Lecturers' challenges on the teaching of isiZulu at the University of KwaZulu-Natal

This article explores the challenges encountered by isiZulu Home Language university lecturers when teaching isiZulu linguistics to Bachelor of Education students in their fourth year, which is the final year of their undergraduate studies in the classroom. A qualitative approach was used to carry out the research. The study operated under the interpretivist paradigm and it adopted case study design methods. Semi-structured interviews were used with two lecturers who participated in the research. Findings indicate that lecturers are faced with challenges, including, for example, language interference, large classes and students who do not match the level of their training because of their low levels of language mastery. These challenges may derail the teaching of the language if necessary measures are not implemented. It is recommended that students must meet certain mark requirements before they can be considered for admission to isiZulu as a major course. Additionally, there must be programmes at the university to promote the use of isiZulu, both as an academic and a communication language.