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Baseline assessments for foundation phase reading in isiXhosa: a case study

  • Authors: Nesi, Nolubabalo Amanda
  • Date: 2022-10-14
  • Subjects: Test of Early Reading Ability , Xhosa language , Reading (Elementary) Ability testing , Reading (Elementary) Social aspects South Africa Makhanda , Dynamic assessment (Education)
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/406320 , vital:70258
  • Description: The main objective of this study was to investigate the use of baseline assessments for reading in isiXhosa in Foundation Phase. It focused on how teachers conduct baseline assessments, the assessment tools they use, and their responsiveness to baseline assessments data in terms of curriculum planning and practice, given the lack of explicit guidelines and tools specifically developed for African languages. The lack of clarity may lead teachers to assume that the same assessment approaches and practices apply across all official languages despite their linguistic and sociolinguistic differences. Vygotsky’s socio-cultural theory of learning and Biggs’ concept on constructive alignment are used as the theoretical and conceptual framework for this study. The premise for this study was that it would be problematic to apply similar assessment approaches and use the same tools for all official South African languages. The socio-cultural approach emphasises the importance of language learning and learning generally according to the context within which language occurs. The main research sites are two Quintile 1 schools in a township in Makhanda District. These schools have been receiving external intervention which includes a baseline assessment for isiXhosa reading from Non-Governmental Organisations (NGOs). This study sought to provide some insights on whether previous assessments have informed subsequent teaching practices. The findings of the study revealed that the most prominent tool for assessing reading in isiXhosa is Early Grade Reading Assessment (EGRA) and the tools used by external literacy interventions in the two schools were adapted versions of EGRA. Additionally, the subtasks in the baseline assessment tools used were aligned to the linguistic features of isiXhosa besides the nonsense word component. Furthermore, teachers were assessing and teaching reading at lower levels than expected in the grades 2 and 3 in this study. This study recommends that teachers respond to the baseline assessment data appropriately to develop reading competencies. In addition, there is need for an alignment between the linguistic features, the curriculum and strategies of teaching reading. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2022
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  • Date Issued: 2022-10-14

Elele nje usathetha: Ukukhapha as an expression of amaXhosa language world-sense

  • Authors: Dana, Zikho
  • Date: 2022-10-14
  • Subjects: Xhosa language Discourse analysis , Guides (Spiritualism) , Grief Religious aspects , Historical linguistics , Xhosa language Religious aspects , Xhosa (African people) Death , Death Religious aspects
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/406309 , vital:70257
  • Description: This study examines ukukhapha as an expression of amaXhosa language world-sense. Firstly, it examines how ukukhapha as a rite of passage to accompany the spirit of the deceased from the physical realm into the spiritual realm maintains the nexus between the living and the dead. Secondly, it explores ukukhapha as a ritual of collective mourning. Both dimensions of the study are pursued using language as a point of departure. This study draws on four key texts written across different times in history, namely: Intlalo kaXhosa (The Social Life of amaXhosa) by Tiyo Burnside (TB) Soga (1974); the three volume Greater Dictionary of isiXhosa (1989, 2003 and 2006); Nokuzola Mndende’s (2002) PhD thesis entitled: Signifying practices: AmaXhosa ritual speech; and Khaya Dlanga’s (2015) memoire: To Quote Myself. This thesis examines ukukhapha in the context of death to establish how amaXhosa speak about death and how this shapes their understanding and its practice. Discourse analysis is employed to clarify some practices and examples of ukukhapha. It’s also used to trace the evolution of ukukhapha over time in isiXhosa. It is utilized as a reservoir of knowledge epitomizing the world-sense of amaXhosa rather than solely as a means of communication. This study reveals that while ukukhapha as a ritual slaughtering of an ox to accompany the deceased is found in literature, its examination as a practice of communal and collective grief is scanty. The four key texts studied in this thesis reveal that ukukhapha goes beyond a mere ritual slaughtering of a sacrificial beast to accompany the spirit of the deceased to the ancestral realm. It is a practice that has allowed amaXhosa to collectively grief. Furthermore, it has provided the bereaved various forms of support which are pivotal in maintaining and strengthening kinship and communal ties among the living. This study further reveals that for the Africans in general, and for amaXhosa in particular, death is not the end of life. It is a continuation of life where the deceased morphs and graduates to an ancestor who joins a larger community of ancestors who act as intermediaries between the living and uMdali, the Creator. The findings demonstrate that through ukukhapha, there is no bifurcation between gender and age, rather they complement each other as the successful execution of the mourning period and farewell of a loved one is dependent on the roles played by both women and men respectively. , Olu phando luceba ukuphonononga ukukhapha njengendlela yokuphila equlathwe kulwimi lwamaXhosa. Okokuqala, luzakuphanda indlela ukukhapha njengesiko lokukhapha umphefumlo womfi ukusukela kwelenyama ukuya kwelemimoya kugcina ngayo ubudlelwane phakathi kwabaphilayo nabaleli ukuthula. Okwesibini, luzakuphanda ukukhapha njengesiko lokuzila ndawoni nye. Zombini ezi nkalo zizakuvelelwa ngokugxila kulwimi. Olu phando lucaphula kwimibhalo emine engundoqo kumaxesha ohlukileyo kwimbali, iquka: Intlalo kaXhosa owabhalwa nguTiyo Burnside Soga (ngowe1974); isichazi-magama esinemiqulu emithathu iThe Greater Dictionary of isiXhosa (ngowama-1989, owama-2003 nowama-2006); ithisisi yePhD kaNokuzola Mndende (ngowama-2002) ebizwa Signifying practices: amaXhosa ritual speech; nencwadi engunomalisa wobom, ebhalwe nguKhaya Dlanga (ngowama-2015) ebizwa To Quote Myself. Le thisisi isebenzisa ukukhapha kwilixa lokufa ukuphanda indlela amaXhosa athetha ngkufa, nokuba le ndlela yokuthetha iyichaphazela njani indlela abakuqonda ngayo ukufa nendlela abakhaphana ngayo. IDiscourse Analysis isetyenziswa njengesixhobo sokucacisa ukukhapha. Iphinde isetyenziswe ukunika imizekelo yeli siko nendlela yokuphila kwakunye nendlela ukukhapha kutshintshe ngayo ekuhambeni kwexesha kulwimi lwesiXhosa njengokuba sizakusetyenziswa njengovimba wolwazi, endaweni yokusetyenziswa njengesixhobo sonxibelelwano kuphela. Olu phando lubonisa ukuba njengokuba ukukhapha njengesiko lokuphalaza igazi lenkomo ukukhapha umfi kubhaliwe ngako kuncwadi, indlela abaphilayo enyameni abakhaphana ngayo iyasilela kuncwadi. Le mibhalo mine echongiweyo nephononongiweyo kolu phando ivelisa ukuba ukukhapha akuphelelanga ekuphalazeni igazi lenkomo kuphela njengesiko lokukhapha umfi ukuze awelele kweleminyanya, yindlela eyavumela amaXhosa ukuba azile ngemanyano apho uluntu luxhasa abafelweyo ngeendlela ezahlukeneyo ezithi zomeleze imanyano phakathi kwabazalanayo noluntu lwabaphilayo. Olu phando lutyhila into yokuba kumaAfrika jikelele, ingakumbi amaXhosa, ukufa ayikuko ukuphela kobom, nto nje luhambo olugqithisa umfi kubom obulandelayo apho ongeza kwinani kwelezinyanya apho izinyanya zilikhonco phakathi koMdali nabaphilayo. Iziphumo ngokukhapha zibonisa ukuba akukho ukuchasana phakathi kwesini neminyaka, nto nje, le miba mibini iyathungelana ekuncediseni nasekuqinisekiseni ukuba abafazi namadoda benza iindima zabo ngokufanelekileyo ekuqinisekiseni ukuba ixesha lezila nokubeka umfi kwikhaya lakhe lokugqibela ziyimpumelelo. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2022
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  • Date Issued: 2022-10-14

