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Language Matters
ISSN: 1022-8195 (Print) 1753-5395 (Online) Journal homepage: http://www.tandfonline.com/loi/rlms20
High school learners' attitudes towards isiZulu inthe Greater Durban Area
Phyllis Jane Zungu & Rama Pillay
To cite this article: Phyllis Jane Zungu & Rama Pillay (2010) High school learners' attitudestowards isiZulu in the Greater Durban Area, Language Matters, 41:1, 109-125, DOI:10.1080/10228195.2010.492230
To link to this article: http://dx.doi.org/10.1080/10228195.2010.492230
Published online: 20 Jul 2010.
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Language Matters41 (1) 2010
pp. 109—125
ISSN Print: 1022-8195ISSN Online: 1753-5395© University of South Africa PressDOI: 10.1080/10228195.2010.492230
High school learners’ attitudes towards isiZulu in the Greater Durban Area
Phyllis Jane Zungu Rama PillaySchool of isiZulu studies Lenarea Secondary School University of KwaZulu-Natal [email protected] [email protected]
. . .
Abstract
The purpose of this study was to examine learners’ attitudes towards isiZulu at the former House of Delegates high schools, in view of them having the option of choos-
-ditional language. A questionnaire comprising of closed and open-ended questions was completed by Zulu mother-tongue learners and by non-Zulu-speaking learners. Survey results indicate that the majority of Zulu mother-tongue learners and non-Zulu learners have positive attitudes towards isiZulu. Many schools have developed their language policies in accordance with the stipulations of the Schools Act of 1996. In some schools, isiZulu is offered exclusively to Zulu mother-tongue learners; non-Zulu learners are not given a chance to learn the language – even if they show a desire to do so. Some Zulu mother-tongue learners stated that they were forced to study their mother tongue as a second additional language – a linguistic scenario they do not
Key wordslanguage, Schools Act
IntroductionAlthough isiZulu is spoken by the majority in KwaZulu-Natal (Census 2001, 16), the language was denigrated and despised during the apartheid era because it was not an
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languages must enjoy parity of esteem, must be treated equally, and that attempts must
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Theoretical framework
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111High school learners’ attitudes towards isiZulu in the Greater Durban Area
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attitudes towards a particular language: instrumental and intergrative
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languages, because these are not seen as languages of economic power and material
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attend multicultural schools do so because they feel that acquiring English will enable -
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112 Phyllis Jane Zungu and Rama Pillay
tsotsi-taal with their friends at school, which affects their performance in isiZulu tests and
tsotsitaal)
show no pride in speaking their mother tongue and resort to English and a non-standard
the language of social and economic mobility ends within three generations or so as
Nicol (Sunday Timeshegemony is consigning South Africa to a ghetto of mediocrity:
Mail & Guardianup to 88 per cent of South African parents want their home language to be maintained
Research design
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113High school learners’ attitudes towards isiZulu in the Greater Durban Area
attitudes, as it can be administered to a large number of people and enables one to
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analysing large quantities of information can be wasteful when a small quantity will
Sociolinguistic aspects of the study
-guistics, so an important aspect of this article is to study and analyse the language
Area: (1) Language attitudes on the pedagogical use of isiZulu; (2) the language choice of learners in the print and electronic media; and (3) the instrumental functions of
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114 Phyllis Jane Zungu and Rama Pillay
Language attitudes on the pedagogical use of isiZulu
Quantitative results
Table 1: Zulu and non-Zulu learners’ preferences with regard to isiZulu
Zulu learners Non-Zulu learners
Frequency Valid % Frequency Valid %
Yes 138 84,7 47 42
No 25 15,3 65 58
Total 163 100 112 100
Did not respond 49 31
Total 212 143
Zulu learners show a strong desire to learn isiZulu is not surprising, because it is their
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Table 2: Learners’ indication as to whether isiZulu ought to be taught to all learners
Zulu learners Non-Zulu learners
Frequency Valid % Frequency Valid %
Yes 178 86 83 58,9
No 29 14 58 41,1
Total 207 100 141 100
Did not respond 5 2
Total 212 143
