Relevant bibliographies by topics / IsiZulu

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'IsiZulu'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "IsiZulu"

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Dlamini, Jacob S. T. "Isizulu Phaqa." Safundi 18, no. 1 (January 2, 2017): 9–11. http://dx.doi.org/10.1080/17533171.2016.1255450.

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Mndawe, Isaac. "A step-by-step integration of isiZulu mood as a grammatical feature into secondary school level creative writing." Journal for Language Teaching 54, no. 1 (March 4, 2021): 215–33. http://dx.doi.org/10.4314/jlt.v54i1.6.

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This article proposes how to infuse grammatical features, isiZulu moods in particular, into the creative writing processes at Senior and Further Education and Training (SP and FET) Phases. IsiZulu moods are grammatical features that are underused by teachers in the teaching of isiZulu creative writing. This study would help isiZulu teachers to acquire adequate language teaching skills and techniques, thus learning the proper application of grammatical feature. IsiZulu teachers would shift from teaching grammar as a standalone to communicative language teaching. The main method of investigation was the review of literature on the teaching of grammar, such as the works of Harry Noden, Image Grammar, isiZulu textbooks and methodology books used for language teaching. The Departmentof Education curriculum documents were analysed and discussed systematically. We have observed that the presentation of moods in most isiZulu of school textbooks is technical in that it focuses on their morphological structure and less on their semantic and syntacticstructures. The syllabus is not explicit why grammatical feature, such as mood, should be studied and how learners can apply the different moods in their creative writing activities. We argue that learning how to use isiZulu moods could improve learners’ quality of writing and enable them to write effective texts. Keywords: Creative writing; writing skills; isiZulu grammar; sentences; moods
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Nkosi, Zinhle Primrose. "Non-native isiZulu Pre-service Teachers’ Views and Experiences on Learning isiZulu as a Second Language at a South African KwaZulu-Natal University." Journal of Asian and African Studies 55, no. 1 (August 14, 2019): 95–110. http://dx.doi.org/10.1177/0021909619868742.

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This paper explores non-mother tongue isiZulu pre-service teachers’ views and experiences on learning isiZulu as a second language. The study uses qualitative study methods and it operates under the interpretivist paradigm. Semi-structured interviews are used with 20 students. Among findings are issues that relate to the usefulness of learning isiZulu as a compulsory module, good student attitude and academic performance. One of the recommendations is that there is a need to separate students studying isiZulu for the first time and those who are not studying it for the first time.
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Zeller, Jochen. "Object marking in isiZulu." Southern African Linguistics and Applied Language Studies 30, no. 2 (June 2012): 219–35. http://dx.doi.org/10.2989/16073614.2012.737600.

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Chambers, Nola J., Amy M. Wetherby, Sheri T. Stronach, Nonyameko Njongwe, Shuaib Kauchali, and Richard R. Grinker. "Early detection of autism spectrum disorder in young isiZulu-speaking children in South Africa." Autism 21, no. 5 (June 22, 2016): 518–26. http://dx.doi.org/10.1177/1362361316651196.

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Culturally appropriate tools are needed for detecting symptoms of autism spectrum disorder in young South African children. The objectives of this study were to (1) adapt and translate into isiZulu existing measures for detecting early signs of autism spectrum disorder, (2) use the measures to characterize and compare behavioural profiles of young isiZulu-speaking children with and without autism spectrum disorder and (3) compare symptom profiles across sampling procedures. Measures were translated and adapted into isiZulu and used to evaluate 26 isiZulu-speaking children, 15 children with no reported developmental concerns and 11 referred for suspected autism spectrum disorder. A video-recorded observation of children and caregivers in their home environment was also made. Based on best-estimate diagnoses, 10 children were classified as autism spectrum disorder and 16 as non-autism spectrum disorder. The children with autism spectrum disorder presented with significantly more autism spectrum disorder red flags than the non-autism spectrum disorder group according to parent report and systematic ratings of red flags. Significant correlations between parent report and observational measures of red flags were observed. More red flags were observed during structured evaluations than home observations in the autism spectrum disorder group. Findings provide a foundation for tool translation and adaptation in South Africa and identifying social communication markers to detect autism spectrum disorder in young isiZulu-speaking children.
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Cockburn, Jessica J., Ben Khumalo-Seegelken, and Martin H. Villet. "IziNambuzane: IsiZulu names for insects." South African Journal of Science 110, no. 9/10 (2014): 1–13. http://dx.doi.org/10.1590/sajs.2014/20130292.

