Izinselelo zabafundisi besiZulu ekufundiseni isiZulu eNyuvesi yaKwaZulu-Natali

Abstract

Lolu cwaningo luhlose ukuhlola izinselelo abafundisi basenyuvesi ababhekana nazo lapho befundisa ingxenye yolimi emakilasini esiZulu Ulimi Lwasekhaya kubafundi bonyaka wesine abafundela ubuThisha, okuwunyaka wokugcina woqeqesho lwabo. Kusetshenziswe izindlela zocwaningo oluyikhwalithethivu ukuthola ulwazi locwaningo. Ucwaningo lungaphansi kwe-interpretivist paradigm kanti lusebenzisa izindlela ze-case study. Kusetshenziswe izingxoxo nabahlanganyeli bocwaningo okungabafundisi ababili abafundisa isiZulu kuleli zinga leziqu zobuthisha (Bachelor of Education – BEd). Phakathi kwezinselelo ezitholakele ukuthi abanye abafundi abekho ezingeni lonyaka wokugcina woqeqesho ngokwezinga lolwazi lolimi lwesiZulu, ulimi olunukubezekile olusetshenziswa abafundi kanye nokugcwala kwamakilasi nomthelela wakho. Lezi zinselelo zingaba yimbangela yokufadabala kolimi lwesiZulu lapho zingakutholi ukunqandwa ngokushesha. Ucwaningo luncoma ukuthi iNyuvesi yenze isiqiniseko sokuthi umfundi othathiwe ekugogodeni esifundweni sesiZulu, abe namamaki athile anqunyiwe ukuze afaneleke ukugogoda olimini lwesiZulu. Okunye okuncomekayo ukuthi kube nezinhlelo zokugqugquzelwa kokusetshenziswa kolimi lwesiZulu ngendlela enohlonze, ukuze kukhuphuke izinga lokusetshenziswa kwaso emfundweni nasekuxhumaneni okwejwayelekile.

Lecturers’ challenges on the teaching of isiZulu at the University of KwaZulu-Natal

This article explores the challenges encountered by isiZulu Home Language university lecturers when teaching isiZulu linguistics to Bachelor of Education students in their fourth year, which is the final year of their undergraduate studies in the classroom. A qualitative approach was used to carry out the research. The study operated under the interpretivist paradigm and it adopted case study design methods. Semi-structured interviews were used with two lecturers who participated in the research. Findings indicate that lecturers are faced with challenges, including, for example, language interference, large classes and students who do not match the level of their training because of their low levels of language mastery. These challenges may derail the teaching of the language if necessary measures are not implemented. It is recommended that students must meet certain mark requirements before they can be considered for admission to isiZulu as a major course. Additionally, there must be programmes at the university to promote the use of isiZulu, both as an academic and a communication language.