Nakuba uMthethosisekelo waseNingizimu Afrika ubalula ukuthi abafundi banelungelo lokufunda ngezilimi ezisemthethweni kuleli lizwe abazikhethela zona ezikoleni (kusukela emabangeni aphansi kuya emabangeni aphezulu), iningi labafundi abamnyama lisazithola lifunda ngolimi lwesiNgisi, ulimi elingazikhethelenga lona. Ezikoleni lapho abafundi befunda ngolimi lwesiNgisi, okuwulimi abazithola bephoqelelwa ukufunda ngalo, othisha basebenzisa izindlela ezehlukene zokufundisa, okubalwa kuzo ukuxuba izilimi. Bakwenza lokhu ngenhloso yokusiza abafundi abazithola bekulesi simo ukuba bakuqonde lokhu okufundiswa ngolimi lwesiNgisi. Nakuba lukhona ucwaningo oselwenziwe mayelana nendlela yokuxuba izilimi kusukwa esiNgisini kuyiwa esiZulwini kodwa akukho nhlobo okwaziwayo mayelana nokusetshenziswa kwale ndlela emagunjini okufundela anabafundi abamnyama abakhuluma izilimi ezehlukene ezikoleni ezisesiFundazweni iKwaZulu-Natal. Kungaleso sizathu kulolu cwaningo ngiphenye iqhaza elibanjwa yile ndlela kusukwa esiNgisini kuyiwa esiZulwini emakilasini anabafundi abamnyama abakhuluma izilimi ezehlukene esiFundazweni iKwaZulu-Natal, abangaluqondisisi ulimi lwesiZulu. Inhloso yalolu cwaningo ngukuhlaziya iqhaza elibanjwa yile ndlela kusukwa esiNgisini kuyiwa esiZulwini emagunjini anabafundi abamnyama abakhuluma izilimi ezehlukene esiFundazweni iKwaZulu-Natal.
Kulolu cwaningo ngisebenzise izinjulalwazi ezimbili: okuyinjulalwazi kaBank, i-Framework of Multicultural Education nenjulalwazi kaHoward Giles i-Communication accomodation theory. Ngikhethe ukucwaninga ngezikole ezintathu ezikwisiFundazwe iKwaZulu-Natal njengezikole ezimele ezinye eziningi kuziFundazwe eziyisishiyagalolunye zaseNingizimu-Afrika ezinabafundi abaxube izinhlanga zabantu abamnyama okusetshenziswa kuzo indlela exuba kusukwa esiNgisini kuyiwa ezilimini zabantu abamnyama. Ulwazi imininingo engiyihlaziye kulolu cwaningo ngiyiqoqe kothisha abalishumi nambili abafundisa isiNgisi njengolimi lokwengeza ezikoleni ezintathu esiFundazweni iKwaZulu-Natal esifundeni Ugu. Ulwazi ngiluqoqe ngisebenzisa ithuluzi elaziwa ngokuthi yi-observation, okunguthamela ukwenza kwababambiqhaza kanye nelinye elaziwa ngokuthi yinhlolovo. Ngibe sengiluhlaziya ngisebenzisa injulalwazi eyaziwa ngokuthi yi-Thematic Content Analysis. Okutholakele Ocwaningweni kuveza ukuthi indlela yokuxuba izilimi ichema nabafundi abakhuluma isiZulu iphinde iveze isimomqondo sothisha sokungalwemukeli ushintsho oselwenzeke emagunjini okufundela oludalwe ukufuduka kwabafundi besuka ezindaweni ezehlukene, okuyisigaba sesibili se-cultural shock ngokukaShen noChen (2020). Nokho lusadingeka ucwaningo oluzobheka ukuthi yiliphi iqhaza elibanjwa wukuxuba izilimi kusukwa esiNgisini kuyiwa esiZulwini emagunjini okufundela anabafundi abamnyama abakhuluma izilimi ezehlukene emakilasini afundiswa ngothisha asebedlule kuzo zozine izigaba ze-cultural shock.