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Izindlela Namasu Okufundisa Ukufunda Okubhaliwe Nokubhala Kubafundi Bebanga Lesishiyagalombili EsiZulwini ULimi LwaseKhaya Ezikoleni Ezimbili EzisesiYingini SasePinetown

This research aims to explore methods and strategies that teachers use in teaching reading and writing in isiZulu home language to grade 8 learners in 2 Pinetown District schools. There are 3 critical questions aimed at this exploration: (i) What methods and strategies do teachers use in teaching reading and writing in teaching isiZulu home language to grade 8 learners in two schools in Pinetwon District? (ii) How do teachers use those methods and strategies in teaching reading and writing in isiZulu home language to grade 8 learners in 2 Pinetown schools? (iii) Why do teachers use those methods and strategies in teaching isiZulu the way they do?
This research was conducted in two high schools under Pinetown District. Both these schools offer isiZulu as Home Language (L1) across all other Nguni languages speakers. There were 5 isiZulu Home Language grade 8 teachers as research participants.
This is a qualitative, case-study; under constructivism paradym. Semi-structured interviews were conducted for research data collection. Vygotsky’s socio-constructivist theory (Vygotsky, 1978) and conceptual frameworks were adopted in developing thematic analysis in this study.
Three themes emerged in this research: First, teachers seem not to have clear understanding about the use of different methods and strategies in teaching reading and writing in isiZulu Home Language (L1) in grade 8 learners. Sub-themes extended to teachers being under qualified in using various methods and strategies in teaching reading and writing. The second theme is about teachers not considering seeking new knowledge into improving the teaching of these language skills. Thirdly, teachers being not clear or less equipped with teaching and learning theories.
The research concludes that teachers need to be equipped with strong knowledge of using various methods and strategies in teaching reading and writing from their teacher training.

Full Name
Dr Zanele Witnes Mlondo
Programme