The impact of translanguaging and acculturation towards implementation of the Incremental Indigenous African Languages programme in former Model-C schools (Alfred Nzo West District, Eastern Cape)

  • Authors: Lepheana, Jeremia
  • Date: 2021-04
  • Subjects: Translanguaging (Linguistics) , Acculturation -- South Africa -- Eastern Cape , Model C schools (South Africa) , Multilingual education -- South Africa -- Eastern Cape , Multicultural education -- South Africa -- Eastern Cape , Incremental Indigenous African Languages Programme
  • Language: English
  • Type: thesis , text , Doctoral , PhD
  • Identifier: http://hdl.handle.net/10962/177236 , vital:42802 , 10.21504/10962/177236
  • Description: This thesis explores the possibilities of multilingual language instruction within multi-ethnic classrooms in former Model-C schools shaped by multiple discursive practices. The researcher reviews current research on multilingualism and teaching and proposes strategies for overcoming the English prescriptivism, and monolingual mind-set in education. The research reported in this dissertation is both a qualitative and quantitative study, which sought to investigate the patterns of translanguaging in classrooms in five primary schools in Alfred Nzo West district (Maluti sub-district). In quantitative research, questionnaires were used to gather data from teachers and learners. In the qualitative research methodology, document analysis method of collecting data was employed. Purposive sampling was the major sampling method to ensure that relevant data was collected. Language in Education Policy formed the major analytical framework for this study. The aim of the study was to investigate the impact of translanguaging as it is used by teachers and learners in the class in selected primary schools in Alfred Nzo West district. The research focuses on how primary school learners and their teachers engage with teaching and learning, and the strategies that teachers use to promote the use of two or three languages in classrooms to help learners to understand content and concepts in English, Sesotho and isiXhosa as there are multi-ethnic classrooms in the district. The dissertation concludes with some reflections on the findings, implications of the findings for future research and training, and recommendations to use the languages of school children as rich resources for teaching and learning. The Socio-cultural theory formed the theoretical framework that guided this study. According to Vygotsky’s theory of cognitive development, children learn through social interaction that includes collaborative and cooperative dialogue with someone who is more skilled in tasks they are trying to learn. The findings of this study show the misunderstandings of the LiEP, translanguaging and multilingual education. The study also shows the lack of confidence in the ability of African languages to provide quality education. , Thesis (PhD) -- Faculty of Humanities, School of Languages, 2021
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  • Date Issued: 2021-04

Multilingualism, innovation, and productivity: an examination of the impact of multilingualism in the workplace, with reference to the BRICS countries

  • Authors: Leyne, Breda
  • Date: 2020
  • Subjects: Multilingualism -- BRIC countries , Bilingual communication in organizations , Second language acquisition , Language in the workplace , Diversity in the workplace , Communication in organizations , Intercultural communication , Labor productivity , Organizational behavior , Technological innovations , BRICS countries
  • Language: English
  • Type: text , Thesis , Masters , MA
  • Identifier: http://hdl.handle.net/10962/148149 , vital:38714
  • Description: This study examined whether the choice of language in the workplace affects personal and workplace productivity. The study has focussed on those working in countries which come under the BRICS grouping, Brazil, Russia, India and China and South Africa, as this provided a rich comparison of historical, economic and linguistic contexts. The research undertaken sought to explore the impact of prevailing language usage amongst employees of multi-national companies operating within the BRICS countries. With the assumption that these workforces will include multilingual individuals, the study set out to ascertain whether multilingualism has been recognised as a factor that might impact upon personal productivity or progress, either in a positive or negative fashion. The study set out to consider how language use may affect economic behaviour, firstly on a personal level and then to extrapolate this more widely into organisational productivity and innovation. This was set against background research into; theoretical perspectives on the acquisition of additional language, perceived benefits of bilingualism for individuals, studies of the management of language use with multinational corporations and relationships between language and economics. The conclusion reached is that multilingualism could have a beneficial impact on wider workforce productivity, and that it is not just a ‘language problem’ as it often seems to be treated. The final conclusion is that this may be something that should be more carefully considered by organisations in an increasingly global workplace. The researcher considers that multilingualism could be better employed as a workplace productivity metric, in a way that arguably it is not at present.
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  • Date Issued: 2020

A historical sociolinguistic study on the conceptualisation and application of justice and law kwisizwe samaXhosa as documented in and extracted From SEK Mqhayi And W.W. Gqoba’s selected writings

