Investigating the linguistic effectiveness of early reading schemes in isiXhosa: a phonological and orthographical analysis of three isiXhosa Grade 1 graded reader series
- Authors: Katz, Jennifer L
- Date: 2019
- Subjects: Education, Elementary -- South Africa , Literacy -- South Africa , Xhosa language -- Readers , Native language and education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92798 , vital:30748
- Description: Literacy in South Africa is in crisis. Inadequate learning and teaching materials, extensive curriculum changes, under-resourced schools and under-qualified teachers are all contributing factors to an alarming situation. Grade 1 African language reading schemes in South Africa are failing to provide young children with the necessary and appropriate practice required to facilitate home language literacy acquisition (NEEDU 2013). A detailed analysis of three isiXhosa Grade 1 graded reader series will show the short-comings of texts translated from English with no cognisance of isiXhosa phonic structures and little appreciation for the agglutinative nature of Nguni languages. Formulating a new, effective approach to the development of African language readers to facilitate reading literacy is urgent and of national importance. The innovative phonics-based methodology, as well as an appropriate instructional level used to develop the Vula Bula Grade 1 isiXhosa readers appears to be a viable blueprint for the development of early readers that can effectively help to ameliorate current deficient literacy levels in African languages. This research thus combines applied linguistics with literacy materials development.
- Full Text:
- Authors: Katz, Jennifer L
- Date: 2019
- Subjects: Education, Elementary -- South Africa , Literacy -- South Africa , Xhosa language -- Readers , Native language and education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92798 , vital:30748
- Description: Literacy in South Africa is in crisis. Inadequate learning and teaching materials, extensive curriculum changes, under-resourced schools and under-qualified teachers are all contributing factors to an alarming situation. Grade 1 African language reading schemes in South Africa are failing to provide young children with the necessary and appropriate practice required to facilitate home language literacy acquisition (NEEDU 2013). A detailed analysis of three isiXhosa Grade 1 graded reader series will show the short-comings of texts translated from English with no cognisance of isiXhosa phonic structures and little appreciation for the agglutinative nature of Nguni languages. Formulating a new, effective approach to the development of African language readers to facilitate reading literacy is urgent and of national importance. The innovative phonics-based methodology, as well as an appropriate instructional level used to develop the Vula Bula Grade 1 isiXhosa readers appears to be a viable blueprint for the development of early readers that can effectively help to ameliorate current deficient literacy levels in African languages. This research thus combines applied linguistics with literacy materials development.
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Ellipsis in the vP domain in Mandarin and Xhosa
- Authors: Ma, Xiujie
- Date: 2017
- Subjects: Grammar, Comparative and general -- Ellipsis , Chinese lanaguage -- Ellipsis , Chinese lanaguage -- Grammar, Comparative -- Xhosa , Xhosa lanaguage -- Ellipsis , Xhosa lanaguage -- Grammar, Comparative -- Chinese
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/43105 , vital:25266
- Description: This thesis provides a unified analysis of ellipsis in the vP domain in two typologically different languages, Mandarin and Xhosa from a generative perspective. It starts with the V-stranding Verb Phrase Ellipsis (VPE) assumption and shows that Mandarin and Xhosa do not have V-stranding VPE. The evidence for this is that in both languages, the constituents that remain in vP obligatorily are not allowed to be deleted, whereas the ones that can/must move out of vP can be deleted. The deleted constituents display the characteristics of PF-deletion, i.e. they have an internal syntactic structure. Based on the parallel between movement and ellipsis of the vP-internal constituents, I propose the Ellipsis EPP Hypothesis to account for ellipsis in the vP domain. The Hypothesis predicts that there is an Ellipsis Phrase at the left periphery of vP. The EP bears an Ellipsis-EPP (EEPP) feature, which must be satisfied. Maximal phrases in the c-command domain of EP are all potential candidates for satisfying the EEPP feature by moving to [Spec, EP]. However, only the phrases that are allowed to move out of vP can move to [Spec, EP] as EP is located above vP. Moreover, the movement to [Spec, EP] is subject to the syntactic and semantic restrictions in structure-building in that ellipsis is one operation in the course of structure-building and the derivation will continue after ellipsis takes place. The EEPP feature renders an XP in the specifier phonetically empty and syntactically frozen; therefore, a constituent will be deleted as soon as it moves to [Spec, EP]. The Hypothesis is schematically represented below. The Ellipsis EPP Hypothesis adequately accounts for the ellipsis of various vP-internal constituents - NPs, DPs, infinitive complements and CP complements - in both Mandarin and Xhosa. At the same time, it reveals the reasons why vP is precluded from being elided in these two languages. In Mandarin vP moves to [Spec, AspPi] to check the uninterpretable [asp] feature and in Xhosa vP moves to [Spec, FocP] to realize the focus; consequently, vP may not move to [Spec, EP] for ellipsis.