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van der Spuy, Andrew. "Generation of the isiZulu subjunctive." Southern African Linguistics and Applied Language Studies 30, no. 1 (March 2012): 77–92. http://dx.doi.org/10.2989/16073614.2012.693716.

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Zulu, N. S., and Hloniphani Ndebele. "Students’ motivation for studying isiZulu first language modules at the University of KwaZulu-Natal." Journal for Language Teaching 54, no. 2 (March 29, 2021): 11–33. http://dx.doi.org/10.4314/jlt.v54i2.1.

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This article presents findings of a study conducted at the University of KwaZulu-Natal’s Department of African Languages on the motivation of isiZulu first language (L1) undergraduate students for studying isiZulu first language modules. In this paper, we postulate that students’ motivation for learning an African language in the South African context is a result of multiple variables that relate to relevance and socio cultural implications of the concerned language, and the effects of the pervasiveness of English in the social, cultural, economic and political spheres of life. Understanding student motivation for studying African languages as L1 is vital as an additional measure in transforming curricula in order to satisfy the multilingual needs of the global world by enforcing additive bilingualism that embraces African languages. Questionnaires were used, and the responses were analysed thematically to determine students’ motivation to enrol for isiZulu modules. The findings of the study reveal intrinsic and extrinsic motivational factors, among them, the use of isiZulu for teaching and learning, cultural affi liation and identity, career trajectories, peer and/or family pressure and a poor selection, or a lack of course alternatives.
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Naidoo, Shamila. "The palatalisation process in isiZulu revisited." South African Journal of African Languages 22, no. 1 (January 2002): 59–69. http://dx.doi.org/10.1080/02572117.2002.10587498.

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Louw, J. A., M. Davel, and E. Barnard. "A general-purpose IsiZulu speech synthesizer." South African Journal of African Languages 25, no. 2 (January 2005): 92–100. http://dx.doi.org/10.1080/02572117.2005.10587252.

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Dissertations / Theses on the topic "IsiZulu"

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Mashiane, Ernest George. "Outstanding characteristics of isiZulu spoken in Duduza." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/67796.

