Abstract
There is an overwhelming growth of learners deciding to study isiZulu as their First Additional Language at Johannesburg East District former model C high schools. This is due to learners coming from neighbouring countries or learners moving from Afrikaans and choosing to do isiZulu instead. Most of these learners have enrolled in the language for the first time in Grades 10, 11, or 12, while lacking the background in the isiZulu language acquired in the lower grades.
Teachers are finding it difficult to teach these learners everything they are supposed to know according to the syllabus prescribed by the Curriculum Assessment Policy Statement (CAPS). This is creating a problem for both the learners and the teachers in the classroom. Due to this problem, a researcher has undertaken this study to seek appropriate and learner-centred ways of teaching learners. The researcher viewed drama as one of the most effective teaching methods, particularly in the primary grades when learners are being taught content for the first time. Drama can thus be extremely important for these learners since, while they are in the departing years of secondary school, their proficiency in isiZulu will be comparable to that of primary school learners because most of them are learning the isiZulu First Additional Language for the first time. As a result, even the teaching strategy needs to match the learners' degree of subject comprehension.
The researcher decided that the qualitative approach would be the most suitable for investigating how drama techniques may help isiZulu First Additional Language teachers in the Johannesburg East District teach listening and speaking skills. The rationale behind the selection of qualitative research was its ability to provide the researcher with a wide range of data collection techniques. These techniques included reflective accounts, life stories, interviews with participants in this case, teachers - and their personal experiences in teaching listening and speaking, which required the researcher to obtain firsthand information during classroom visits. The data collected were analysed systematically with the use of thematic analysis.
The findings of this study have revealed how crucial it is to address the challenges faced by learners when they set out to learn isiZulu as a First Additional Language,
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especially for those who are not native speakers of the language. The results highlight how good teaching strategies, using drama techniques, may greatly improve learners' listening and speaking skills. The study also emphasises how important practice, involvement, and active listening are to the acquisition process. The study's recommendations provide insightful information for further studies and teaching strategies. It is recommended that such research be expanded to cover a wider range of social groups to address the ongoing issue of foreign language learners choosing isiZulu as their First Additional Language.
Importantly, this study has focused on the process of learning isiZulu First Additional Language, especially with regard to listening and speaking skills. The study's goal is that the conclusions and suggestions made will help with their continuous endeavours to enhance the isiZulu language teaching and assist learners as they embark on their journey of improving their language acquisition.
Keywords: listening, speaking, dramatic techniques, teaching, First Additional Language, collaborative learning.