Strategies to teach IsiXhosa as a First Additional Language in former Model C schools in the Harry Gwala District of KwaZulu-Natal, South Africa
Résumé
This study explored strategies for teaching IsiXhosa as a First Additional Language (FAL) in former Model C schools in the Harry Gwala District, KwaZulu-Natal, South Africa. The study aimed to identify practical teaching approaches that improve linguistic diversity and improve IsiXhosa proficiency while addressing systemic challenges. A qualitative case study design was used, using classroom observations and semi-structured interviews with five IsiXhosa FAL teachers in three schools. The findings revealed key strategies, including code-switching, cultural integration, collaborative learning, and the use of technology. However, challenges such as unequal language recognition, insufficient resources, and a lack of parental and administrative support hindered effective implementation. The study recommends teacher mentorship, increased resource allocation, enhanced parental involvement, and policy reforms to promote equitable language education. This research contributes to the discourse on indigenous language teaching by highlighting practical strategies and systemic barriers in multilingual educational settings.
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