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The discovery of gold in the Witwatersrand area in 1886 led to the migration of black people from all over South Africa, as well as from neighbouring countries, to work in the mines in South Africa for a specific period of time. In the mines, they eventually intermingled with the people from the townships closer to the mines. Their languages soon had a changing effect on the language that the people spoke in many townships, such as Duduza. The Nationalist Party’s introduction of the Group Areas Act, 1950 (Act No. 41 of 1950) ensured that the South African landscape became segregated along racial lines. Higgs (1971:1) is of the view that - (t)he Group Areas Act (No.41 of 1950), described as one of the pillars of apartheid, was originally enacted by the South African Government in 1950 and was consolidated in 1966 by Act No. 36 of 1966. The Act, which enforces residential in the cities and towns of South Africa, was specifically condemned by the United Nations General Assembly. Under the Act, numerous settled communities, comprising a million persons, have been forcibly displaced. Duduza developed as a result of residents being moved from the interracial Charteston. This bold action by the apartheid regime mirrored what was happening with the development of the homeland system in South Africa. Abel (2015:1) points out that in an attempt to divide and marginalise the black opposition, the apartheid regime forcefully relocated some 3.5 million South Africans to rural homelands between 1960 and 1980. This event, considered as one of history’s largest social engineering exercises, created overcrowded and economically deprived communities of displaced people. The dislocation and the displacement of people, as well as racial political dynamics, which forced people to interact with one another from diverse language backgrounds, led to the development of dialects.
Die ontdekking van goud in die Witwatersrand-gebied in 1886 het gelei tot die migrasie van swart mense regoor Suid-Afrika asook vanaf buurlande om in die myne in Suid-Afrika vir ’n spesifieke tydperk te werk. Hulle het uiteindelik in die myne met die mense van die townships nader aan die myne, gemeng. Hulle tale het binnekort ’n verandering aangebring aan die taal wat die mense in baie townships, soos Duduza, gepraat het. Die Nasionalistiese Party se indiening van die Wet op Groepsgebiede (Nr 41 van 1950) het verseker dat die Suid-Afrikaanse landskap langs rasselyne geïsoleerd geword het. Higgs (1971:1) is van mening dat – (d)ie Wet op Groepsgebiede (Nr 41 van 1950), wat beskryf word as een van die pilare van apartheid, oorspronklik deur die Suid-Afrikaanse regering in 1950 uitgevaardig is en in 1966 deur Wetnr 36 van 1966 gekonsolideer is. Die Wet, wat residensieël in die stede en dorpe van Suid-Afrika toepas, is spesifiek deur die Algemene Vergadering van die Verenigde Nasies verwerp. Onder die Wet, is baie gevestigde gemeenskappe, bestaande uit ’n miljoen mense, met geweld verskuif. Duduza het ontwikkel as gevolg van inwoners wat uit die veelrassige Charteston verskuif is. Hierdie dapper daad deur die apartheidstelsel het weerspieël wat met die ontwikkeling van die tuislandstelsel in Suid-Afrika gebeur het. Abel (2015:1) wys daarop dat in ’n poging om die swart opposisie te verdeel en uit te rangeer, het die apartheidstelsel kragdadig omtrent 3.5 miljoen Suid-Afrikaners na plattelandse tuislande tussen 1960 en 1980 hervestig. Hierdie gebeurtenis, wat beskou word as een van die geskiedenis se grootste sosiale manipulasieoefeninge, het oorbevolkte en ekonomies-ontnemende gemeenskappe van vervange mense geskep. Die ontwrigting en die vervanging van mense, asook die hele rassepolitieke-dinamika wat mense gevorseer het om met mekaar in wisselwerking te wees uit diverse taalagtergronde, het tot die ontwikkeling van dialekte gelei.
Mini Dissertation (MA)--University of Pretoria, 2018.
African Languages
MA
Unrestricted
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Shabalala, Brian Christian Thamsanqa. "An analysis of account on love affairs in IsiZulu." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2064.

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Thesis (MA (African Languages))--University of Stellenbosch, 2009.
This study explores the theoretical work in the articulation of the motivations and conditions for account-giving in isiZulu. In this context, accounts are similar to narratives and can be retained at the level of private reflections or written diary entries or for others to read and refer to from time to time. The account-giving process, according to Waldron (1997), is like a “life in motion” in which individual characters are portrayed as moving through their experiences, dealing with conflicts or problems in their lives and, at the same time, searching for resolutions. It is the quest to understand the major stresses in each individual’s mind that is at the core of this study. The why-questions that are the result of the daily experiences of destitution, depression, death, disability, etc. are also addressed here. Narrative accounts form the basis of moral and social events and, as such, stories have two elements through which they are explored. They are explored from the point of view of, firstly, the way in which they are told and, secondly, the way in which they are lived within a social context. These stories follow a historically or culturally based format and, to this effect, Gergen (1994) suggests narrative criteria that constitute a historically contingent narrative form. Narrative forms are linguistic tools that have important social functions to fulfil satisfactorily, such as stability narrative, progressive narrative and regressive narrative. According to Gergen (1994), self-narratives are social processes in which individuals are realised on the personal perspective or experience and, as such, their emotions are viewed as constitutive features of relationship. The self-narratives used and analysed in this study portray the contemporary culture-based elements or segments of a well-formed narrative.
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Mahlaza, Zola. "Grammars for generating isiXhosa and isiZulu weather bulletin verbs." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/27997.

