High school learners' attitudes towards isiZulu in the Greater Durban Area

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High school learners' attitudes towardsisiZulu in the Greater Durban AreaPhyllis Jane Zungu a & Rama Pillay ba School of isiZulu studies , University of KwaZulu-Natalb Lenarea Secondary SchoolPublished online: 20 Jul 2010.

To cite this article: Phyllis Jane Zungu & Rama Pillay (2010) High school learners' attitudes towardsisiZulu in the Greater Durban Area, Language Matters: Studies in the Languages of Africa, 41:1,109-125, DOI: 10.1080/10228195.2010.492230

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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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110 Phyllis Jane Zungu and Rama Pillay

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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 -D

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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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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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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



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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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



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



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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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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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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Yes No

Examination Non-Examination

Yes No

Optional Compulsory

Often Sometimes Never






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Education

Business world

Politics

Entertainment

Legal profession

Media

Medical

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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?

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Documents

High school learners' attitudes towards isiZulu in the Greater Durban Area