  • Authors: Ntshingana, Sanele
  • Date: 2019
  • Subjects: Gqoba, William Wellington , Mqhayi, S. E. K. , Xhosa literature -- History and criticism , Law in literature , Justice in literature
  • Language: English
  • Type: text , Thesis , Masters , MA
  • Identifier: http://hdl.handle.net/10962/115339 , vital:34115
  • Description: This study seeks to investigate the original meanings contained in lexical terms relating to law (umthetho) and justice (ubulungisa) and their application in the precolonial Xhosa social society as they make appearance in SEK Mqhayi’s novel Ityala lamawele (1914) and WW Gqoba’s Isizwe esinembali, (1873-188/2015). Both of these works were written and initially published at the early point of contact of amaXhosa with the art of writing, and so are set in a ‘traditional’ setting (in the case of Mqhayi) and at early contact with European societies in Eastern Nguni region. This academic endeavour is undertaken by employing critical discourse theoretical framework. The purpose is to investigate the conceptualisation of law and justice amongst amaXhosa, and the extent to which this conceptualisation reflects the philosophical worldview of amaXhosa, as embedded in their language. The paper makes inferences about conceptualisation of law and justice in precolonial Xhosa social settings, and offers proposals on what this conceptual understanding could mean if its potential contribution to the contemporary understanding and application of law and justice in South Africa could be tapped into. The motivation for this study emanates from the current intellectual contestations in higher education that today’s curricula present western knowledge systems as universal while marginalising indigenous epistemologies in teaching, learning and research practices. At the centre of these debates is how research, social and scientific thinking in humanities, is profoundly shaped by imported, racist, western “canonical” texts and theories. The arguments presented by various scholars argue that this enterprise firmly roots the collective imagination of students about the past and present in racist Eurocentric schematic frames, thus creating a problem of identity loss, and an intentional distortion of historical truths. The space for knowledge systems and experiences reflecting African memory and imagination is not only neglected, but distorted too. In this context, the study seeks to delve deeper into how African languages can be used to reconstruct knowledge systems that reflect African ways of understanding society as part of creating a curriculum that depicts “multiversal” ways of knowing (Tisani 2000; Santos, 2014). This study makes several findings, chief amongst which is that the legal and justice systems of the precolonial Xhosa society was both corrective as opposed to today’s punitive court system that South Africa inherited, largely from the West. It seeks to prove that AmaXhosa’s precolonial legal and justice system was focused more on reintegrating the offender back into society. The study further will show how the precolonial amaXhosa justice system was embedded in the concepts of ubulungisa (correct and re-intergrate) and isohlwayo (that which brings one to basics). Through discourse analysis of the early literary isiXhosa texts, the thesis discovers that the application of ubulungisa amongst amaXhosa back then was consistent with the philosophies embedded in the concepts. By exposing the collaboration networks between the white missionaries and the colonial administrators of the nineteenth century, the thesis will show how conspiracies were directed at erasing and displacing these indigenous epistemologies and to replacing them with colonial memories. To this end, missionary accounts, explorer diary entries and reports and early lexicographic material were produced and archived. Furthermore, this study makes a proposition that early written Xhosa texts be entrenched in the today’s curricula in order inform the process of making sense of the social experiences and knowledge systems of the indigenous people of South Africa, from the precolonial-past to the present. Throughout the study, the thesis presents a proposition these early Xhosa texts be studied in relation to their intellectual contributions. This, it is hoped, will boldly challenge the canonised knowledge and racist assumptions about the African knowledge systems and experiences.
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  • Date Issued: 2019

Language-in-education policy and language practices in Botswana primary schools: a case study of 3 schools

  • Authors: Tselayakhumo, Dumelang
  • Date: 2019
  • Subjects: Translanguaging (Linguistics) , Multilingual education -- Botswana , Home and school -- Botswana , Language in contact -- Botswana , Language and education -- Case studies -- Botswana , Language policy -- Botswana
  • Language: English
  • Type: text , Thesis , Masters , MA
  • Identifier: http://hdl.handle.net/10962/68271 , vital:29226
  • Description: This is a multiple case study of language practices in relation to the language-in-education policy of Botswana. The impetus for this study came after realising a decline in the academic achievement of learners as they move to higher levels of education. Taking into cognisance other factors like socio-economic background and marginalised communities, this study intended to investigate language practices at 3 primary schools at Standard 1, Standard 4 and Standard 7. Cases were selected from 3 various schools in different districts that present the language situation in Botswana. School A was in Kgalagadi district where the dominant spoken language is Shekgalagarhi, a minority language of Botswana. School B was in Southern district where the dominant spoken language is Setswana, the national language of Botswana and School C was in Gaborone city, the capital city of Botswana, where languages of Botswana come into contact and parents mainly use English to communicate with their children at home. Observation of language practices at these schools was the primary technique of data collection. The researcher also used questionnaires and focus group discussions for authentication. It was realised that whereas the language-in-education policy of Botswana is monoglossic, as it separates languages into separate functions, language practices in the three primary schools were transglossic, as they involved the use of different language varieties in the classroom. However, the researcher discovered that there was limited translanguaging that limited learner creativity and participation in class. The language practices revealed compliance and non-compliance of some schools to the national language-in-education policy. The researcher found language teaching to be one of the factors that limited content acquisition in content subject lessons. Realising the irrelevance of the policy to the linguistic needs of learners, this study proposes guidelines on the implementation of a multilingual micro policy that considers both the strong and the weak versions of translanguaging. This will open ways for translanguaging henceforth, active participation and enhanced performance for all Batswana. It also proposes the study of 3 languages: a minority language of Botswana, Setswana and English as compulsory subjects to embrace multilingualism and for the development of indigenous languages.
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  • Date Issued: 2019

Students’ perspectives on the language question in South African Higher Education: the expression of marginalized linguistic identities on Rhodes University students’ Facebook pages

