Non-native isiZulu Pre-service Teachers’ Views and Experiences on Learning isiZulu as a Second Language at a South African KwaZulu-Natal University

Abstract

This paper explores non-mother tongue isiZulu pre-service teachers’ views and experiences on learning isiZulu as a second language. The study uses qualitative study methods and it operates under the interpretivist paradigm. Semi-structured interviews are used with 20 students. Among findings are issues that relate to the usefulness of learning isiZulu as a compulsory module, good student attitude and academic performance. One of the recommendations is that there is a need to separate students studying isiZulu for the first time and those who are not studying it for the first time.

Teacher Self-Efficacy and Learner Assessment: A Perspective from Literature on South African Indigenous Languages in the Foundation Phase

“…This can result in inaccurate assessments and therefore, this can have negative consequences for learning outcomes (Lekhu, 2023). Moreover, resource inadequacies also affect the allocation of instructional time being allocated to indigenous language instruction, as teachers may prioritise other subjects because of a lack of materials and support for indigenous language instruction (Nkosi, 2020;Tsebe, 2021). Thus, it is not surprising that in such circumstances, indigenous language instruction and assessment may be marginalised and not given sufficient attention, which can further exacerbate the inequalities that already exist in South Africa's education system (Mavuru & Ramnarain, 2020;Tsebe, 2021).…”