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The Teaching of Zulu First Language : Methodology and Approaches

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The Teaching of Zulu First Language : Methodology and Approaches THE TEACHING OF ZULU FIRST LANGUAGE: METHODOLOGY AND APPROACHES by ISAAC KHOLAS MNDAWE submitted in fulfilment of the requirements for the degree of D. Litt. et Phil. in the DEPARTMENT OF AFRICAN LANGUAGES in the FACULTY OF ARTS at the RAND AFRIKAANS UNIVERSITY PROMOTER: PROF. L.C. POSTHUMUS DECEMBER 1997 II DECLARATION I hereby declare that the thesis The Teaching of Zulu First Language: Methodology and Approaches submitted for the D. Lift. et Phil. degree at the Rand Afrikaans University, apart from the help recognised, is my own work and has not been formerly submitted to another university for a degree. c'6c(A441--ATURE III ACKNOWLEDGEMENTS I am deeply indebted to: The LORD God Almighty for it is His glory to conceal a matter, but to search out a matter, is the glory of kings. His divine power gave me everything I needed for life through my knowledge of Jesus Christ who called us by his own glory and excellence. Prof. L.C. Posthumus, my promoter, for his guidance, incisive comments, invaluable suggestions, detailed and constructive feedback. More particularly, for his gentle and cheerful encouragement at times when progress was difficult. My wife Dikeledi Irene, who shared all my difficulties. Without her love, prayers and encouragement this thesis would not have materialised. My children Bongi, Thembi and Sibusiso, for their patience and understanding when I was needed most. My parents who provided for my schooling, and my brothers and sisters who made a brother out of me. The truly supportive colleagues in the Department of African languages at The South African College for Teacher Education. Their support served as a major motivating factor. Mrs. G. H. Hennecke who proofread the first draft chapters and Dr. C. H. MacKenzie who • spent a great deal of his valuable time editing the manuscipt. IV SUMMARY The aim of the study The primary aim of this study is to: assess the relevance of the Zulu first language syllabus in respect of its meeting the needs of pupils; investigate and discuss language teaching approaches that may be appropriate to Zulu first language teaching; establish if various types of language syllabuses can be integrated for the enhancement of effective language teaching; integrate teaching approaches. Method of investigation The main method of investigation used was the literature review. In this research the focus is on the theoretical treatises, the present syllabus as well as Zulu textbooks and methodology books used for language teaching. Only materials relevant to the study were selected, categorised and discussed systematically in detail under the topics such as: the role of linguistics in language teaching; language teaching syllabuses; learning styles and theories on language learning and teaching; methods of language teaching in the classroom. The findings were compared with other investigations in the same field of study and were applied to Zulu first language teaching. V Findings In this thesis it is recognised that the methodology and approaches in the teaching of Zulu first language is inadequate, since it focuses primarily on theoretical intricacies of the subject. Grammar teaching is not utilised maximally because teachers are to adhere to the theoretical aspects of the subject at the cost of the development of communicative competence. In the teaching of languages such as English, the value of the teaching of grammar has been questioned in the course of time, but not so with Zulu first language. The focus in the traditional Zulu first language syllabus is on grammar teaching, it however, lacks proper application. In the light of the above it is clear that the traditional way of teaching Zulu first language is inadequate. The thesis will hopefully guide Zulu mother tongue teachers into acquiring adequate language teaching skills and techniques. Recommendations It is recommended that language teaching should break away from the methodology that does not apply to real-life situations and that language learning should be made useful to learners by applying it to develop their life-skills. Teachers should explain theoretical principles by using authentic or quasi-authentic texts or speech as the point of departure. In other words the theoretical principles should not be merely illustrated by isolated decontextualised examples. Language teaching should reflect on all four language skills, namely, listening, speaking, reading and writing. An integrated approach to language teaching will enhance the standard of Zulu first language teaching. Therefore, language teaching should not be confined to only one syllabus type, but various syllabus types should be integrated depending on the language