  • Authors: Resha, Babalwa
  • Date: 2019
  • Subjects: Language policy -- South Africa -- Makhanda , Language and education -- South Africa -- Makhanda , Sociolinguistics -- South Africa -- Makhanda , Language and languages -- Study and teaching -- Social aspects -- South Africa -- Makhanda , Linguistic rights -- South Africa , Translanguaging (Linguistics) , Multilingual education -- South Africa -- Makhanda , Educational change -- South Africa -- Makhanda , South Africa – Makhanda -- Language and languages -- Political aspects , Student movements -- South Africa -- Makhanda , Online social networks -- South Africa -- Makhanda , Rhodes University -- Sociological aspects , Facebook (Firm) , UCKAR
  • Language: English
  • Type: text , Thesis , Doctoral , MA
  • Identifier: http://hdl.handle.net/10962/119813 , vital:34785
  • Description: The study analyses students’ engagement with the language question in South African Higher Education (HE) and their use of African languages on the institutional Facebook pages, namely UCKAR and RHODES SRC, during the student protests of 2015 to early 2017. Extensive use of social media is a salient feature of the protests as indicated by the hashtag prefixes such as #RhodesMustFall and #FeesMustFall. On these platforms, disgruntled students use their multiple languages to interact, establish a sense of belonging and power to challenge different forms of exclusionary institutional culture, including language policies and practices in HE. The research examines and explores students’ perspectives on the language question in Higher Education Institutions (HEIs) on the two institutional Facebook pages, and how mother tongue speakers of indigenous African languages use these languages to express their marginalized linguistic identities in HEIs in South Africa. Theoretically, the study uses the notion of linguistic imperialism to provide a broad context for understanding the language question in South African HE and its significance in transformation. The engagement with the language question on the UCKAR and RHODES SRC Facebook pages is carried out from the lenses of citizen sociolinguistics while the new theory of translanguaging offers the analysis on language usage and alternative ways of addressing linguistic hegemony in educational environments. The translanguaging approach has the capacity to demonstrate multi-layered linguistic practices and reflections on the UCKAR and RHODES pages. It is the interest of the researcher to investigate how students with various linguistic and other backgrounds engage the language question and perform linguistic identities. Language usage on the two Rhodes University institutional Facebook pages and its implications on students’ engagement with issues, is used to provide insight towards the implementation of multilingualism in the university. The study is virtual ethnographic in nature. Virtual ethnography is an online research method that employs ethnographic research to study online social interactions. To analyse data, the study used a textual analysis technique as it looks at any analysis of texts broadly. Critical Discourse Analysis approach was used to analyse language debates. Purposive sampling was also used to select Facebook posts and comments on the language question and those written in African languages, and interviews were conducted with key members of Rhodes University, to bring forth their perspectives on the institution’s language policy and to figure out what plans are put into place to engage students in debates on the language question because students are important stakeholders of the university, and at the same time some of these students are also speakers of indigenous African languages. In general, the research findings have shown that students as users of languages in HEIs are capable of engendering debates that could be used as solutions to the language question and transformation in the South African HEIs. Thus, this study offers a different approach into engaging with students, their perspective and debates through institutional Facebook pages. In addition, it offers students’ perspectives on the curriculum of the university and how the university can go about its transformation. This study provides evidence that the use of indigenous African languages by mother tongue speakers of these languages in institutes of higher learning and their related institutional Facebook pages and social media in general, is an expression of marginalized linguistic identities of these language speakers. Sometimes these identities are multiple, and students use different modalities to express them, hence the notion of translanguaging.
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  • Date Issued: 2019

Code-switching as a pedagogical strategy in classroom settings: the case of township schools in a South African Metropolitan Municipality

  • Authors: Marawu, Sithembele
  • Date: 2018
  • Subjects: Code switching (Linguistics) , Multilingual education -- South Africa , Education, Bilingual -- South Africa , Language and languages -- Study and teaching -- Bilingual method , English language -- Social aspects -- South Africa , Language and education -- South Africa , Language and education -- Social aspects -- South Africa
  • Language: English
  • Type: text , Thesis , Doctoral , PhD
  • Identifier: http://hdl.handle.net/10962/62406 , vital:28173
  • Description: The purpose of this study was to explore the use of code-switching as a pedagogical strategy in bi/multilingual classroom settings. It was prompted by the widespread use of codeswitching (CS) in classrooms, particularly in South African rural and township schools. This study highlighted that learners from disadvantaged backgrounds struggle to learn through the medium of English but aspire to acquire it because of its association with socio-economic advancement. However, poor proficiency in English excludes them from being part of the country's economy. Research studies show that there is a shift from the old orthodoxy which perceived CS as undesirable in classrooms to a new orthodoxy that acknowledges its academic contribution in classrooms. Although more research on classroom CS has been done, this study identified the need for development of new strategies on how to use CS effectively in classrooms as a linguistic and pedagogical resource. In line with critical classroom ethnography, qualitative interpretation of data was used to understand the teachers' discourse behaviour. Additionally, non-probability sampling - specifically purposive sampling - was used to collect data. These methods and approaches assisted in the analysis of the discourse of the three teachers who served as units of analysis in this study. These teachers relied on CS to impart the content of their subjects to the learners. It transpired from data analysis that teachers use CS in classrooms to achieve various functions like social and pedagogical functions. Another finding is that the switches teachers make do not affect the syntactic structure of the matrix language. Moreover, CS enhances understanding of the subject matter. This study concludes by stating that as learners are emergent bilinguals, additive bilingualism would be more ideal in the South African situation than subtractive bilingualism which parents and learners seem to prefer. Lastly, there is a need to harness CS as a communicative and pedagogical resource in classrooms.
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  • Date Issued: 2018

From dialect to ‘official’ language: towards the intellectualisation of Ndau in Zimbabwe

  • Authors: Sithole, Emmanuel
  • Date: 2017
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: http://hdl.handle.net/10962/6086 , vital:21030
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  • Date Issued: 2017

Language and access in the public healthcare system in South Africa with a particular focus on primary public health facilities in Grahamstown and Cofimvaba in the Eastern Cape

  • Authors: Mhlauli, Nonceba
  • Date: 2017
  • Subjects: Health literacy -- South Africa -- Eastern Cape , Patient education -- South Africa -- Eastern Cape , Communication in medicine -- South Africa -- Eastern Cape , Health literacy -- Social aspects -- South Africa -- Eastern Cape , Poor -- Medical care -- South Africa -- Eastern Cape
  • Language: English
  • Type: text , Thesis , Masters , MA
  • Identifier: http://hdl.handle.net/10962/56692 , vital:26817
  • Description: The right to language and the right to healthcare services are human rights which are enshrined in the Constitution of the Republic of South Africa. Section 6 (5) of the Constitution and Section 1.3 (b) and (e) of the Eastern Cape Provincial Language Policy provide protection against unfair discrimination on the grounds of language; while sections 30 and 31 (1) of the Constitution refer to people’s rights in terms of cultural, religious and linguistic participation. Section 27 (a) states that ‘everyone has the right to access to healthcare services’. In accordance with the Constitution, in 2011 the National Department of Health passed a Policy on Language Services. This policy aims to facilitate equitable access to government services and information, as well as respect for language rights as spelled out in the Constitution. The Policy on Language Services further aims to promote multilingualism in the National Department of Health and to allow people to access information in a language of their choice, understand important messages and the language necessary for informed and participatory decision making (Department of Health 2011:1). Given the above policy and Constitutional provisions as far as policy commitment is concerned, the crucial issue remains the implementation of such policy to ensure that the right to access to health and language are realised. The study provides an analysis of the Policy on Language Services 2011 as it relates to language rights and the delivery of health services, focusing on the roll out and implementation process and the public awareness of the policy. This study primarily focuses on the role language plays in accessing public healthcare in primary healthcare facilities in the Grahamstown and Cofimvaba. The study looked at communication between patient and healthcare providers and whether healthcare services were provided in the language of the patient or the language the patient knows best. This study further assessed indications of patients’ comprehension of information such as medical instructions on packaged medicine, comprehension of posters, pamphlets and health education sessions in order to fully participate in the process of their health status. The data of this research was collected from healthcare providers and patients in primary healthcare facilities in Grahamstown and Cofimvaba in the Eastern Cape. The research methods used was in-depth interviews, non-participant observations as well as content analysis such as sign/direction posts, medical labels and information boards. These methods were used to determine whether language plays a role in accessing quality healthcare services in these facilities. The research found that the lack of implementation of language and health policy resulted in the perpetuation of language barriers in the healthcare sector. The study therefore argues that adequate healthcare can only be provided if and when healthcare providers and patients are able to communicate with each other in the language they know best or feel most comfortable in. Thus meaning the implementation of the current Constitutional and policy provisions is crucial to language and access to healthcare services.
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  • Date Issued: 2017

