The impact of First Language Additional pedagogy on isiZulu mothertongue learners

The article presents the findings on the impact of the learning and teaching of isiZulu in the intermediate phase. The article sought to investigate what is arguably the problem of delimiting home language isiZulu-speaking leaners from learning isiZulu as a home language in the former Model C schools. We uncovered data which indicate the lack of learning of isiZulu as a home language through teaching of isiZulu as the First Additional Language. We further reveal that isiZulu home language is oppressed by the learning of isiZulu as the First Additional Language. In this regard, we embarked on investigating the arguably 'non-ostensible' impact which emanates from this practice. Krashen's theoretical stance on second language acquisition was operationalised as a lens for analysing the data. Framed in an ethnographic research design used in qualitative studies, and by utilising the 12 purposively sampled isiZulu First Additional Language teachers, the article sought to address the following research question: What is the impact of teaching isiZulu as the First Additional Language to home language speaking learners? Through semi-structured interviews conducted with the isiZulu First Additional Language teachers of Grades 4 to 6 from six different schools, the findings indicate the 'unintentional' yet 'prevalent' oppression of isiZulu home language through the teaching of isiZulu as the First Additional Language. The findings further reveal that the isiZulu First Additional Language teachers are not sufficiently trained to teach isiZulu, hence they lack the appropriate pedagogical skills to deliver isiZulu content knowledge.