Ukusetshenziswa kolimi lwesiZulu njengesu lokuthuthukisa ulwazi lokubala kunzikandaweni wemfundo yasezikhungweni zokuhlunyeleliswa kwezimilo

Siphelele Mbatha; Xolani Khohliso; Sanele Nsele

doi:10.56285/jltVol59iss1a6660

Siphelele Mbatha University of the Free State, South Africa https://orcid.org/0000-0001-7163-3305
Xolani Khohliso Central University of Technology, South Africa https://orcid.org/0000-0002-2462-1296
Sanele Nsele University of Witwatersrand, South Africa https://orcid.org/0000-0003-4188-4124

DOI: https://doi.org/10.56285/jltVol59iss1a6660

Keywords: quantitative literacy, correctional centre classrooms, isiZulu as LoLT, ulwazi lokubala, izikhungo sokuhlunyeleliswa kwezimilo, isiZulu njengolimi lokuFunda nokuFundisa

Abstract

ENGLISH TITLE: The use of isiZulu language as the strategy towards developing numerical literacy in correctional centre classrooms

The advent of democracy in South Africa introduced the plethora of transformations in the Correctional Services framework. Amongst these transformations is the infusion of offender education component, economic development through rehabilitation, and the advancement of social cohesion through offender rehabilitation. These transformations are, even though not apparently so, intertwined and coordinated for the purpose of offender holistic rehabilitation. For example, vision for the Department of Correctional Services includes (but it is not limited to) offering formal education to offenders so that they will be pro-active in developing the South African economy and further attain the skill(s) of living in harmony with fellow South African citizens. Preceding research, which sought to reveal offender rehabilitation strategies has centralised and defined offender education as the resource for competing the offender rehabilitation process. However, it is paramount to note that offender formal education has been discussed at a very generic lens, without focusing on the role played by each learning area in completing the rehabilitation process. Furthermore, the language used in the learning, teaching and assessment of offenders has been overlooked, particularily in scholarship that focuses on offender development and care. In this paper, researchers sought to examine the teaching, learning and assesment of quantitative literacy and the impact thereof of using isiZulu language in correctional centre classrooms. From the pragmatic epistemological stance, researchers collected both qualitative and quantitative data through pre-tests, post-tests and semi-structured interviews to address the research question: How can the use of isiZulu as the Language of Learning and Teaching be associated with the developement of quantitative literacy in correctional centre classrooms? The intellectual piece was framed within the QUANT-QUAL explanatory sequential mixed methods design. The Andragogic theoretical ideas were used as lens upon which the study was underpinned. The findings reveal the statistically significant impact of isiZulu in the development of quantitative literacy. Amongst the findings which were inferred from the study is the significant role of isiZulu language in the development of mathematics deeper conceptual understanding. The study further revealed the two-fold role of language use in correctional centre classrooms (that is, the development of mathematics register and the development of isiZulu as a language). IsiZulu language was further distinguished as the tool towards the decolonization of the mathematics curriculum in correctional centre classrooms. Finally, the researchers propose the use of learners’ Home Language in adult correctional centre classrooms.

Iqoqa

Imfundo isetshenziswa ukuphelelisa ukuhlunyeleliswa kwezimilo. Imfundo yeziboshwa iye yadingidwa akwangahlolisiswa iqhaza elibanjwa isifundo ngasinye ekuhlumeleliseni izimilo. Nolimi olusetshenziswa lapho kufundwa, kufundiswa noma kuhlolwa iziboshwa luye lwashaywa indiva. Kuleli phepha, abacwaningi bebehlola umthelela wokusetshenziswa kolimi lwesiZulu lapho kufundwa, kufundiswa futhi kuhlolwa izibalo ezikhungweni zokuhlunyeleliswa kwezimilo. Kusetshenziswe indlelakubuka yokubheka ukwenzeka kwesenzeko simbe. Kuqoqwe ulwazi lobunjalo botho nolobungako botho ngamathuluzi amathathu; isivivinyo sangaphambi kocwaningo, isivivinyo sangemva kocwaningo kanye nenhlolovo esakuhleleka. Lo msebenzi uye wamiswa ngokomdwebomumo wocwaningo oluxube ubungako botho nobunjalo botho, kuqaliswa ngolwazi lobungako botho, kulandeliswa ngolwazi lobunjalo botho. Insizakuhlaziya ebheka isu lokufundiswa kwabantu abadala iye yasetshenziswa lapho kuhlaziywa ulwazi oluveze ukuthi ulimi lwesiZulu luthuthukisa ulwazi lokubala ngobungako obucacile uma luqhathaniswa nesiNgisi. Kuhlaluke iqhaza elidlalwa ulimi lwesiZulu ekuthuthukiseni ulwazi lokubala. Ulimi lwesiZulu luphinde lwahlonzwa njengethuluzi elinqanda ukuqonelwa kohlelo lwesifundo sezibalo. Abacwaningi baphakamisa ukusetshenziswa koLimi lwaseKhaya njengoLimi lokuFunda nokuFundisa konzikandaweni bokufundela ezikhungweni zokuhlunyeleliswa kwezimilo.

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Author Biographies

Siphelele Mbatha, University of the Free State, South Africa

Dr Siphelele Mbatha is a Lecturer at the University of the Free State, South Africa. His research interests lie within the teaching and learning of isiZulu literacy in childhood and in adult education, correctional adult early literacy and numeracy as well as adult education as the behaviour rehabilitation strategy in correctional centre facilities. His research advocates for the intellectualization of isiZulu as the Language of Learning and Teaching in childhood and in adult education spaces. He has published in national and international journals.

Xolani Khohliso, Central University of Technology, South Africa

Dr Xolani Khohliso is a Director for Curriculum and Academic Staff Development at the Centre for Innovation in Learning and Teaching. Prior to his appointment at CUT, he was a Lecturer and Academic leader for the PGCE Programme at the University of Pretoria, Faculty of Education. He served on various committees, such as Transformation, Human Resources, WIL, and Labour. He previously worked as an Educator and Head of Department at a school level. He holds a Ph.D. in Curriculum Studies, Master of Education in Language & Media Studies, B.Ed honours in Curriculum and Education Studies, B.Ed in Senior and FET Phase (UKZN), and Higher Certificate in IT, Certificates in Labour Law, Audit & Governance, Monitoring & Evaluation, Senior Management Service, and Project Management. His research interests are in Curriculum Development, Assessments, Professional Development, African Languages, and Second Language Acquisition.

Sanele Nsele, University of Witwatersrand, South Africa

Dr Sanele M. Nsele is a lecturer at the University of Witwatersrand, Department of Languages in Education. He supervises postgraduate research including Master’s and PhD, and has presented research papers at national and international conferences.

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Ukusetshenziswa kolimi lwesiZulu njengesu lokuthuthukisa ulwazi lokubala kunzikandaweni wemfundo yasezikhungweni zokuhlunyeleliswa kwezimilo

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