Pedagogical and didactical problems encountered in the teaching and learning in Tsonga in urban post-primary schools

Abstract

The major problem of this study is the deterioration of the Tsonga among the Tsongas living in the urban areas of South Africa, as is noticeable from Standard 8 public examination results. Deterioration in Tsonga could be the result of: urban Tsongas being in the minority; the mixing of languages; the degradation of vernaculars among Blacks and the negative attitude of Blacks towards vernaculars, in this case Tsonga. This study attempts to make pedagogical-didactical proposals to counter current problems encountered in the teaching of Tsonga. Improved teacher training, particularly in content and subject didactics in Tsonga, and a positive attitude towards this subject could enhance the quality of teach= ing. This, it is hoped, could possibly assist in putting Tsonga in its proper place in the school curriculum and among its speakers. Tsonga pupils could attain mother tongue maturity, thus enhancing their national identity, maintain and preserve their cultural heritage. This could guarantee the survival of the Tsonga nation.