A study on the role of the media in identity formation among isiXhosa speaking youth in Grahamstown with focus on SABC’s Yo TV

  • Authors: Mabusela, Pumeza
  • Date: 2016
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:3661 , http://hdl.handle.net/10962/d1021302
  • Description: This study explores the use of African languages, more specifically isiXhosa, in the South African Broadcasting Corporation (SABC). It does this by investigating the YO TV programme and its impact on identity formation amongst isiXhosa speaking youth. The research was conducted in Grahamstown which is located in the Eastern Cape province of South Africa. Young isiXhosa speakers were used as participants for questionnaires and focus group interviews. The location of the study within the Eastern Cape was driven by the fact that Grahamstown consists of mainly isiXhosa speakers, and young people are a big part of the population. Secondly, the participants were chosen in order to look at how isiXhosa and the Xhosa culture are represented in the YO TV programme through the lenses of young people who speak the language, and whether the representation of these two aspects plays a role in the formation of their identity. The goals of the research were to explore the relationship between language and youth identity, and the role of television in the construction of this identity. The research looked at the SABC’s YO TV which is a youth programme targeting South African youth who speak different languages and the role it plays in constructing the identity of isiXhosa speaking youth in relation to language and culture. It also examined for what purpose isiXhosa was used in the YO TV programme. The study further identified and critically analysed the already existing strategies used by the SABC to promote African languages in youth programs. The study made several findings, one of these being that there is a relationship that exists between language, culture and identity. As a result of this relationship, this study found that when one of these aspects is less represented on television, it affects the other(s). Thus, little representation of isiXhosa on YO TV has an impact on the identity formation of young isiXhosa speakers as they believe that language and culture are a part of who they are, their identity. This study also discovered that institutions of power such as the media play a key role in affirming the identity of young people. They play a role in influencing the way young people reason and do things. This study argues that television programmes such as the YO TV programme must use African languages, as well as English because the use of African languages adds value to how young people perceive them. The use of African languages on television will contribute to their growth and development. Moreover, the use of these languages in the media contributes in identity construction of young African language speakers.
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  • Date Issued: 2016

The development of trilingual literacy in primary schools in Kenya

  • Authors: Mose, Peter N
  • Date: 2016
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: http://hdl.handle.net/10962/815 , vital:19993
  • Description: The Kenyan language in education policy contemplates development of trilingual literacy skills in pupils by the end of standard three. The purpose of this study was to determine to what extent standard three pupils were literate in their mother tongue (Ekegusii), Kiswahili, and English. The study was undertaken in the context of; a language in education policy that provides for the use of mother tongues and Kiswahili (as languages of instruction) in rural and urban schools respectively up to the end of standard three, followed by a transition to an English medium from standard four; a general negative public attitude towards mother tongue instruction; and substantial empirical evidence in support of mother tongue instruction in basic education. Cummins’ Linguistic Interdependence and Linguistic Threshold Hypotheses guided the study. Adopting a mixed methods approach, the study used direct classroom observations, face-to-face interviews, document analyses, and reading tests to obtain data. Thematic, content, and statistical approaches were used in data analysis. It was found that various stakeholders understand key aspects of the language in education policy differently. Secondly, efforts in mother tongue instruction in schools are not motivated by theoretical and empirical foundations; development efforts are hence ineffective and inadequate leaving majority of learners with below average literacy skills in their mother tongue by the end of standard three. Thirdly, teachers do not implement the language in education policy as spelt out in the relevant documents; the three languages have therefore been allocated various classroom functions. Fourthly, the factors that motivate the disregard of the language policy include the language of examinations and textbooks, and transition to standard four in which English is the language of instruction. Lastly, reading scores indicate that majority of pupils transiting to standard four do not possess adequate reading skills to enable them read to learn in a mother tongue, Kiswahili, and English. This is observed across rural, peri-urban, and urban schools. The study recommends that: The ministry of education conducts workshops to re-educate the relevant stakeholders on the meaning and significance of the language in education policy and the significance of mother tongue instruction in second language, literacy, and skill development. This should be followed by a re-classification of primary schools on the basis of linguistic homogeneity, or otherwise, to ensure the intention of the policy is achieved. This could include empowering individual schools to determine language of instruction in lower primary based on language predominance. Secondly, the ministry should provide relevant resources for mother tongues and Kiswahili to develop them as effective languages of instruction as recommended by various past education commission reports. Additionally, a bilingual course in teacher training colleges to equip primary school teachers for bilingualism and biliteracy development should be introduced; one implication of this is teachers giving notes and tests in the languages spelt out in the policy. Thirdly, the ministry should intensify inspection of schools to assess implementation of the policy. Fourthly, future studies should assess mother tongue literacies as well, since they determine the extent and success of second language acquisition and learning; and measures should be put to ensure English is adequately resourced and taught well. Finally, mother tongue instruction should be extended up to, at least, standard five.
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  • Date Issued: 2016

Bilingual teaching practices in South African higher education : making a case for terminology planning

