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School of Arts

Zethembe Mpungose

Zethembe Mpungose

Junior Lecturer

DisciplineAfrican Languages and Literature

Emailmpungosez1@ukzn.ac.za

Contact Number031-260-7492

CampusHoward College Campus

Office AddressG096 Ground floor, MTB

Degrees Held

  • Bachelor of Social Science (BSocSc) degree, University of KwaZulu-Natal, 2004
  • Bachelor of Social Science (BSocSc) degree [Honours in Media & Communication studies], University of KwaZulu-Natal, 2005
  • Master of Arts (IsiZulu Studies) , University of KwaZulu-Natal, 2010

Research Interests

  • The challenge of some IsiZulu linguistic aspects
  • Use of language to oppress women
  • Cultural and religious belief systems in black African communities

Teaching Interests

  • Teaching IsiZulu grammatical aspects to 1st language speakers (focusing of 1st & 2nd level cohorts)

Selected Publication

  • Mathonsi, N.N. & Mpungose, Z.M. 2015. Perceived Gender Ineqality Reflected in Zulu Proverbs. Southern African Journal for Folklore Studies. 25(2): 30-42.

Community Involvement

  • Additional member: Imbalenhle Creche, eNtumeni, eShowe
  • Health & Wellness member – Evangelical Lutheran Church in SA KwaMashu

Teaching Expertise

  • 1st language pedagogy
  • IsiZulu grammatical aspects

Selected Publication

  1. Noluthando Chiliza (2019). IsiZulu and non-isiZulu learners’ attitudes toward learning isiZulu as a first additional language (FAL).
  2. Nelisiwe Msomi (2019). Izinselelo zabafundi besiZulu njengolimi lokuqala lokwengeza ezikoleni lapho kuxube khona izinhlanga KwaZulu-Natali.
  3. Khanyisile Nene (2019). Embracing technology in teaching and learning of African languages, specifically isiZulu, at the University of KwaZulu-Natal, Howard College.
  4. Gugulethu Hattingh (2019). Teaching isiZulu as a second language (L2) with a focus on grammar translation.
  5. Thandeka Buthelezi (2020). An investigation into the impact of online L2 isiZulu learning during the COVID-19 global pandemic.
  6. Khangwayini Lungile Sibiya. (2021). Motivation and stress in learning an isiZulu second language during emergency remote learning at UKZN.
  7. Kwanele Gabela. (2021). Towards an appraisal of the use of English in the teaching of undergraduate isiZulu modules at the University of KwaZulu-Natal.
  8. Khunjulwa Mhlungu. (2021). An analysis of translation techniques used to translate English folktales into isiZulu folktales from selected Nal’ibali stories.
  9. Sinethemba Dlamini. (2022). Towards an appraisal of the use of code-switching as an educational tool in eThekwini Township Schools.
  10. Nelisiwe Goba. (2022). A review of the integration of isiZulu home language in teaching and learning in KwaZulu-Natal rural and township schools.
  11. Nonkumbulo Mbongwa. (2025). The role of the university language planning and development office on isiZulu technologies for teaching and learning at the University of KwaZulu-Natal.
  12. Amahle Ncube. (2025). A review of the integration of technology into isiZulu modules at the University of KwaZulu-Natal post COVID-19.
  1. Noluthando Chiliza (2024). Exploring gamification within the teaching and learning of isiZulu First Additional Language: A case study on the use of Kahoot to motivate young learners.
  2. Sinethemeba Dlamini (2025). Exploring the isiZulu translation process of medical content at the University of KwaZulu-Natal Medical School.
  3. Gcebile Gumbi (2025). Exploring translanguaging as a teaching strategy in isiZulu second language teaching at the University of KwaZulu.