Click consonants in contact: a comparative sociohistorical analysis with special reference to Nama-Afrikaans contact
- Authors: Christie, Camilla Rose
- Date: 2023-10-13
- Subjects: Click consonant , Language contact , Sociohistorical linguistics , Sociolinguistics , Nama language , Khoekhoe , African languages , Linguistic borrowing
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/432370 , vital:72865 , DOI 10.21504/10962/432370
- Description: Despite their ubiquity across southern Africa, click consonants are among the world’s most poorly understood speech sounds. Details of their phonological behaviour during language contact remain unclear, in large part because of the under-documentation of contact events of marginalised languages in rural contexts. Working within a sociohistorical linguistic framework with reference to material socioeconomic theories of language contact, this thesis compares and contrasts the diachronic phonological outcomes of various click loan events. The primary event under investigation is the donation of loanwords from an endangered click language, Nama, via substrate interference with the lexicon of a socially dominant clickless language, Afrikaans, in the Namaqualand region of the Northern Cape. The phonological adaptations employed to integrate donated lexical material into a host grammar ought ordinarily to be fairly regular, but the cross-linguistic rarity of click consonants complicates this process. The twenty click consonants expected of Nama undergo phonemic neutralisation when realised in Namaqualand Afrikaans, such that contrast embedded in click ‘type’ and click ‘accompaniment’ is collapsed. Speakers of Namaqualand Afrikaans employ any click type when uttering any click word, and may even use different click types in different tokens of the same lexical item. This unpredictability neutralises contrast. Nonetheless, there is some evidence of a diachronic trend from the unpredictable use of multiple click types and accompaniments toward the stable use of only the linguopulmonic dental click. When these novel data are set against the phonological outcomes of other contact events between a click language and a clickless languages across southern Africa, the normal outcome of click loan under is shown to be the collapse of ‘type’ contrasts. An important outlier is the large ‘type’-contrasting click inventory still shared by isiXhosa and isiZulu long after the extinction of donor click languages in the Khoekhoe branch, suggesting that this contact event must historically have entailed sustained community-wide bilingualism. These comparative observations are used to develop a cross-linguistic typology of click loan events that aims to improve our understanding of the precolonial linguistic landscape of southern Africa. The improved documentation of click consonants in rural language varieties is urgently recommended. , Thesis (PhD) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2023
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- Authors: Christie, Camilla Rose
- Date: 2023-10-13
- Subjects: Click consonant , Language contact , Sociohistorical linguistics , Sociolinguistics , Nama language , Khoekhoe , African languages , Linguistic borrowing
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/432370 , vital:72865 , DOI 10.21504/10962/432370
- Description: Despite their ubiquity across southern Africa, click consonants are among the world’s most poorly understood speech sounds. Details of their phonological behaviour during language contact remain unclear, in large part because of the under-documentation of contact events of marginalised languages in rural contexts. Working within a sociohistorical linguistic framework with reference to material socioeconomic theories of language contact, this thesis compares and contrasts the diachronic phonological outcomes of various click loan events. The primary event under investigation is the donation of loanwords from an endangered click language, Nama, via substrate interference with the lexicon of a socially dominant clickless language, Afrikaans, in the Namaqualand region of the Northern Cape. The phonological adaptations employed to integrate donated lexical material into a host grammar ought ordinarily to be fairly regular, but the cross-linguistic rarity of click consonants complicates this process. The twenty click consonants expected of Nama undergo phonemic neutralisation when realised in Namaqualand Afrikaans, such that contrast embedded in click ‘type’ and click ‘accompaniment’ is collapsed. Speakers of Namaqualand Afrikaans employ any click type when uttering any click word, and may even use different click types in different tokens of the same lexical item. This unpredictability neutralises contrast. Nonetheless, there is some evidence of a diachronic trend from the unpredictable use of multiple click types and accompaniments toward the stable use of only the linguopulmonic dental click. When these novel data are set against the phonological outcomes of other contact events between a click language and a clickless languages across southern Africa, the normal outcome of click loan under is shown to be the collapse of ‘type’ contrasts. An important outlier is the large ‘type’-contrasting click inventory still shared by isiXhosa and isiZulu long after the extinction of donor click languages in the Khoekhoe branch, suggesting that this contact event must historically have entailed sustained community-wide bilingualism. These comparative observations are used to develop a cross-linguistic typology of click loan events that aims to improve our understanding of the precolonial linguistic landscape of southern Africa. The improved documentation of click consonants in rural language varieties is urgently recommended. , Thesis (PhD) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2023
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Intellectualisation of African languages with particular reference to isiXhosa
- Authors: Maseko, Pamela
- Date: 2011
- Subjects: Xhosa language -- Study and teaching -- South Africa , Language and education -- South Africa , African languages
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/58035 , vital:27035
- Description: The research explores the relationship between language and education, and motivates for the intellectualisation of African languages, isiXhosa in particular, and for their use in education. The main rationale behind this is that access to, and success in education can largely be realised if that education is mediated in one’s first language. The thesis discusses works of prominent scholars who have written on the subject - relating cognitive abilities and achievement in education to language in which that education is offered. The lack of terminology in new domains in African languages as barrier to mother tongue education is laid bare by looking specifically at the history of intellectualisation of isiXhosa, from the missionaries in the 1820s up to the new endeavours as recently as 2008. Terminologies that were developed during the Bantu Education era, where development of isiXhosa and other indigenous African languages was accelerated in order to respond to the demands of moedertaal-onderwys (mother tongue education) are surveyed, and the process of their development analysed. Three main terminology lists developed during this period are analysed against terminology development principles, approaches and methods that are seen as a measure to ensure quality terminology development. The efforts of the development of isiXhosa during the post-apartheid South Africa, especially the government-driven initiatives, are also critiqued even though these are not as effective and as extensive, especially in education. The result of this analysis is that African languages and isiXhosa in particular, can be used in scientific disciplines and at the highest levels of education. Its grammar is advanced, and its lexicon is extensive such that new concepts that need to be named can be named, using appropriate term creation strategies. There are also technological tools such as WordSmith tools that can be used that can advance its development, ensuring that the concept represented in the newly-created term is precise, concise and appropriate in terms of its discipline. Therefore it is argued that, in the interim, terminologies should be developed, in various subjects, to support learning, which at this stage is mediated in English, for those students who have other languages as mother tongue. Those terminologies that have been developed in the various historical periods should be collated, revised and brought into the classrooms. The thesis argues that real intellectualisation of isiXhosa and other African languages rests on the use of these languages in classrooms and lecture halls, and in the value that all role players place on these languages.