  • Authors: Mawonga, Sisonke
  • Date: 2015
  • Subjects: Language and education -- South Africa , Native language and education , Language policy -- South Africa
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:3653 , http://hdl.handle.net/10962/d1017894
  • Description: When the apartheid government was in power universities in South Africa were segregated according to a race and language. After apartheid, the democratic government came into power and its vision was abolition of segregation. There was also equal and equity of access to public institutions which were set aside for certain people to have access to. Access to universities was equalized and students with different racial, social, cultural and linguistic backgrounds were allowed access to universities which they used not to have access to before. The students‟ access to all universities led to diversity within these institutions. Even though this was the case, there were no changes in the system prevalent during apartheid. English, for example, continued to be the language of learning and teaching (LoLT) while the numbers of students who speak languages other than English (LOTE) as home languages was also increasing. The Constitution of South Africa (Section 6, Act 108 of 1996) acknowledges the previous marginalization of indigenous languages in the country and encourages the development and use of these languages as official languages. The right of access to educational institutions, and accessing education in one‟s language, if that language is one of the official languages, is also encouraged by the Constitution. There are other supporting legislative documents such as the Languages Bill (2011), the Higher Education Act (1997) and the national Language Policy for Higher Education (LPHE) (2002) that support multilingualism, the equal promotion of the official languages as well as use of multiple languages in higher education institutions (HEIs) to support learning. The above mentioned policies and legislations may exist to ensure equality and equity, and even though HEIs have become heterogonous, that does not guarantee that the students enrolled in these institutions have equal access to knowledge offered by the HEIs in SA. This research uses the theories of languages and conceptualization; language and learning as well as language planning to show that the students‟ first languages in learning can assist to facilitate cognition. Terminology development, as part of corpus planning which is the body of language planning is introduced in this study in the form of bilingual glossaries as an intervention especially for students‟ whose mother tongue is not English as language used for learning at university for different disciplines tend to be abstract. The data for this research was collected from the 2014 first year students registered in the Extended Studies Unit (ESU) in the Humanities Faculty at Rhodes University. Research methods such as questionnaires, participant observations, interviews as well as content analysis were used to collect the data. These methods were used to look at the students‟ use and perceptions of bilingual glossaries as additional resource materials which can assist them in learning. A Political Philosophy I module offered by the Political Science department was used for this research. This thesis presents a model which can be used for the development of bilingual glossaries in order to facilitate learning. The thesis recommends the use of corpus extraction tools such as WordSmith Tools (WST) that can be used to generate and extract terms and illustrates the use of this tool by extracting terms from an English Political Philosophy textbook. These terms are defined and these are then translated into isiXhosa to provide a sample of the bilingual glossary. This glossary has been designed to illustrate how the bi/multilingual glossaries with terms and definitions can be developed in order for use by students to facilitate learning them. The study also presents a terminology list which consists of Political Philosophy terms that have been generated during the corpus extraction process. It is recommended that further research looks into the development of bi/multilingual glossaries using the suggested model so that the students who are speakers of LOTE can also be able to understand abstract terms which are used at university
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  • Date Issued: 2015

Exploring the relationship between an "English-only" language-in-education policy and bilingual practices in secondary schools in Zanzibar

  • Authors: Maalim, Haroun Ayoub
  • Date: 2015
  • Subjects: Language and education -- Zanzibar , Native language and education -- Zanzibar , Code switching (Linguistics) -- Zanzibar , Language policy -- Zanzibar
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:3650 , http://hdl.handle.net/10962/d1017891
  • Description: This thesis reports on the relationship between an English-only language-ineducation policy and bilingual practices in secondary schools in Zanzibar. The focus is on language use in the classroom against the backdrop of a top-down and English-only language-in-education policy. The main purpose has been to gain an in-depth understanding of the relationship between the stipulations of the policy which was imposed from above and the judicious bilingual practices which are a commonly accepted as the norm in secondary schools in Zanzibar. The study employed a mixed method approach (QUAL+quant) and embraced elements of ethnography. The data for this study was gathered from two secondary schools which were purposively selected on the basis of parameters that were set in this study. Among other things, these include the secondary schools which have both ‘Ordinary level’ and ‘Advance level’, and the schools which teach the same subject using Kiswahili as the language of learning and teaching at one level, and English as the language of learning and teaching at another level. Data were obtained from multiple sources. On the one hand, through ethnography, classroom observations, semi-structured interviews and focus group discussions with teachers and students, and interviews with key actors were conducted. On the other hand, students’ test scripts, and students’ test and examination results (scores) were analysed. Both purposive and random sampling were used to get the participants. Drawing from Ruiz’s (1984) seminal tripartite orientations of language planning (language as right, language as problem, and language as resource) thematic analysis, content analysis, and the Statistical Package for the Social Sciences (SPSS) were used to analyse data. The findings reveal that the use of bilingual (English and Kiswahili) in English medium subjects is a resource rather than a deficit since an overwhelming majority of students and some teachers cannot function positively in the topdown English-only language-in-education policy. Most significantly, teachers use Kiswahili in English medium subjects as a strategy for teaching terminologies, abstract concepts, and unfamiliar topics, as well as for clarification of ideas and for comprehension check. The study further indicates that the examinations and tests of English medium subjects do not assess what is exactly intended to be assessed (subject matter), but instead they assess English language. In addition, empirical evidence shows that language is a factor for students’ achievements in that students performed considerably better when the subjects were assessed in Kiswahili compared to the same subjects assessed in English. The findings further reveal that Kiswahili is suitable to be used as a sole language of learning and teaching in secondary schools of Zanzibar. Based on these findings, the study recommends that the use of Kiswahili in English medium subjects should be officially recognised and students should be given options of the language of assessment as an urgent step. Furthermore, given the urgency of the need for improving students’ performance, it is now high time to introduce Kiswahili medium of instruction secondary schools in Zanzibar which should co-exist with English medium of instruction secondary schools.
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  • Date Issued: 2015

Implementation of multilingualism in South African higher education : exploring the use of isiXhosa in teaching and learning at Rhodes University

  • Authors: Gambushe, Wanga
  • Date: 2015
  • Subjects: Language and education -- South Africa , Multilingual education -- South Africa , Native language and education -- South Africa , Education, Higher -- South Africa , Language policy -- South Africa , Cytology -- Study and teaching (Higher) -- South Africa , Xhosa (African people) -- Education (Higher)
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:3649 , http://hdl.handle.net/10962/d1017890
  • Description: This study explores the implementation of multilingualism at Rhodes University (RU), by examining the teaching and learning practices of lecturers, demonstrators and students within the Cell Biology module, offered by the Biological Sciences and Botany departments at RU. This examination is in line with RU’s Language Policy (2005/2014), which recognises multilingualism and the development of isiXhosa as an academic/scientific language. The study and the choice for the location of the study within RU was motivated by what seemed to be a pattern of under achievement of LOTE speaking students studying Cell Biology. This pattern necessitated a further inquiry into the language aspect of the teaching and learning of Cell Biology. The goals of this research were to investigate spaces where LOTE students use their home languages and the motivations behind their usage of those languages. Due to the varying proficiencies of LOTE students in their mother tongue, this study sought to investigate the language capabilities of LOTE students in their home languages. The perceptions of the main role players in the Cell Biology module were sought, in order to get an idea of what students, lecturers and demonstrators thought about multilingualism in teaching and learning practices in the Cell Biology module. This study has discovered that there is a disparity in achievement between LOTE and English speaking students, with English students outperforming LOTE students consistently in the period investigated. On the language capabilities of LOTE students in their mother tongue, it was discovered that they have enough linguistic capital for a mother tongue intervention to succeed. There were mixed views about the use of LOTE in HE, but students were mostly in favour of the use of LOTE. A number of recommendations are made as to how multilingualism can be implemented in Cell Biology. In this study I argue that there is a need to use the mother tongue of LOTE students in order to support learning, the mother tongue intervention is supported by scholars such as Paxton (2007, 2009; Madiba 2011, 2012, 2014). The use of the mother tongue to support learning should be a short-term measure while the process of the development of African languages is underway, because languages develop as they are used, and form follows function (Madiba 2008). Ultimately, African languages should be developed and use as academic languages in HE not only in order to fulfil the legislative imperatives such as the Constitution and the Language Policy Higher Education but also to increase access and success among LOTE students.
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  • Date Issued: 2015

