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

Bibliographic Data

ID2308653
AuthorsZinhle Primrose Nkosi (0000-0001-6086-3252, The University of KwaZulu-Natal, South Africa)
Year2020
Volume55
Issue1
Pages95-110
Publication date2020-02-01
Open AccessYes
TypeARTICLE
VenueJournal of Asian and African Studies (JOURNAL)
Journal identifiersISSN: 0021-9096 • E-ISSN: 1745-2538
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0021909619868742
OpenAlexW2967679647
LanguageEN
Citations received2
References cited20

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

First language · Languages of Africa · Linguistics · Mathematics education · Pedagogy · Qualitative research · Second language · Social science · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

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