Preparing isiZulu FAL Educators for Multilingual Classrooms
Learning to teach an indigenous language as a First Additional Language (FAL) in South Africa’s schooling system is a complex, layered process.
This is the central theme of Dr Winile Thusi’s PhD, where she explores how student teachers in an initial teacher education programme experience learning to teach isiZulu FAL.
Her research reveals key tensions between language fluency and pedagogical knowledge, institutional support and personal motivation, as well as the ideals of language policy and the everyday realities of classroom practice.
Thusi’s interest in the topic is rooted in her work as a senior isiZulu lecturer, where she witnessed many student teachers struggle to confidently deliver isiZulu lessons during their practical teaching placements. ‘I would often hear them say, “Ngiyakwazi ukukhuluma isiZulu, kodwa angazi ukuthi ngisifundise kanjani” (I can speak isiZulu, but I don’t know how to teach it).’
This repeated observation sparked a deeper inquiry. Her study found that many student teachers enter the programme believing that their fluency in isiZulu is enough. However, the reality of teaching isiZulu as FAL quickly presents challenges. ‘Some student teachers thought that because they speak isiZulu at home, teaching it would be easy, but soon realised they didn’t know how to break it down for learners who don’t speak it at all,’ she said. She highlights this disconnect between fluency and pedagogy as one of the biggest hurdles student teachers face.
Another critical finding was the limited exposure many student teachers had to isiZulu during their own schooling. ‘Others said that they were taught isiZulu like they were robots, and that there was no creativity, just memorising grammar rules. This lack of inspiring models leaves many future teachers without a reference point for effective isiZulu instruction, and often results in low confidence during their teaching practice. The student teachers’ stories reflect a cycle of under-preparation that begins in school and continues into tertiary education,’ she added.
Her research also explored the reasons why student teachers chose isiZulu FAL as a teaching subject. While some were passionate about language and culture, others admitted it was a pragmatic decision, believing it would make them more employable.
Thusi reflected, ‘One student explained that, after being in the classroom, they see how important it is – it’s more than just a subject, it’s part of who we are. I found this shift in attitude a powerful outcome of my study, showing how well-supported teaching experiences can transform obligation into pride.’
However, the path is not without its challenges. Many participants highlighted a lack of resources and support, with one student explaining that there were no isiZulu textbooks designed to make learning enjoyable, adding that they often had to translate materials themselves or adapt English resources as best they could. Thusi determined that this introduced an additional layer of difficulty and contributed to feelings of being underprepared. As a result, she feels that teacher education programmes must do more to provide students with appropriate materials and methodologies specifically designed for teaching isiZulu as a First Additional Language.
Another finding was that mentoring and guidance during Work Integrated Learning (WIL) played a pivotal role in shaping students’ confidence and development. According to one participant’s account, the teacher at their placement school had given them no direction, simply telling them to do whatever they wanted, with no feedback or support offered. Thusi noted that students who received strong mentorship reported greater confidence and professional growth. She therefore advocates for more structured and culturally responsive mentoring to bridge the gap between academic training and practical teaching experience.
Her work also speaks directly to the national conversation on decolonising education. By prioritising isiZulu in formal teacher training, she contests the colonial legacy that still shapes language hierarchies in South African education. ‘The student teachers are not just learning to teach isiZulu, they are reclaiming it. They are participating in the broader project of linguistic and cultural restoration,’ she said.
Thusi hopes her research will inspire change at a policy and curriculum level and calls for greater investment in indigenous language education and a shift in how universities conceptualise language teacher preparation. She contends that teaching isiZulu FAL should not be an afterthought, but intentional, well-resourced and rooted in the lived experiences of both teachers and learners.
Thusi expressed heartfelt thanks to her supervisor, Professor Labby Ramrathan, for his unwavering academic support and guidance, her colleagues and research group for their encouragement and critical insights, and student teachers who shaped her study.
To her family, who stood by her throughout the journey, she offers deep gratitude: ‘There were many times I felt overwhelmed, but I leaned on God and the love of my family. Ngiyabonga kakhulu.’
Words: Rakshika Sibran
Photograph: Sethu Dlamini