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115High school learners’ attitudes towards isiZulu in the Greater Durban Area
are aware that isiZulu is the dominant language in KwaZulu-Natal, and some formal exposure to the language will stand them in good stead in pursuing certain careers
learners is opposed to the idea of isiZulu being offered as a language of study to all
Table 3: Zulu learners’ indication on how isiZulu ought to be offered
Frequency Valid %
Optional 103 56,9
Compulsory 78 43,1
Total 181 100
Did not respond 31
Total 212
Table 4: Non-Zulu learners’ indication on how isiZulu ought to be offered
Frequency Valid %
Optional 73 79,3
Compulsory 19 20,7
Total 92 100
Did not respond 51
Total 143
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Table 5: The language choice of learners in the electronic media and print media
Zulu learners Non-Zulu learners
Frequency Valid % Frequency Valid %
Listen to UKhozi FM
Often 64 30,8 0 0,0
Sometimes 133 63,9 21 14,9
Never 11 5,3 120 85,1
Total 208 100 141 100,0
Did not respond 4 2
Total 212 143
Watch isiZulu TV programmes
Often 83 39,7 1 0,7
Sometimes 118 56,5 45 31,7
Never 8 3,8 96 67,6
Total 209 100 142 100
Did not respond 3 1
Total 212 143
Read isiZulu books
Often 23 11,1 0 0,0
Sometimes 129 62,0 14 9,8
Never 56 26,9 129 90,2
Total 208 100 143 100
Did not respond 4 -
Total 212 143
Read isiZulu newspapers
Often 30 14,4 0 0,0
Sometimes 135 64,5 8 5,6
Never 44 21,1 135 94,4
Total 209 100 143 100
Did not respond 3 0
Total 212 143
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Instrumental function of isiZulu
for learning isiZulu
Zulu learners Non-Zulu learners
Frequency Valid % Frequency Valid %
Education 74 39,6 52 39,1
Business 10 5,3 12 9,0
Politics 9 4,8 5 3,8
Entertainment 19 10,2 14 10,5
Law 3 1,6 2 1,5
Media 7 3,7 3 2,3
Medical 4 2,1 2 1,5
All 27 14,4 29 21,8
Education and media 17 9,1 6 4,5
Education, entertainment and media 17 9,1 8 6,0
Total 187 100 133 100
Did not respond 25 10
Total 212 143
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118 Phyllis Jane Zungu and Rama Pillay
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percentage of Zulu learners (14, 4) and non-Zulu learners (21, 8) consider isiZulu an -
ing importance to the learning of isiZulu, which illustrates that they are aware of the
Once these educators qualify, they are likely to be employed at schools because there is
Anyone reading the careers section of a newspaper will notice that knowledge of isiZulu -
ing increasingly aware of this and are, therefore, attempting to acquire knowledge of
and one that is economically sound, then for a certain period, learning an indigenous
Qualitative results
study of isiZulu:
Positive views about learning isiZulu
‘Kubalulekile kakhulu ukufunda isiZulu ngoba kuyasiza ukwazi amagama amaningi.
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119High school learners’ attitudes towards isiZulu in the Greater Durban Area
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Negative views about learning isiZulu
that more than 150 research studies conducted during the past 35 years strongly support
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Conclusion
possible, they should use examples from isiZulu language and culture to highlight key concepts in their learning areas, as this would endorse the use of indigenous knowledge
Multicultural and multilingual classes do not simply mean placing learners from dif-
Educators should also work with learners, to ensure that classrooms are adorned with
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Appendix A: Questionnaire
Please mark with an x in the appropriate box, or by writing the appropriate informa-
1. Grade 2. Gender
7 8 9 10 11 12 Male Female
3. Population Group 4. Place of Birth
African Indian Coloured White
5. Home Language
Afrikaans
English
IsiNdebele
IsiXhoza
IsiZulu
Sepedi
Sesotho
Setswana
SiSwati
Tshivenda
Xitsonga
Gujarati
Hindi
Tamil
Telegu
Urdu
Other (specify)
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123High school learners’ attitudes towards isiZulu in the Greater Durban Area
Yes No
Examination Non-Examination
Yes No
Optional Compulsory
Often Sometimes Never
Often Sometimes Never
Often Sometimes Never
Often Sometimes Never
Often Sometimes Never
Often Sometimes Never
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Education
Business world
Politics
Entertainment
Legal profession
Media
Medical
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125High school learners’ attitudes towards isiZulu in the Greater Durban Area
Appendix B: Semi-structured interview
1. What is your attitude towards isiZulu?
2. Do you regard isiZulu to be important in our society?
2.1 If yes, what are the reasons?
2.2 If no, what are the reasons?
3.
4. What do you think can be done to promote isiZulu in our schools?Dow
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