Abstract
This paper explored educators' experiences of teaching isiXhosa as First Additional Language (FAL) in former Model C schools in the Harry Gwala District, KwaZulu-Natal, South Africa. The study aimed to understand practical teaching approaches that enhance linguistic diversity and improve IsiXhosa proficiency while addressing systemic challenges. A qualitative case study design was employed, using semi-structured interviews with five IsiXhosa FAL teachers across three schools. The findings revealed the need for partnerships between schools and communities, curriculum revision, including mentorship and professional development for teachers, collaborative learning, and the effective use of technology. However, challenges such as unequal language recognition, insufficient resources, and a lack of parental and administrative support hindered effective implementation. The study recommends teacher mentorship, increased resource allocation, enhanced parental involvement, and policy reforms to promote equitable language education. This research contributes to the discourse on indigenous language teaching by highlighting practical strategies and systemic barriers in multilingual educational settings.
First Page
183
Last Page
191
Recommended Citation
Nomlala, Lundi and Ncam, Lwandile
(2026)
"Teaching IsiXhosa as a First Additional Language in Former Model C Schools: Implications for Educator Experiences in the Harry Gwala District, KwaZulu-Natal, South Africa,"
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan: Vol. 11:
No.
5, Article 1.
DOI: https://doi.org/10.17977/2502-471X.1159
Available at:
https://citeus.um.ac.id/jptpp/vol11/iss5/1
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Teacher Education and Professional Development Commons