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The Met Office has investigated the use of natural language generation (NLG) technologies to streamline the production of weather forecasts. Their approach would be of great benefit in South Africa because there is no fast and large scale producer, automated or otherwise, of textual weather summaries for Nguni languages. This is because of, among other things, the complexity of Nguni languages. The structure of these languages is very different from Indo-European languages, and therefore we cannot reuse existing technologies that were developed for the latter group. Traditional NLG techniques such as templates are not compatible with 'Bantu' languages, and existing works that document scaled-down 'Bantu' language grammars are also not sufficient to generate weather text. In pursuance of generating weather text in isiXhosa and isiZulu - we restricted our text to only verbs in order to ensure a manageable scope. In particular, we have developed a corpus of weather sentences in order to determine verb features. We then created context free verbal grammar rules using an incremental approach. The quality of these rules was evaluated using two linguists. We then investigated the grammatical similarity of isiZulu verbs with their isiXhosa counterparts, and the extent to which a singular merged set of grammar rules can be used to produce correct verbs for both languages. The similarity analysis of the two languages was done through the developed rules' parse trees, and by applying binary similarity measures on the sets of verbs generated by the rules. The parse trees show that the differences between the verb's components are minor, and the similarity measures indicate that the verb sets are at most 59.5% similar (Driver-Kroeber metric). We also examined the importance of the phonological conditioning process by developing functions that calculate the ratio of verbs that will require conditioning out of the total strings that can be generated. We have found that the phonological conditioning process affects at least 45% of strings for isiXhosa, and at least 67% of strings for isiZulu depending on the type of verb root that is used. Overall, this work shows that the differences between isiXhosa and isiZulu verbs are minor, however, the exploitation of these similarities for the goal of creating a unified rule set for both languages cannot be achieved without significant maintainability compromises because there are dependencies that exist in one language and not the other between the verb's 'modules'. Furthermore, the phonological conditioning process should be implemented in order to improve generated text due to the high ratio of verbs it affects.
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Bengu, Rodney Muzikayise Martin. "Ucwaningo ngamasu asetshenziswa umlandi nomthelela emdlalweni wesiZulu." Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1421.

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A thesis submitted to the Faculty of Arts in partial fulfilment of the requirements for the Masters Degree in Arts in the Department of African Languages at the University of Zululand, South Africa, 2014
The research is basically looking into the literal and the techniques used by authors and the influence such techniques have on IsiZulu drama. Although different authors even playwrights were used in this research, the intentions are to investigate the effects of such influences on IsiZulu drama especially historical dramas.
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Mbatha, Mpumelelo Obed. "Ukuchazwa kwamagama esiZulu: udedangendlale wendima nenkiyankiya umchwayo wamamboza." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1576.

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A thesis submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Doctor of Philosophy in the Department of African Languages at the University of Zululand, 2017
Anyone whose mother tongue is isiZulu can provide or make an attempt to provide meaning of any isiZulu lexical item. What is very difficult is to define / explain isiZulu words as lexical items. There are countless reasons for such difficulty in defining / explaining isiZulu words in isiZulu. Some of these reasons are the following: (i) The sounds of isiZulu words do not hide anything in as far as meanings of words are concerned. Defining isiZulu words is like defining what has already been defined; (ii) IsiZulu words are written as they are being pronounced; (iii) It is extremely difficult to conduct research among amaZulu. AmaZulu are unable to assist with definitions of the isiZulu words because of a number of reasons like they are not trained in providing definitions of isiZulu lexical items; (iv) There are very few resources that can help someone who is conducting research on defining / explaining isiZulu words in isiZulu. The above mentioned reasons are just the few of the reasons which hinder research on defining /explaining isiZulu lexical items in isiZulu. The main objective of this research is to provide assistance to those who intend embarking on research in defining / explaining isiZulu lexical items most especially in a monolingual approach. Another objective of this research is to assist those who intend doing lexicography by providing lexicographic tools which will solve some problems encountered in the field of lexicography.
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Zulu, Corrine Zandile. "Account-giving in the narratives of personal experience in isiZulu." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1327.

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Ngcobo, Lazarus. "The speech act of advice in educational contexts in isiZulu." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50191.

