Abantu ba Katonda mwenna era balamazi bannange. LENA ngenye yezinto ezashiwo ubaba ngisemncane engisazikhumbula. Osakhulayo uMsizi Gumbo uthi uMnu. Mugabe utshiye ehlanyele imbali yodlakela osekudale ukuthi lalabo abamhluthunela umbuso besebenzise indlela efanayo ukwalela esihlalweni. “NgeSonto ekuseni kakhulu sibiziwe ukuba sizolekelela emuva kokuba owesilisa ohlala emgwaqweni ethole ingane emgqonyeni. Umgqomo wubusemgwaqweni uBoscombe Place eSouth Beach. Siphuthume lapho  safica ingane yentombazane, umzanyane wubungakasuswa. Siyihlolile sabe sesiyiphuthumisa esibhedlela esiseduze. Isesimweni esigculisayo esibhedlela,” kusho abe-Emer-G-Med. ▼ This study explores the application of genre-based approach to teaching writing and speaking skills in the senior phase of language learning, as a reflection of language teaching competence of the student -teachers studying in the Faculty of Education at the University of Zululand. The main aim is to investigate how genre-based approach to isiZulu Home Language Education (ZHL) is a means to successful English First Additional Language Education (EFAL). This investigation aims at establishing how genre-based approach to language education with other related contemporary approaches recommended in the South African National Curriculum Statement for Language education in schools, such as the communicative approach and text-based approach are adopted to instill the applied competence in the communicative writing and speaking skills of Grade 9 learners of both isiZulu Home Language and English First Additional Language. Various theories and approaches to writing and speaking skills are discussed and explored in order to make suggestions to teacher-educators and language educators’ effective ways of learning and teaching communicative writing and speaking skills using the genre-based approach to language education. Eltis’s, (1989:10) model of genre-based approach to language learning and teaching is presented in relation with Key Genres for Teaching Writing across the Curriculum suggested by Macken-Horarik in Jonhs, (2003:21-23), the teaching and learning cycle by Hyon, (1996:705) and the main texts types as recommended by the South Africa Department of Education in the participants manual for languages learning area’s orientation programme, (2006:41-43) are all presented in relation to the learning outcomes and associated assessment standards that need to be addressed and achieved in the languages learning area. The main aim of presenting this multidimensional model is to enable the language educators and teacher educators to design language lessons and modules that will expose the target Senior Phase school learners and advanced student-teachers to communicative writing and speaking skills relevant for producing and presenting both narrative and information report related genres. In this study genres presented in the form of written essays and prepared speeches are assessed and analysed. The findings based on this research are presented explicitly to identify challenges and attributes that educators and learners experience during writing and speaking practices. Recommendations are made concerning positive and constructive changes in the teaching and learning of the communicative writing and speaking skills based on various genres in the Senior Phase and Higher Education Institutions (HEIs) in South Africa. Advisors/Committee Members: L.M%22%29&pagesize-30">Khumalo, Z.L.M (advisor).