The teaching of Zulu as a first language with special reference to the spoken language, the written language and grammar in KwaZulu Junior Secondary Schools

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dc.contributor.advisorDuminy, P.A.
dc.contributor.advisorThembela, A.J.
dc.contributor.authorSidaki, Gugulethu Millicent Patricia
dc.date.accessioned2010-09-22T07:27:31Z
dc.date.available2010-09-22T07:27:31Z
dc.date.issued1987
dc.descriptionSubmitted in partial fulfillment of the requirements for the degree MASTER OF EDUCATION in the Subject Didactics in the Faculty of Education at the University of Zululand, 1987.en_US
dc.description.abstractThe purpose of this dissertation is to look into the teaching of Zulu as a first language at Junior Secondary school level with special reference to the spoken and written language and grammar. It appears as though the teaching of Zulu in Junior Secondary schools is not as effective as it should be, the examination results are not as good as could be expected. This study opened with an orientation to the problem. Findings from literature, interviews and questionnaires were related to the theory discussed in chapter two on the teaching of a language. The spoken language lays the foundation of all language teaching and learning, it increases the pupils' vocabulary, it helps children arrange their ideas logically, and makes children appreciate the beauty of speaking their own language. The literature studied revealed that children are stimulated to explore and elaborate their own thoughts through writing. Writing enables the teacher to provide different learning styles and needs. This research revealed that a number of teachers of Zulu are not adequately qualified to teach the subject. Teachers do not receive adequate in-service education on the subject and the syllabi are not prescriptive enough to give teachers the necessary guidance. These factors contribute, to some extent to the fact that the teaching of the subject is not receiving the attention it deserves. From the analysis of data on the field study conducted in this research it was found that: 1. The classes are very big so a limited number of pupils are involved in class discussions and it becomes difficult to give a lot of written work. Very few children are afforded a chance to practise the language in class. 2. The highest academic qualification of the majority of teachers that teach Zulu is the matriculation examination, so it is unlikely that these teachers can teach the language efficiently and competently. 3. Children are made to write a few compositions, opportunities for 'free writing' are not many. Very little is done to help children talk on topics of immediate interest and to communicate in as many situations as possible. These findings led us to recommend that: 1. Teachers should, from time to time, resort to group work so as to solve the problem of big classes. If a class is divided into small groups and works as such groups all the children should have the opportunity to practise the language. 2. The teachers' academic qualifications should be high. Teachers should have done at least two courses in Zulu to be able to teach effectively at Junior Secondary school level. 3. The pupils should be provided with the opportunity of developing a wide range of speech. Teachers must ensure that children are put into the position that they can express their emotions and observations in writing in an accurate and convincing manner.en_US
dc.identifier.other203448
dc.identifier.urihttps://hdl.handle.net/10530/465
dc.language.isoenen_US
dc.subjectZulu language--Study and teachingen_US
dc.titleThe teaching of Zulu as a first language with special reference to the spoken language, the written language and grammar in KwaZulu Junior Secondary Schoolsen_US
dc.typeThesisen_US
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