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Thesis (MA)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: This study focuses on the communicative processes of advice in isiZulu through which people aid each other with problems and stresses of daily life, including ways in which support is communicated. When friends or family members attempt to help one another with stress and problems, they frequently give advice. Within the field of pragmatics, advice is a common but potentially face-threatening response to a friend or a loved one who is upset about a problem. Consequently it is useful to identify ways a speaker may show regard for face in this kind of episode. Advice can threaten the hearer's autonomy by imposing the speaker's authority and solutions on the hearer and it can also imply criticism of the hearer's emotional reaction or handling of the problem. In this study, twenty-one advice topics, by Goldsmith (2000) that can be used in various troubles talk episodes in isiZulu have been examined. It has been found that some advice situations have more topics than others. The situation with more advice topics is the one referred to as personal. This is because people are always very keen to give more advice to people with personal problems than to people with other problems. The situations with the least number of topics are abuse and teachers, because they are very sensitive in nature. The study found that the sensitivity comes from the fact that third parties are involved. People tend to be reluctant to give advice which might lead to confrontation between the parties that are involved. In this research, the parties that are involved are learners on the one side and the parents/teachers on the other side. The other factor is that people do not want to see a parent who is abusing his/her child going to jailor a teacher who does not like a particular child losing his/her job because of the advice they gave to the learners.
AFRIKAANSE OPSOMMING: Hierdie studie fokus op die kommunikatiewe prosesse van advies in isiZulu waardeur mense mekaar help met die probleme van die alledaagse lewe, insluitende die wyses waarop steun gekommunikeer word. Wanneer vriende en familielede poog om mekaar te help met probleme, gee hulle dikwels advies. Binne die veld van die pragmatiek, is advies 'n algemene, maar potensiële gesigsbedreigende ('face-threatening') respons teenoor 'n vriend of geliefde wat 'n probleem het. Gevolglik is dit nuttig om wyses te identifiseer waarop 'n spreker ontsag mag toon vir gesig ('face') in hierdie soort episode. Advies kan die spreker se outonomiteit bedreig deur die spreker se outoriteit en oplossings neer te druk op die hoorder en dit kan ook kritiek impliseer van die hoorder se emosionele reaksie op hantering van die probleem. In hierdie studie word een-en-twintig advies episodes van Goldsmith (2000) wat gebruik kan word in verskillende moeilikheidsgesprekke ('trouble talk') in isiZulu ondersoek. Daar is bevind dat sommige advies situasies meer onderwerpe as ander het. Die situasie met meer advies onderwerpe, is die persoonlike situasie. Die rede hiervoor is dat mense altyd meer gretig is om advies te gee aan ander mense met persoonlike probleme as aan mense met ander tipes probleme. Die situasies met die minste getalonderwerpe is 'mishandeling' en 'onderwysers' omdat dit baie sensitiewe onderwerpe is. Die studie bevind dat sensitiwiteit spruit uit die teenwoordigheid van 'n derde party se betrokkenheid. Mense blyk onwillig te wees om advies te gee wat mag lei tot konfrontasie tussen die partye betrokke. In hierdie navorsing, is die betrokke partye leerders, enersyds, en ouers of onderwysers, andersyds. 'n Verdere faktor is dat mense nie wil sien dat 'n ouer wat 'n kind mishandel na die gevangenis gaan nie, of dat 'n onderwyser wat nie van 'n spesifieke kind hou sy/haar werk verloor, weens die advies wat hulle aan die leerders gee nie.
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Nyathikazi, Cebisile Penelope. "Izinselelo ezibhekene nabafundisi bolimi lwesiZulu olungolwebele ezikoleni zamabanga athe thuthu KwaZulu-Natali." Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1432.

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A thesis submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Arts in the Department of African Languages at the University of Zululand, South Africa, 2014
The research is basically looking at the challenges that are faced by isiZulu mother-tongue teachers in Secondary levels. The research focuses mainly in schools around the Province of KwaZulu-Natal. This research has been motivated by the fact that isiZulu is gradually losing its originality as a language and if nothing is being done, it is at the verge of collapse. Chapter one is the general introduction of the research topic where the following sub-topics form part of the research proposal; background to the study, the problem statement, the purpose of the study, delimitation of the study, the study methodology, beneficiaries of the study, division of the chapters and the conclusion. Chapter two deals with the issue of the language of teaching and learning. In South Africa in general and in schools in particular, isiZulu language is not a medium of instruction. It is not treated as a valuable communication mode. The majority of learners in South African Schools are taught through the medium of English which is not their home language. This has caused learners to despise isiZulu and going to the extent of developing an attitude that they do not need isiZulu for survival, therefore isiZulu mother-tongue teachers have a challenge to endeavour to motivate learners and other stake holders to give isiZulu the respect that it deserves. Chapter three looks at the curricula changes which have resulted to change in the teaching and learning style. Curricula changes in South Africa started with the adoption of OutcomesBased Education which brought about confusion not only to educators but to parents and learners as well. The study in this chapter focuses on the language policies that have been put in place as to what extent have they contributed to the challenges facing isiZulu mothertongue teachers in schools. Chapter four investigates the development of media both electronic and print which has captured the minds of most of our learners in a much greater way but mostly producing negative results. The rapid expansion of the electronic media and the introduction of a network of telecommunications has posed a threat in isiZulu language since most of the media do not use vii vernacular when publishing and broadcasting. If isiZulu is used, it is no longer in its original pure state, it is very diluted. Chapter five deals with the analysis and the result of the research. That is where we get the response of the participants to the questionnaire that has been used. Chapter six is where we get the recommendations and the conclusion.
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Ngwenya, Emmanuel Themba. "Ucwaningo ngemithelela yezilimi ezimbili: isiSwazi nesiNdebele ezinganeni ezifunda isiZulu esifundazweni saseMpumalanga." Thesis, University of Zululand, 2010. http://hdl.handle.net/10530/1110.