need to be addressed. VI OPSOMMING Die doel van die studie Die primere doel van hierdie studie is om: die relevansie van die huidige Zulu eerstetaal-sillabus te bepaal om sodoende vas te stel tot wafter mate die sillabus die leerbehoeftes van die leerders bevredig; die verskeidenheid taalonderrigbenaderings wat moontlik aangewend kan word by die onderrig van Zulu as eerstetaal te ondersoek en te bespreek; te bepaal of verskillende tipes taalsillabusse geintegreer kan word om sodoende die taalonderrigproses te verbeter; onderrigbenaderings te integreer. Metode van ondersoek Daar is hoofsaaklik gebruik gemaak van 'n literatuuroorsig. In hierdie studie word veral gefokus op die teoretiese grondslae van taalleer, die huidige sillabus, Zulu handboeke en handboeke wat handel oor die metodiek van taalonderrig. Slegs bronne wat relevant is tot die onderhawige onderwerp is geselekteer, en sistematies bespreek onder opskrifte soos: die rol van linguistiek in taalonderrig; taaltaalonderrigsillabusse; leerstyle en teoriee oor taalleer en taalonderrig; metodes van taalonderrig vir die klaskamer. Die bevindinge is vergelyk met die van studies oor ander tale en die resultate is toegepas op die onderrig van Zulu as eerstetaal. VII Bevindinge In hierdie proefskrif is tot die slotsom geraak dat die benaderings en metodologiee wat vir die onderrig van Zulu as eerstetaal gebruik word, tekort skiet, aangesien daar te veel op taaluniekhede gekonsentreer word. Grammatika-onderrig word nie toepaslik gemaak nie, omdat die leerkragte te veel op die teoretiese aspekte konsentreer ten koste van kommunikatiewe kompetensie. Die waarde van 'n suiwer grammatika-benadering tot taalonderrig is in die geval van die onderrig van tale soos Engels met verloop van tyd bevraagteken, maar in die geval van die grammatika-onderrig van Zulu as eerste taal het hierdie ontwikkeling nie plaasgevind nie. Die klem in die tradisionele Zulu eerstetaal-sillabus word op grammatika- onderrig geplaas. Die noodsaaldike toepassingskomponent ontbreek egter in hierdie grammatika-gebaseerde benadering. In die hg van die voorafgaande bespreking is dit duidelik dat die tradisionele manier van Zulu eerstetaal-onderrig tekort skiet. Hierdie proefskrif sal hopelik 'n bydrae lewer om Zulu eerstetaal leerkragte te lei om die nodige taalonderrigvaardighede en -tegnieke te bemeester. Aanbevelings Daar word in hierdie studie aanbeveel dat weggedoen word met taalonderrig wat nie op werklike lewenssituasies fokus nie. Taalonderrig moet daarop afgestem wees om diensbaar te wees vir die taalleerder en moet ten doel he om sy/haar algemene lewensvaardighede te ontwikkel. Leerkragte behoort teoretiese grondslae te verduidelik aan die hand van spraak en outentieke, of minstens kwasi-outentieke tekste. In ander woorde, teoretiese beginsels behoort nie by wyse van geisoleerde, gedekontekstualiseerde voorbeelde geflustreer te word nie. VIII Taalonderrig moet op al vier die taalvaardighede konsentreer, te wete luister, praat, lees en skryf. 'n Geintegreerde benadering tot taalonderrig sal die standaard van die onderrig van Zulu eerstetaal verhoog. Om hierdie rede behoort taalonderrig me tot slegs een tipe taalonderrigsillabus beperk te word Me, maar verskillende tipes sillabusse behoort geintegreer te word na aanleiding van die taalbehoefte wat aangespreek moet word. IX TABLE OF CONTENTS CHAPTER ONE GENERAL INTRODUCTION AND ORIENTATION 1.1 Introduction 1 1.2 Aims of the study 5 1.3 Hypothesis 13 1.4 Scope and method of investigation 14 1.5 Organisation of the study 14 CHAPTER TWO LINGUISTICS IN LANGUAGE TEACHING 2.1 Introduction 16 2.2 First language teaching in other countries of the world 16 2.2.1 The British context 17 2.2.2 The Australian context 20 2.2.3 The African context 21 2.3 General issues in mother tongue teaching 22 2.4 New trends in language teaching 28 2.5 The place of granunar in mother tongue teaching 32 2.6 Conclusion 36 x CHAPTER THREE FIRST LANGUAGE TEACHING IN SOUTH AFRICA: WITH SPECIAL REFERENCE TO ZULU 3.1 Introduction 37 3.2 Why a grammar-based syllabus for African languages first language teaching? 37 3.3 The grammar taught in Zulu first language 40 3.3.1 The selection of content 40 3.3.2 Aims regarding phonetics 41 3.3.3 Aims regarding phonology 41 3.3.4 Aims regarding morphology 42 3.3.5 Aims regarding word function 43 3.4 Criticisms against grammar teaching in schools 43 3.5 Assessment of grammar in Zulu first language 46 3.5.1 Mark allocation 47 3.5.2 Assessment of morphology and word function 47 3.6 Conclusion 48 CHAPTER FOUR LANGUAGE TEACHING SYLLABUSES 4.1 Introduction 49 4.2 Syllabus: a definition 50 4.3 Assumption about language and learning 53 4.4 The structural syllabus 56 4.4.1 Characteristics of the structural syllabus 56 4.4.2 The content of the structural syllabus 56 X I 4.4.3 Goals of the structural syllabus 57 4.4.4 The structural syllabus
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