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- Authors: Ma, Xiujie
- Date: 2017
- Subjects: Grammar, Comparative and general -- Ellipsis , Chinese lanaguage -- Ellipsis , Chinese lanaguage -- Grammar, Comparative -- Xhosa , Xhosa lanaguage -- Ellipsis , Xhosa lanaguage -- Grammar, Comparative -- Chinese
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/43105 , vital:25266
- Description: This thesis provides a unified analysis of ellipsis in the vP domain in two typologically different languages, Mandarin and Xhosa from a generative perspective. It starts with the V-stranding Verb Phrase Ellipsis (VPE) assumption and shows that Mandarin and Xhosa do not have V-stranding VPE. The evidence for this is that in both languages, the constituents that remain in vP obligatorily are not allowed to be deleted, whereas the ones that can/must move out of vP can be deleted. The deleted constituents display the characteristics of PF-deletion, i.e. they have an internal syntactic structure. Based on the parallel between movement and ellipsis of the vP-internal constituents, I propose the Ellipsis EPP Hypothesis to account for ellipsis in the vP domain. The Hypothesis predicts that there is an Ellipsis Phrase at the left periphery of vP. The EP bears an Ellipsis-EPP (EEPP) feature, which must be satisfied. Maximal phrases in the c-command domain of EP are all potential candidates for satisfying the EEPP feature by moving to [Spec, EP]. However, only the phrases that are allowed to move out of vP can move to [Spec, EP] as EP is located above vP. Moreover, the movement to [Spec, EP] is subject to the syntactic and semantic restrictions in structure-building in that ellipsis is one operation in the course of structure-building and the derivation will continue after ellipsis takes place. The EEPP feature renders an XP in the specifier phonetically empty and syntactically frozen; therefore, a constituent will be deleted as soon as it moves to [Spec, EP]. The Hypothesis is schematically represented below. The Ellipsis EPP Hypothesis adequately accounts for the ellipsis of various vP-internal constituents - NPs, DPs, infinitive complements and CP complements - in both Mandarin and Xhosa. At the same time, it reveals the reasons why vP is precluded from being elided in these two languages. In Mandarin vP moves to [Spec, AspPi] to check the uninterpretable [asp] feature and in Xhosa vP moves to [Spec, FocP] to realize the focus; consequently, vP may not move to [Spec, EP] for ellipsis.
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Morphological awareness in readers of IsiXhosa
- Authors: Rees, Siân Angharad
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4569 , vital:20694
- Description: This study focuses particularly on the development of four Morphological Awareness reading tests in isiXhosa and on the relationship of Morphological Awareness to reading success among 74 Grade 3 isiXhosa-speaking foundation-phase learners from three peri-urban schools. It explores in-depth why not all previously established Morphological Awareness tests for other languages suit the morphology of isiXhosa and how these tests have been revised in order to do so. Conventionally, the focus of Morphological Awareness literature has been on derivational morphology and reading comprehension. This study did not find significant correlations with comprehension, but rather with the children's ability to decode. Fluency and Morphological Awareness have not been given as much attention in the literature, but Morphological Awareness could be important for processing the agglutinating structure of the language in reading. This study also argues that it is not a specific awareness of derivational morphology over inflectional morphology, but rather a general awareness of one's language structure that is more important at this stage in their literacy development; specifically a general awareness of prefixes and suffixes. In addition, it was found that an explicit awareness of the morphological structure of the language related more to fluency and tests that accessed an innate and implicit Morphological Awareness had the strongest correlations overall with comprehension. The findings from this report have implications regarding how future curriculum developments for morphologically rich languages like isiXhosa should be approached. The positive and practical implications of including different types of Morphological Awareness tutoring in curricula is argued for, especially when teaching younger readers how to approach morphologically complex words in texts.