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Submitted to the Faculty of Arts in fulfillment of the requirements of the Master of Arts in the Department of African Languages at the University of Zululand, South Africa, 2010.
Lezi zilimi okuyisiSwazi nesiNdebele zidala izingqinamba endleleni amagama esiZulu aphinyiswa, abhalwa kanye nafundwa ngayo. Lokhu kudala umonakalo olimini lwesiZulu. Izingane ezifunda isiZulu eSifundazweni saseMpumalanga zizithola zibhekene nenkinga yokungaqondisisi into eziyifundayo, eziyikhulumayo kanye naleyo eziyibhalayo. Indlela othisha abaqeqeshwa ngayo kanye nabafundisa ngayo inomthelela endleleni abafundi abafunda ngayo ulimi lwesiZulu. Okunye okuyimbangela yokulimala kolimi lwesiZulu ukuganiselana, ukufuduka, imingcele ehlukanisa imiphakathi, imisakazo elalelwa imiphakathi, izinkulumo zaMakhosi kanye nabaholi. Abazali banegalelo ekubhebhezeleni umthelela odalwa ulimi lwesiSwazi nesiNdebele ezinganeni ezifunda isiZulu ezikoleni zaseSifundazweni saseMpumalanga. Abazali abazikhuthazi futhi abaziseki ngokwanele izingane zabo ezifunda isiZulu njengoba benza kwezinye izifundo. Lokhu kudala ukuthi ulimi lwesiZulu lungavikeleki emthelelweni edalwa ulimi lwesiSwazi kanye nesiNdebele. Izingane ezifunda isiZulu ezikoleni zaseSifundazweni saseMpumalanga zibhekana nezingqinamba ngenxa yomphakathi eziphila phakathi kwawo. Umphakathi eziphila phakathi kwawo ukhuluma ulimi olungaba isiSwazi noma isiNdebele. Ulimi lwesiZulu lusebenza njengolimi lwasesikoleni, emphakathini kuvame isiSwazi nesiNdebele. Imitapo yolwazi etholakala emphakathini waseSifundazweni saseMpumalanga unezincwadi ezimbalwa ezibhalwe ngolimi lwesiZulu. Izincwadi eziningi ezitholakalayo ezolimi lwesiSwazi nesiNdebele. Ukwanda kwemijondolo emphakathini kuholela enkingeni yokuphuka kolimi ngenxa yokwanda kwabantu abaqhamuka ezingxenyeni ezahlukene zezwe. Bambalwa othisha abafunde bagogoda ulimi lwesiZulu abangumnsinsi wokuzimilela eSifundazweni saseMpumalanga. Iningi lo thisha livela eSifundazweni sakwaZulu- Natal, liyaye liphindele emuva uma ithuba livela. Izikhungo lapho kuqeqeshwa othisha abafundisa isiZulu azikho eSifundazweni saseMpumalanga. Kuncane ukusekwa okutholwa othisha besiZulu kuBaphathi bezikole. Izimali ezitholwa uMnyango wesiZulu zincane uma ziqhathaniswa neminye iminyango ezikoleni. Othisha besiZulu bafundisa amakilasi anezingane eziningi. Lokhu kudala ukuthi babhekane nomsebenzi onzima, bangakwazi ukwelekelela abafundi ngendlela efanele. Izinga okuphumelela ngalo abafundi besiZulu liphansi uma liqhathaniswa nalelo okuphumelela ngalo abafundi abafunda ulimi lwesiSwazi nesiNdebele eSifundazweni saseMpumalanga. Abafundi abazinikeli ngokusemandleni abo ukuze bahlangabezane nemizamo yawothisha. Abafundi kumele baziqhenye ngolimi lwesiZulu, lokho kuyodala ukuba ezinye izilimi zingabi nomthelela ongemuhle ekufundeni kwabo.
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Zuma, Khethiwe Victoria. "Investigating the teaching of isiZulu folktales in the Johannesburg East and South District secondary schools." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1648.

