Injula ngezinkinga ezidala ukuthi abafundi bamabanga aphansi bangabi nasisekelo sokwazi ulimi lwesiZulu ngendlela efanele
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Date
2014-11
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Publisher
University of Zululand
Abstract
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
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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.
Description
Submitted in partial fulfillment for the requirement of Masters Degree in African Languages, in the Faculty of Arts at the University of Zululand.
Keywords
Ulimi lwesiZulu, Abafundi bamabanga aphansi