Izingqinamba ezibhekana nothisha abafundisa isiZulu ULimi LokuQala LokwEngeza kwezinye zezikole ezazaziwa njengezabamhlophe eMnambithi - Msomi, Melusi (Journal for Language Teaching, 2024)
ENGLISH TITLE: Exploring challenges faced by teachers of isiZulu as First Additional Language in some ex-Model C schools in Ladysmith This study examines the challenges faced by teachers who teach isiZulu as a first additional language (FAL) in schools formerly known as Model C schools. These teachers face many challenges because this language is not taken seriously. The Department of Basic Education has made it compulsory for all schools in KwaZulu-Natal to offer isiZulu either as Home Language or as FAL. The ex-model C schools were forced to put measures in place to accommodate these changes implemented by the Department of Basic Education in the province of KwaZulu-Natal. It is evident that when these schools introduced isiZulu as FAL this language was not taken seriously and that has led some teachers to leave these schools. That in turn means going an extra mile when trying to instil an interest in the language among learners. As a result, the performance of learners in such schools is not good, and teachers do not stay for a long period. This paper serves to increase the awareness among teachers at these schools of the challenges they face. It will also suggest possible solutions to the challenges. A qualitative methodology has been followed as research approach. Interviews and observations have been used to collect data. Constructivism is used as the theoretical framework of this paper. This theory supports the view that there are many ways of teaching a language. In some schools it is thought that teaching a language is about going into class and teaching, without considering other factors affecting language teaching, like the insights we may gain from second language acquisition research. Additionally, this paper employed a language management approach to analyse the data on both macro and micro levels ISIFINGQO Leli phepha lihlose ukuhlola izingqinamba ezibhekana nothisha abafundisa isiZulu njengolimi lokuqala lokwengeza ezikoleni zabamhlophe. Izikole zabamhlophe zinezindlela ezisebenza ngaphansi kwazo. Kulezi zikole isiZulu noma isiBhunu sifundwa kube wuLimi lokuQala lokwEngeza kanti isiNgisi sifundwa sibe wuLimi lwaseKhaya. Nakuba zilandela inqubomgomo elawula ukufunda nokufundiswa kwezilimi zomdabu eNingizimu Afrika kodwa kusekhona ukungabhekelelwa kolimi lwesiZulu njengoba zisanda kuqala ukulufundisa. Othisha abafundisa isiZulu njengolimi lokuqala lokwengeza bahlangabezana nezinkinga eziningi. Ukuntuleka kwezinsizakufundisa kungenye yezinkinga ezibhekana nothisha. Ezinye zalezi zinkinga zenza ukuba bagcine bengazinzi kulezi zikole ngoba inhlalakahle ayikho. Lokho kwenza ukuba izingane zingaphumeleli kahle ngoba othisha abahlali kakhulu. Lolu cwaningo luzosiza ekuqwashiseni izikole mayelana nezinselelo ezibhekene nazo ekwenzeni ngcono inhlalo yothisha abafundisa isiZulu njengolimi lokuqala lokwengeza. Lokhu kuzosiza lezi zikole ekutheni zibe nothisha abasezingeni eliphezulu futhi abazohlala isikhathi eside befundisa ulimi lwesiZulu. Lokho akuzukugcina ngokusiza isikole kuphela kodwa kuzosiza abafundi ukuba baphumelele ngamalengiso. Leli phepha lisebenzise ikhwalithethivu njengendlela yokwenza ucwaningo. Ikhwalithethivu ibandakanye izingxoxo ezihlelekile kanye nalezo ezingahlekile ukuqoqa ulwazi. Isampula ebizwa ngokuqoka ngenhloso ingenye yezindlela esetshenzisiwe ukuqoka ababuzwa ukuleli phepha. Ukubukela nakho kusetshenzisiwe ukuze kubonakale ukuthi othisha iziphi izinkinga ababhekana nazo ngesikhathi befundisa lolu limi. Kuleli phepha kusetshenziswe injulalawazi ebizwa nge-constructivism. Le njulalwazi iveza ukuthi kuningi okunomthelela ekufundeni nasekufundisweni kwabafundi. Akukhona ukuthi zingene emagunjini bese zifundiswa kuphela. Injulalwazi ye-constructivism imayelana nokufundwa kolimi kanye nemithelela yenhlalo yabantu ekufundweni kolimi okufaka imiphakathi kanye namasiko ahambisana nalolo limi. Leli phepha lisebenzise ukuhlelwa kolimi ukuhlaziya ulwazi. UNdimande-Hlongwa (2010) uthi ukuhlelwa kolimi kubheka ukuhlaziywa kolimi emazingeni aphansi kuze kuyofika emazingeni aphezulu. Uthi okubaluleke kakhulu ngale nsizakuhlaziya bngukuthi ikubheka inkinga kuqala ngaphambi kokuthola isixazululo.