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A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Magister Educationis in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018
This study examined the teaching of isiZulu folktales at some Johannesburg East and South district secondary schools. The purpose if this study was to determine the methods used by isiZulu teachers in their classrooms when they teach folktales. The research questions were concerned with the teaching methods and strategies employed by teachers in their teaching of folktales. The study employed a mixed-methods approach involving 95 teachers as part of the quantitative approach and eight teachers participated in the qualitative semi-structured interviews. The findings of the study suggest that teachers use the lecture method in their teaching of folktales. The findings also reveal that teachers do not possess training in alternative methods of teaching folktales. The study recommends that teachers should be trained in the use of alternative methods such as drama. The study also recommends that school neighbouring communities should get involved in the performance of folktales by visiting isiZulu classes where folktales are taught.
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Books on the topic "IsiZulu"

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Taljaard, P. C. Handbook of Isizulu. 2nd ed. Pretoria: Van Schaik, 1993.

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Taljaard, P. C. Handbook of Isizulu. Pretoria: J.L. van Schaik, 1988.

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Zulu, E. S. Q. Isizulu soqobo: Ibanga 9. 3rd ed. Pietermaritzburg: Reach Out Publishers, 1992.

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Z, Ntuli D. B., and AALRDISA (Organization), eds. Imidlalo kaZakes Mda: IsiZulu. EPitoli: Yunivesithi yaseNingizimu Afrika, 2002.

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Phakathi, A. B. Isizulu sethu: Ibanga 3. Pietermaritzburg: Lincroft Books, 1992.

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Nxumalo, T. E. Funda IsiZulu! =: Learn Zulu! : an introduction to Zulu. Hamilton, Ont., Canada: Prepared for Juta Academic Pub. by WXY Media, 1996.

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Morphology: An introduction to the structure of words in Setswana and IsiZulu. Gaborone, Botswana: Kokeb, 2012.

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Rodseth, Victor. Eyabaqalayo ukufunda isiZulu =: Breakthrough to Zulu : a course in initial reading and writing. Pinelands, Cape Town: Maskew Miller Longman, 1985.

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Schryver, Gilles-Maurice De, and Nomusa Sibiya. Isichazamazwi sesikole esinezilimi ezimbili: IsiZulu-nesiNgisi : esishicilelwe abakwa-Oxford = Oxford bilingual school dictionary : Zulu and English. Cape Town: Oxford University Press Southern Africa, 2010.

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South Africa. Department of Arts and Culture. Multilingual parliamentary/political terminology list: English - Afrikaans - IsiZulu - IsiXhosa - SiSwati - IsiNdebele - Setswana - Sepedi - Sesotho - Tshivenda - Xitsonga. [Pretoria]: Department of Arts and Culture, 2013.

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Book chapters on the topic "IsiZulu"

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Keet, C. Maria, and Langa Khumalo. "Toward Verbalizing Ontologies in isiZulu." In Lecture Notes in Computer Science, 78–89. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10223-8_8.

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Keet, C. Maria, Musa Xakaza, and Langa Khumalo. "Verbalising OWL Ontologies in IsiZulu with Python." In Lecture Notes in Computer Science, 59–64. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70407-4_12.

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Byamugisha, Joan, C. Maria Keet, and Langa Khumalo. "Pluralising Nouns in isiZulu and Related Languages." In Computational Linguistics and Intelligent Text Processing, 271–83. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75477-2_18.

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Byamugisha, Joan, C. Maria Keet, and Brian DeRenzi. "Bootstrapping a Runyankore CNL from an isiZulu CNL." In Lecture Notes in Computer Science, 25–36. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41498-0_3.

