Submitted in partial fulfillment for the requirement of Masters Degree in African Languages, in the Faculty of Arts at the University of Zululand. / This research is based on literacy development in rural schools of KwaZulu-Natal. The focus of the study is on mother tongue education with reference to the role of isiZulu in the provision of Literacy at the foundation phase level. The chapters present an in depth analysis of the key problems which are faced by both teachers and learners in the foundation phase classrooms, especially in the rural areas of KwaZulu-Natal Province. This research is divided into six chapters. Chapter one introduces the research focusing on the research aims and objectives, the focus of the study, the definition of terminology used and the research question. This chapter introduces the research and the preceding chapters. This chapter focuses on the research problem and highlights the main objectives of the study. Chapter two focuses on the various research tools which are used in the study of humanities as a field of study. This section looked at different approaches, methodology, procedures and techniques which are relevant when a study of this nature is conducted with particular focus on the interpretive paradigm as described by Cohen and Manion (2000). Chapter three deals with the relevant literature based on the research question. This section looked at different voices of various scholars as far as literature in the literacy studies is concerned. Various voices from various scholars were used as literature which focused on various theoretical frameworks as the base of this study. Chapter four looks at the actual study which was conducted using research tools which were discussed in chapters two and three. This chapter presents different views from the research participants. Their views are based on their experiences as far as literacy problems in the foundation phase in South African education system is concerned. Chapter five concentrates on the interpretation of data which was presented on the previous chapter. Much emphasis is put on the responses which were received from different stakeholders 9 which include the parents, the teachers and the community members. Data received is interpreted and analysed in this chapter. Concludes the study and gives the recommendations which the researcher find valid to be implemented for future studies related to literacy studies in the Foundation Phase.

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.