The Language in Education Policy


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The Language in Education Policy

  • The Language in Education Policy

  • The LiEP says learners in SA ought to receive instruction in their MT during the first three years of formal compulsory schooling (FP)

  • Resistance to MT teaching but low literacy skills among school children

  • Challenges

  • Shortage of qualified IsiZulu teachers

  • IsiZulu is a scarce LA like Science & Maths



Theoretical foundations for teaching the isiZulu FP Literacy programme

  • Teaching in the programme underpinned by the New Literacies Studies approach

  • A Balanced approach to teaching literacy guides our teaching

  • Maintenance Bilingual Education (MBE) namely, Mother tongue based bilingual education (MTBBE)

  • MBE & MBTTE foster the home language, strengthen the child’s sense of cultural identity

  • They are aimed towards bilingualism and biliteracy.



To enable students to implement policy of the MT as MoI in the FP.

  • To enable students to implement policy of the MT as MoI in the FP.

  • 2008 – 23 PGCE (ECD) students did Literacy in isiZulu in 2008.

  • 2009 – 18 students were in the isiZulu medium class

  • 2010 – 24 students are in the isiZulu medium class

  • Sections in exams are written in IsiZulu.

  • Students wrote in IsiZulu & passed - the highest score was 84%.

  • To increase terminology development and isiZulu teaching materials.



Training isiZulu teachers in the PGCE FP only

  • Training isiZulu teachers in the PGCE FP only

  • BEd has Mpumalanga students & FP ACE/ADE is under construction

  • PGCE FP/ECD offered in a dual medium (isiZulu and English)

  • The core modules in the PGCE programme are taught in English only.

  • Literacy and Life Skills in isiZulu for IsiZulu students

  • English speaking students are taught Literacy, numeracy and Life Skills in English.

  • Numeracy is taught to all students in English because the staff available is only English speaking. (Staffing)



We do ongoing translation as teaching materials are in English

  • We do ongoing translation as teaching materials are in English

  • The recommended textbook and relevant copied material for teaching Literacy all in English.

  • A glossary of isiZulu concepts for teaching Literacy and life skills translated from the Foundation Phase curriculum made possible through the SANTED project funding

  • Course outlines in the two LAs are in isiZulu and English.

  • We have an isiZulu translated document that we use to teach the strategies of shared reading, guided, paired, & independent reading



Students read the recommended texts in English and discussions are in isiZulu.

  • Students read the recommended texts in English and discussions are in isiZulu.

  • Bilingual slides on powepoint & students can refer to prescribed textbook

  • Dr Prinsloo’s article titled ‘Building a strong Foundation: Learning to read; reading to learn’ is included it in our Foundation Phase/ECD Reader.

  • We’ll request permission to translate it into isiZulu.

  • We invite teachers from a school in Edendale to demonstrate teaching in isiZulu.

  • We work with a publishing co. that publishes isiZulu Phonics and reading materials based in PMB



The approach recommended in the NCS for teaching literacy is a ‘balanced approach to literacy’.

  • The approach recommended in the NCS for teaching literacy is a ‘balanced approach to literacy’.

  • The concept of ‘balanced literacy’ is explained to students in isiZulu and English

  • We use a dual medium approach during our teaching.

  • The source language is English and is maintained for cross linguistic reference.

  • We present the explanation provided in the textbook as follows :



It begins with emergent literacy.

  • It begins with emergent literacy.

  • The ‘reading readiness’ approach suggests that children need to perform subskills such as auditory discrimination and fine and larger motor skills before introducing them to reading.

  • Pre-reading Skills do not need to be in place before a learner can start to read and write

  • The phonics approach is used in conjuction with whole word and sentence method & story method

  • The teacher may use stories that consist of repeated words and sounds that are already covered in phonics activities.



Kusho ukuphuma emqondweni wokufundisa amakhono ahlukene njengesisekelo sokufunda “reading readiness” othi izingane zingeke zikwazi ukufunda uma zingakabi namakhono okwahlukanisa (visual & auditory discrimination)

  • Kusho ukuphuma emqondweni wokufundisa amakhono ahlukene njengesisekelo sokufunda “reading readiness” othi izingane zingeke zikwazi ukufunda uma zingakabi namakhono okwahlukanisa (visual & auditory discrimination)

  • Isebenzisa indlela yemisindo kanye nendlela yolimi oluphelele kanye nokufunda izindaba ezifanele izingane

  • Iqala ngokubalula ukuthi zonke izingane zinekhono lokufunda okufufusayo.

  • Ukufunda okufufusayo kuqala ngokuthi izingane zibe nezincwadi zazo, zibhale lokho ezithanda ukukubhala, kufaka nokufunda imisindo.





  • Phonics method: INDLELA YOKUSEBENZISA IMISINDO

  • Reading aloud: UKUFUNDA UPHIMISA IZWI

  • Shared reading :UKUFUNDA OKWENZIWA NGUTHISHA NEKILASI LONKE

  • Guided Reading : UKUFUNDA BALEKELELWA NGUTHISHA

  • Paired Reading: UKUFUNDA NGABABILI

  • Independent Reading: UKUFUZINDELA BODWA

  • We demonstrate each strategy using isiZulu texts.



We teach students the phonics method since most teachers use it

  • We teach students the phonics method since most teachers use it

  • We teach students to teach phonics and reading and writing isiZulu words simultaneously

  • We teach other methods & strategies suitable to teaching reading in any language e.g. shared reading, guided, paired, & independent reading

  • Whole word, sentence method and reading of stories

  • We have a translated document in isiZulu that we use to teach the above teaching strategies

  • We demonstrate each strategy using isiZulu texts.









Challenges do exist with teaching materials

  • Challenges do exist with teaching materials

  • Students don’t understand at first why they must do literacy and life skills in isiZulu

  • Staffing is another challenge

  • We believe that teaching in isiZulu will alleviate the reading problem and provide a solid foundation of learning to read in an additional language

  • On going support for the programme is required



NGIYABONGA, KEALEBOHA!!!

  • NGIYABONGA, KEALEBOHA!!!




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