Language policy and practice in Eastern Cape courtrooms with reference to interpretation in selected cases

  • Authors: Mpahlwa, Matthew Xola
  • Date: 2015
  • Subjects: Translating and interpreting , Translating and interpreting -- Errors , Court interpreting and translating -- South Africa -- Eastern Cape , Translators -- Training of -- South Africa -- Eastern Cape
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:3656 , http://hdl.handle.net/10962/d1018658
  • Description: This study seeks to find what problems and process of interpreting are experienced by professional interpreters in the criminal justice system in South Africa. This study commences with an outlook of the origins and development of types of interpretation and then proceeds with critical review of scholarly literature dealing with interpretation in multilingual courtroom. This study explores the flawed language policy and its impracticality for the Eastern Cape courtrooms. This study undertakes a critical analysis of the current legislation (Bills & Acts).This study explores the extent to which the court automatic review proceedings act as a gatekeeper in ensuring against prejudice that can result in the non-use and use of indigenous languages in the trial courtroom within the Eastern Cape jurisdiction. Furthermore this study focuses on cases taken for review based on mis-understanding, mis-communication and wrongful interpretation that result in irregularities that appear on court records. This study also investigates the primary barriers for the use of African languages as languages of record in the courtroom. An eclectic sociolinguistic approach which encompasses the ethnography of speaking, and discourse analysis (observation in the courtroom) is used as a methodology in this study. Furthermore, the analysis of case-law forms part of the methodology alongside court observation.This study saw court actors from different spheres of the legal profession give their personal views and encounters with regards the art and the state of court interpreting in the province of the Eastern Cape.This state of affairs may have disastrous and far-reaching effects in that incorrect and/or imperfect translation may relate to the very facts that are crucial for the determination of the case. At the end recommendations are given on how to remedy the current state of affairs.
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  • Date Issued: 2015

The experiences of isiMpondo speakers in learning standard isiXhosa through the formal education system : an exploratory study at a school in the Bizana district of the Eastern Cape

  • Authors: Maqam, Eslinah Zodwa
  • Date: 2015
  • Subjects: Language and teaching -- South Africa -- Eastern Cape -- Bizana , Native language and education , Language policy -- South Africa -- Eastern Cape -- Bizana
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:3652 , http://hdl.handle.net/10962/d1017893
  • Description: This study investigates the experiences of isiMpondo speakers in learning standard language through the formal education system. The sociolinguistic factors such as attitudes, language policies and language use in multilingual societies are taken into considerations. The children of non-standard language speakers such as those who speak dialects like isiMpondo have to use another language in their early years in the school system. It is articulated that the isiMpondo that the child brings to the school from the environment is not accommodated simply because it is a non-standard language; whereas the language that is used in the classroom situation is the isiXhosa variety which is a standard one. The research findings show that isiMpondo impacts on learner’s education directly because they lose marks during the course of the year and during examination times if they use it. The study concludes with a recommendation that educators should honour the seven roles of educators by appropriate norms and standards. Some approaches to teaching have been suggested to be used by teachers with regard to inclusivity, as it recognises diversity, and values the following: the uniqueness of the individuals, the experiences, abilities, cultural and language backgrounds of each individual. All in all it seeks to meet the needs of the individual learner by creating a non-discriminatory teaching and learning environment.
  • Full Text:
  • Date Issued: 2015

Curriculum outcomes, teaching practices and learner competencies in isiXhosa in three Grahamstown schools

  • Authors: Fobe, Mila Pamella
  • Date: 2014
  • Subjects: Xhosa language -- Study and teaching (Primary) -- South Africa -- Grahamstown Xhosa language -- Study and teaching (Secondary) -- South Africa -- Grahamstown Language and education -- South Africa -- Grahamstown Curriculum planning Second language acquisition Public schools -- South Africa -- Grahamstown Language policy -- South Africa
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:3630 , http://hdl.handle.net/10962/d1012072
  • Description: This study looks at the curriculum outcomes, teaching practices and learner competencies in isiXhosa at three Eastern Cape schools and across three different grades, 7-9. It explores the link between language learning and teaching as well as the teaching strategies used within the classroom. In particular, the study seeks to analyse how isiXhosa is taught at three different levels of instruction, namely at Home Language (HL), First Additional Language (FAL) and Second Additional Language (SAL) levels. Qualitative methods were used, and the study took the form of interpretive case studies within the respective schools. The purpose of using multiple case studies was to investigate the reality within the three sites selected. The three schools had three extreme settings, in the sense that one of the schools is a rich isiXhosa environment and the other two schools are English environments. The tools used for data gathering were interviews, classroom observations, and an analysis of documents from the Department of Basic Education. Data was then presented and analysed in Chapter 4 and 5 against the backdrop of an extensive literature review in Chapter 2 as well as a detailed methodological approach as outlined in Chapter 3. One of the findings of this research indicates that in two of the schools the teaching culture is largely from a western perspective, whereas in one of the schools the learners are primarily isiXhosa speaking and teachers use a different linguistic approach to imparting knowledge. In the private and ex-Model C school it was found that a lack of exposure to isiXhosa is the primary cause of language problems for L2 learners. Secondly the L1 is not appropriately maintained or promoted in the school environment because it is presumed that learners are sufficiently exposed to their L1 at home. The research found therefore that in this particular schooling environment there is an inconsistency between the curricula that is taught in relation to the linguistic abilities of the learners, many of whom are mother tongue speakers of isiXhosa. Furthermore and more generally, it was found that teachers are still not well informed concerning South Africa’s Language-in-Education-Policy and there is a need for more inservice training that will focus on the nature of additional language acquisition in order to address the challenges of teaching these languages. The thesis concludes that extensive work needs to be done in order to reposition the teaching of isiXhosa at all three levels, but particularly at FAL level. This research shows that there is a disjuncture between the proposed curriculum/learning outcomes and the standards or levels achieved by the learners, more especially at FAL and SAL where oral proficiency in isiXhosa remains a challenge. Specific recommendations are contained in the final chapter of the thesis which also makes reference to the draft policy of the Ministry of Basic Education regarding the incremental introduction of the teaching of African languages from 2014 onwards. This thesis also makes takes as a point of departure the importance of multilingualism in a multicultural society such as South Africa where language is suggested as a strong factor in the fostering of social cohesion. It is for this reason that the thesis argues that the expert teaching of African languages, in this case isiXhosa, at both mother tongue and second language levels is of fundamental importance to the future of South African society.
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  • Date Issued: 2014

