kwekhono lokufunda, elokubhala nelobuciko bokuphendula imibuzo. Lesi sahluko sibuye sethula ikhono lokukhuluma nokwethula. Ukwethula nokukhuluma kuzwakala kufana ngoba ngisho kwethulwa inkulumo kusuke kukhulunywa. Lezi zimo zidinga amanye amakhono ukuze okukhulunywayo nokwethulwayo kudlule ngobuciko kuya kwabalalele nabethamele. Ongoti baphawulile ngala makhono beveza umehluko kanye namasu okucija ikhono lokukhuluma nokwethula. Babuye baphawula ngezimo ezinqinda ukusetshenziswa kwala makhono ngenzuzo. Isahluko sesikhombisa sethula ukuhlaziywa kolwazi lwamakhono olimi oluqoqiwe. Ikhono lokulalela nokuzwa, ikhono lokubhala, elokufunda, elokuphendula imibuzo, elokukhuluma nokwethula, ukuphumelela kwabafundi, ukuqeqesheka kothisha kanye nokulumbana kolimi nezombusazwe. Isahluko sesishiyagalombili sethula ukuhlaziywa kwamakhono, izincomo zocwaningo ngakho kubalwa ikhono lokulalela, ukufunda nokwazi ukuphendula imibuzo ngokunembayo nokusetshenziswa kwekhono lokubhala ngokubhala ubhalomagama olwamukelekile kanye nesiphetho.

A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Early Childhood Development at the University of Zululand, South Africa, 2015 / South Africa’s performance in international benchmark tests is a major cause for concern for the country, raising questions about the effectiveness of the curriculum reform efforts and the literacy attainment levels of learners in the Foundation Phase. This study aims at exploring Foundation Phase learners’ attainment levels in IsiZulu Home Language due to their exposure to Grade R. In some rural areas, learners commence Grade 1 without going through the Reception Year class, even after the roll out plan of the universal access to Grade R that was in 2010. In such areas, Grade R is offered in school based and community based centres. The objectives of this study were: • To find out the nature of the relationship between prior learning and academic performance in IsiZulu in Grade 1 (entry point) and Grade 3 (exit point) as the result of exposure to Grade R.• To establish the extent to which learners have attained IsiZulu Home language literacy skills by the time they enter Grade 1. • To ascertain how teachers identify learners’ actual development level in IsiZulu literacy. • To determine espoused approaches to the teaching of literacy to learners who are at different levels of development in IsiZulu literacy. Using literacy as a conceptual framework and Vygotsky’s Theory of Social Constructivism as the underpinning of the study, literature was explored and the data was also analysed. Both qualitative and quantitative methods were used to generate data for this case study. In order to explore literacy attainment levels of learners in In order to explore literacy attainment levels of learners in Grade 1, purposive sampling was used. Four rural school educators and thirty four Grade 1 learners from three categories, that is, those learners who obtained Grade R from school based centres, community based centres and those who did not have any prior learning, were sampled for this study. Instruments such as class activities, observations, interviews and document analysis were used to collect data. The study revealed that high academic achievement in Grade 1 is based on learners’ exposure to grade R and that their literacy attainment levels differ as per the three categories. However, the gap in literacy development among learners from the three categories shrinks as they exit the Foundation Phase of study. The findings also reveal that educators lack proper skills of identifying learners’ zone of proximal development and also to teach in the zone of each learner. The study recommends proper training of educators in differentiation and also in establishing the baseline of learners in their mother tongue.

The condition of women in African societies has always been object of intense discussion The present research takes its move from an analysis of four main literary works in Zulu, and a number of supporting texts, to monitor, as it were, the development of attitudes towards women during the second half of the 20th century. Literature is considered, in fact, a mirror of society. Traditional Southern African society is strongly patriarchal and conservative. A woman's role is generally viewed as the life-giver and the nurturer of the new generation of her husband's offspring. She is in charge of the gardens, where she grows the family food, while her husband is busy with his wars, cattle raiding ventures and politics. Patriarchy may reach severe forms of women oppression through the systems of ilobolo (bride-wealth) and of polygamy, but is also expressed by the exclusion of women from the economic, artistic and legal fields. Forms of freedom - of movement, or sexual or economic - allotted to men are never considered for women. Each of the four chosen texts emphasises one or more aspect of women oppression by the male dominated society, as reflected in popular life at the time of writing. So Uvalo Lwezinhlonzi, written in 1956, is a manifesto for freedom in the choice of a life partner, which is generally obstructed by the father's greed for ilobolo cattle and his ambition to be recognized among the notables of the district. Inkinsela YaseMgungundlovu (1961) fights for women's equal rights in the financial field. NguMbuthuma-ke Lowo (1982) is a desperate cry in the face of abuses in polygamous families. And Ikhiwane Elihle (1985) fights aspects of the new morality that accepts sexual freedom for women, since men also claim such freedom. The thesis is topical, and, to render it even more so, it often avails itself of ideas of feminist writers and critics, although such theories have not touched the nerve of the Zulu public as yet. / Thesis (M.A.)-University of Durban-Westville, 2002.

Zulu belongs to the Nguni group of the Southern Bantu languages, which are spoken throughout Southern Africa. Other groups are the Suthu and the Shona, which are spoken in the interior, whereas the Nguni languages are spoken towards the south-east coast, Xhosa in the eastern part of the Cape Province, Zulu in Natal and Zululand, and Swazi in Swaziland. Swazi represents a distinct variety of Nguni speech known as "tekela", characterized by t in place of Zulu and Xhosa z, ts or tf and dz or dv in place of Zulu and Xhosa t and d, and by other phonetical characteristics, but Zulu and Xhosa are so similar that they are linguistically dialects of the same language. However, they have important separate literatures and are generally regarded as separate languages. For these reasons and for the more real reason that it is in tonal structure that they differ most greatly, this study excludes Xhosa and concentrates on Zulu only. / Thesis (Ph.D.)-University of Natal, Durban, 1966.