Learn Zulu the way children do

Abstract

In order to master Bantu languages, learners have to acquire pervasive morphology, including a complex noun class and agreement system. First and second language learners of Zulu reflect different degrees of accessibility of complex morphology in the language. First language learners have early access to noun classes and agreement followed by basically errorless acquisition of the morphological system. Second language learners, on the contrary, find major problems in working out noun class and agreement. In this paper, findings from the optimal case of language acquisition—first language acquisition—are discussed in light of implications for second language learning and teaching of Zulu.