The impact of social network sites on written isiXhosa : a case study of a rural and an urban high school

  • Authors: Dlutu, Bongiwe Agrienette
  • Date: 2014
  • Subjects: Online social networks -- South Africa -- Eastern Cape -- Use studies Mobile communication systems -- Social aspects -- South Africa -- Eastern Cape Interpersonal communication -- Technological innovations -- Social aspects -- South Africa -- Eastern Cape Mobile communication systems in education -- South Africa -- Eastern Cape Teaching -- South Africa -- Eastern Cape -- Aids and devices Xhosa language -- Study and teaching (Secondary) -- South Africa -- Eastern Cape Electronic mail systems -- South Africa -- Eastern Cape -- Slang Smartphones -- South Africa -- Use studies
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:3629 , http://hdl.handle.net/10962/d1011826
  • Description: The use of cellphones has increased all over the world. That invites many academics to conduct research on the usage of these devices, especially by young people, since young people join Social Network Sites (Facebook, Mxit, 2go, Whatsapp) and use a shorthand language. Most studies are related to the use of English and other languages that are recognised by computer software. There are few studies, if any, that have been done in relation to the use of African Languages on these sites. This research therefore aims to seek to explore the use of African Languages, especially isiXhosa, in assessing how technology might help in language development through the usage of SNSs that learners already use to equip them with educational material in their mother tongue. This study was conducted in two high schools, Nogemane Senior Secondary School in a disadvantaged and remote rural community with limited access to additional educational material such as magazines, newspapers, and television. The school also lacks basic study materials such as textbooks from the Education Department and they have no access to a library and laboratory. They also only have very few subjects to choose from. Nombulelo Senior Secondary School is in Grahamstown. This school has good infrastructure and learners have access to different technological devices and they can access libraries. What is common between learners in both schools is that they are all doing isiXhosa as a first language and are using SNSs to interact with each other. This study has found that learners enjoy using SNSs rather than reading the printed books. Furthermore, they enjoy and prefer interacting in isiXhosa in their conversations. Learners also use the web to post and show their creative writing, regardless of the shorthand form writing they use on the SNSs. This study has found that learners are not well equipped with basic isiXhosa skills when reaching the FET phase. They lack the understanding of standard isiXhosa idioms and proverbs. That clearly means that they are equipped in the more modern forms of literature rather than the traditional oral forms. IsiXhosa teachers also see SNSs as the better platform to engage with learners and they suggest that there must be a section in the subjects at school that teaches about cyber bullying and being safe online. This thesis also presents examples of new and contemporary forms of SNS-speak that are used by learners in both the rural and urban schools. This study is more concerned with SNSs for literacy development and to assess whether the shorthand writing has negative or positive effects in writing isiXhosa. This is done against the backdrop of a literature review which explores new literacies, computer mediated communication, social identity models as well as language policy and planning.
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  • Date Issued: 2014

The influence of indigenous languages on Ugandan English as used in the media

  • Authors: Tukwasibwe, Constance
  • Date: 2014
  • Subjects: Mass media and language -- Uganda , Languages in contact -- Uganda , English language -- Uganda , Language transfer (Language learning) -- Uganda , Communication and culture -- Uganda , Bilingualism -- Uganda , Linguistic demography -- Uganda , Uganda -- Languages
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:3646 , http://hdl.handle.net/10962/d1015637
  • Description: When two or more languages come in contact, they influence each other in various ways, for example through word borrowing, transfer of sounds, morphology and syntax taken from one language system and imported to another. In this study, the primary concern is on the indigenous communities of Uganda learning the English language, plus the influence that this interaction brings into the linguistic space. Bringing the Ugandan multilingual situation into perspective, the study looks at how the English language has interacted with the local languages and the local speech habits, customs and traditions of the indigenous people, to the extent that it has been indigenized. Some word usage results in miscommunication due to the socio-cultural uniqueness of Ugandan cultural expressions. As an example, because of the practice of polygamy in most Ugandan cultures, words like co-wife are coined to mean 'a woman who shares a husband, or a husband's other wife', a word that is absent in both the language and culture of native English speakers. Furthermore some words are formed by calquing some indigenous language expressions, e.g. 'to eat money' or 'to eat cash', an expression that is calqued from the Luganda phrase, kulya sente. Such word coinages are meant to fill the 'shortfall' where the English language fails to provide adequate equivalents. Understanding the context of this kind of English usage and the influence from the indigenous languages is helpful in handling inter-cultural discourses, as the same expression may convey different senses to different people in different contexts. So then, this study deals with some peculiarities of Ugandan English, namely; the features of Ugandan English grammar which are influenced by the indigenous languages. Evidence from the Corpus of Ugandan English is explored to establish that indigenous languages in Uganda have a significant influence on the English language variety spoken in the country, and that a large part of English bilingual speakers cannot speak English without transferring the features from their mother tongue or indeed, switching and mixing codes. A British corpus was used for the purposes of comparison with Ugandan English. The research was conducted in Uganda, drawing data from English newspapers, radio and television talk -shows that were recorded to provide a structural analysis of the contact situations. The result of the study points to the fact that, indeed, the phonological, morpho-syntactic and semantic characteristics of Ugandan English have a considerable amount of influence from indigenous local languages. This study is hinged on the assumption that when indigenous languages and the target language come together in a linguistic contact situation, the resulting variety would exhibit distinct phonological, lexical, grammatical and semantic/pragmatic features ( cf. Sankoff, 2001; Thomason, 1995; Thomason & Kaufman, 1988; Winford, 2005). However, some of these innovations have attracted criticism from 'prescriptivists' such as Quirk (1985, 1988, 1990); Gaudio (2011); and Abbot (1991) who perceive them as 'nonstandard', 'incorrect English language usage' and a 'direct translation from the language user's mother tongue into English'. Yet, indigenous languages continue to play important roles in shaping the kind of English language usage in Uganda.
  • Full Text:
  • Date Issued: 2014
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