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Abstract

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.

Keywords

African indigenous languages non-mother tongue pre-service teachers higher education student experiences student views

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

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