- Full Text:
- Authors: Maseko, Pamela
- Date: 2011
- Subjects: Xhosa language -- Study and teaching -- South Africa , Language and education -- South Africa , African languages
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/58035 , vital:27035
- Description: The research explores the relationship between language and education, and motivates for the intellectualisation of African languages, isiXhosa in particular, and for their use in education. The main rationale behind this is that access to, and success in education can largely be realised if that education is mediated in one’s first language. The thesis discusses works of prominent scholars who have written on the subject - relating cognitive abilities and achievement in education to language in which that education is offered. The lack of terminology in new domains in African languages as barrier to mother tongue education is laid bare by looking specifically at the history of intellectualisation of isiXhosa, from the missionaries in the 1820s up to the new endeavours as recently as 2008. Terminologies that were developed during the Bantu Education era, where development of isiXhosa and other indigenous African languages was accelerated in order to respond to the demands of moedertaal-onderwys (mother tongue education) are surveyed, and the process of their development analysed. Three main terminology lists developed during this period are analysed against terminology development principles, approaches and methods that are seen as a measure to ensure quality terminology development. The efforts of the development of isiXhosa during the post-apartheid South Africa, especially the government-driven initiatives, are also critiqued even though these are not as effective and as extensive, especially in education. The result of this analysis is that African languages and isiXhosa in particular, can be used in scientific disciplines and at the highest levels of education. Its grammar is advanced, and its lexicon is extensive such that new concepts that need to be named can be named, using appropriate term creation strategies. There are also technological tools such as WordSmith tools that can be used that can advance its development, ensuring that the concept represented in the newly-created term is precise, concise and appropriate in terms of its discipline. Therefore it is argued that, in the interim, terminologies should be developed, in various subjects, to support learning, which at this stage is mediated in English, for those students who have other languages as mother tongue. Those terminologies that have been developed in the various historical periods should be collated, revised and brought into the classrooms. The thesis argues that real intellectualisation of isiXhosa and other African languages rests on the use of these languages in classrooms and lecture halls, and in the value that all role players place on these languages.
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Vocational language learning and teaching at a South African university: preparing professionals for multilingual contexts
- Maseko, Pamela, Kaschula, Russell H
- Authors: Maseko, Pamela , Kaschula, Russell H
- Date: 2009
- Subjects: Intercultural communication in education -- South Africa , African languages , Cultural awareness , Communication and culture , Multilingualism -- South Africa
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59412 , vital:27597 , doi: 10.5842/38-0-60
- Description: This paper highlights the methodology that has been used at Rhodes University and other South African universities in implementing vocation-specific African language learning programmes. Essentially, the paper links the curriculum design to the theoretical paradigm of intercultural communication. Intercultural theory is used as a basis to develop vocation-specific courses where language and culture are taught, for example, to second language learners of isiXhosa at Rhodes University. These courses include courses for Pharmacy and Law students. This paper offers a new theoretical paradigm for intercultural language teaching. Furthermore, examples from specific courses are provided in order to illustrate how this theoretical paradigm can be implemented in a practical way. The impact of multilingualism and intercultural communication in the wider legal and healthcare work environment in South Africa is also discussed.
- Full Text:
- Authors: Maseko, Pamela , Kaschula, Russell H
- Date: 2009
- Subjects: Intercultural communication in education -- South Africa , African languages , Cultural awareness , Communication and culture , Multilingualism -- South Africa
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59412 , vital:27597 , doi: 10.5842/38-0-60
- Description: This paper highlights the methodology that has been used at Rhodes University and other South African universities in implementing vocation-specific African language learning programmes. Essentially, the paper links the curriculum design to the theoretical paradigm of intercultural communication. Intercultural theory is used as a basis to develop vocation-specific courses where language and culture are taught, for example, to second language learners of isiXhosa at Rhodes University. These courses include courses for Pharmacy and Law students. This paper offers a new theoretical paradigm for intercultural language teaching. Furthermore, examples from specific courses are provided in order to illustrate how this theoretical paradigm can be implemented in a practical way. The impact of multilingualism and intercultural communication in the wider legal and healthcare work environment in South Africa is also discussed.
- Full Text:
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