Masters Degree. University of KwaZulu-Natal, Durban.This study aimed at exploring grade 7, isiZulu first language learners’ attitudes towards isiZulu in a multiracial primary school so as to understand and explain the grade 7, isiZulu first language learners’ attitudes towards isiZulu, in a multiracial primary school. Two research questions were answered namely: What are grade 7 isiZulu first language learners’ attitudes towards isiZulu in a multiracial primary school? What influences the grade 7 isiZulu first language learners’ attitudes towards isiZulu in a multiracial primary school? The study took place in a multiracial primary school in Durban central circuit, in uMkhumbane ward, under the uMlazi district.
To answer the critical questions, data was triangulated by using two research instruments, namely; face-to-face semi-structured interviews and open-ended research questionnaires. The study was a case study design which sourced data from a group of 8 learners learning isiZulu (their first language) in a multiracial school context. The study was a qualitative study where an interpretive paradigm was adopted because the participants were interacted with in their natural environment; the school. Purposive sampling was used in selecting eight learners as the participants in this study.
The study was framed on two theoretical frameworks, i.e. attitude and bilingualism theories. Data analysis proceeded by way of categorising data into themes that gave rise to sub-themes. In making sense of data generated, this study applied attitude and bilingualism theoretical frameworks when I was analysing data. The findings indicated that some learners had negative and others had positive attitudes towards isiZulu. Those learners with negative attitudes regarded English as a better language. It was recommended that a study exploring isiZulu second language learners experiences in learning isiZulu be conducted in a multiracial primary school where isiZulu is compulsory.
Studies in multiracial primary schools where isiZulu is a compulsory subject must be conducted. Experiences of non-isiZulu language speakers must be targeted towards isiZulu speakers. Learners who do not comprehend isiZulu as it is not their first language must be granted the opportunity of receiving extra lessons. Further, schools should create opportunities for learners to communicate in isiZulu even outside the classroom environment