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Keet, C. Maria, and Langa Khumalo. "Basics for a Grammar Engine to Verbalize Logical Theories in isiZulu." In Rules on the Web. From Theory to Applications, 216–25. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09870-8_16.

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Keet, C. Maria. "Representing and Aligning Similar Relations: Parts and Wholes in isiZulu vs. English." In Lecture Notes in Computer Science, 58–73. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59888-8_5.

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Rudwick, Stephanie. "Chapter 11. Gendered linguistic choices among isiZulu-speaking women in contemporary South Africa." In Gender and Language in Sub-Saharan Africa, 233–51. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/impact.33.16rud.

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Buthelezi, Thabisile. "IsiZulu Language and the Ilanga Newspaper as Catalysts for Participatory Democracy in South Africa." In Indigenous Language Media, Language Politics and Democracy in Africa, 59–86. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137547309_4.

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Parmegiani, Andrea, and Stephanie Rudwick. "7. isiZulu–English Bilingualisation at the University of KwaZulu- Natal: An Exploration of Students’ Attitudes." In Multilingual Universities in South Africa, edited by Liesel Hibbert and Christa van der Walt, 107–22. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091669-009.

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"Glossary of IsiZulu Words." In Democracy as Death, 231–32. Berkeley: University of California Press, 2019. http://dx.doi.org/10.1525/9780520959866-014.

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Conference papers on the topic "IsiZulu"

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Dlamini, Sibonelo, Edgar Jembere, Anban Pillay, and Brett van Niekerk. "isiZulu Word Embeddings." In 2021 Conference on Information Communications Technology and Society (ICTAS). IEEE, 2021. http://dx.doi.org/10.1109/ictas50802.2021.9395011.

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Shezi, Nokwanda, and Serendra Reddy. "Word Boundary Estimation of isiZulu Continuous Speech." In 2020 International Conference on Power, Instrumentation, Control and Computing (PICC). IEEE, 2020. http://dx.doi.org/10.1109/picc51425.2020.9362494.

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Govender, Natasha, Etienne Barnard, and Marelie Davel. "Fundamental frequency and tone in isizulu: initial experiments." In Interspeech 2005. ISCA: ISCA, 2005. http://dx.doi.org/10.21437/interspeech.2005-506.

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Levow, Gina-Anne. "Assessing context and learning for isizulu tone recognition." In Interspeech 2009. ISCA: ISCA, 2009. http://dx.doi.org/10.21437/interspeech.2009-245.

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Westhuizen, Ewald van der, and Thomas Niesler. "Synthesising isiZulu-English Code-Switch Bigrams Using Word Embeddings." In Interspeech 2017. ISCA: ISCA, 2017. http://dx.doi.org/10.21437/interspeech.2017-1437.

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Kleynhans, Neil, Febe de Wet, and Etienne Barnard. "Unsupervised acoustic model training: Comparing South African English and isiZulu." In 2015 Pattern Recognition Association of South Africa and Robotics and Mechatronics International Conference (PRASA-RobMech). IEEE, 2015. http://dx.doi.org/10.1109/robomech.2015.7359512.

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Keet, C. Maria, and Langa Khumalo. "On the verbalization patterns of part-whole relations in isiZulu." In Proceedings of the 9th International Natural Language Generation conference. Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/w16-6629.

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Mahlaza, Zola, and C. Maria Keet. "Measuring verb similarity using binary coefficients with application to isiXhosa and isiZulu." In SAICSIT '18: 2018 Annual Conference of the South African Institute of Computer Scientists and Information Technologists. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3278681.3278690.

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Ndaba, Balone, Hussein Suleman, C. Maria Keet, and Langa Khumalo. "The effects of a corpus on isiZulu spellcheckers based on N-grams." In 2016 IST-Africa Week Conference. IEEE, 2016. http://dx.doi.org/10.1109/istafrica.2016.7530643.

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Biswas, Astik, Febe de Wet, Ewald van der Westhuizen, Emre Yılmaz, and Thomas Niesler. "Multilingual Neural Network Acoustic Modelling for ASR of Under-Resourced English-isiZulu Code-Switched Speech." In Interspeech 2018. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/interspeech.2018-1711.

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