- Full Text:
- Authors: Rees, Siân Angharad
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4569 , vital:20694
- Description: This study focuses particularly on the development of four Morphological Awareness reading tests in isiXhosa and on the relationship of Morphological Awareness to reading success among 74 Grade 3 isiXhosa-speaking foundation-phase learners from three peri-urban schools. It explores in-depth why not all previously established Morphological Awareness tests for other languages suit the morphology of isiXhosa and how these tests have been revised in order to do so. Conventionally, the focus of Morphological Awareness literature has been on derivational morphology and reading comprehension. This study did not find significant correlations with comprehension, but rather with the children's ability to decode. Fluency and Morphological Awareness have not been given as much attention in the literature, but Morphological Awareness could be important for processing the agglutinating structure of the language in reading. This study also argues that it is not a specific awareness of derivational morphology over inflectional morphology, but rather a general awareness of one's language structure that is more important at this stage in their literacy development; specifically a general awareness of prefixes and suffixes. In addition, it was found that an explicit awareness of the morphological structure of the language related more to fluency and tests that accessed an innate and implicit Morphological Awareness had the strongest correlations overall with comprehension. The findings from this report have implications regarding how future curriculum developments for morphologically rich languages like isiXhosa should be approached. The positive and practical implications of including different types of Morphological Awareness tutoring in curricula is argued for, especially when teaching younger readers how to approach morphologically complex words in texts.
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The tablet teacher: learning literacy through technology in Northern Sotho
- Authors: Shiohira, Kelly
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/7034 , vital:21211
- Description: This study evaluates the efficacy of the Bridges to the Future Initiative - South Africa 2 (BFI) tablet program on early literacy skills, as well as the ways in which learner-operated technology interacts with a traditional South African education system. The BFI is a curriculum-aligned early literacy development intervention implemented through technology in grades 2 and 3 in Northern Sotho1 first-language schools. A mixed-methods research design was utilized, involving three components: a literacy skills test administered through a time sequence trial design; a curriculum-aligned uptake and retention test using a pre-post design; and a qualitative research component including classroom observation, participant interviews and prompted drawings by learners. Paired sample t-tests show significantly higher gains during the treatment period in fluency and comprehension, and significantly higher gains in the control period in decoding individual words. It is theorized that this is due to teacher emphasis on emergent literacy. When initial ability is taken into consideration, all ability levels gain more on average during the treatment period in at least one measured skill. Regression analysis determines that time spent on the BFI program is not the most significant determiner of gains in the intervention period. Qualitative analysis supports this finding and suggests that program use cannot replace quality classroom practice in advancing literacy skills. Learners performed better after a delayed retention period than in an initial uptake test, indicating high rates of retention of knowledge gained through program use and traditional instruction, but inconsistent access to literacy skills gained.
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- Authors: Shiohira, Kelly
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/7034 , vital:21211
- Description: This study evaluates the efficacy of the Bridges to the Future Initiative - South Africa 2 (BFI) tablet program on early literacy skills, as well as the ways in which learner-operated technology interacts with a traditional South African education system. The BFI is a curriculum-aligned early literacy development intervention implemented through technology in grades 2 and 3 in Northern Sotho1 first-language schools. A mixed-methods research design was utilized, involving three components: a literacy skills test administered through a time sequence trial design; a curriculum-aligned uptake and retention test using a pre-post design; and a qualitative research component including classroom observation, participant interviews and prompted drawings by learners. Paired sample t-tests show significantly higher gains during the treatment period in fluency and comprehension, and significantly higher gains in the control period in decoding individual words. It is theorized that this is due to teacher emphasis on emergent literacy. When initial ability is taken into consideration, all ability levels gain more on average during the treatment period in at least one measured skill. Regression analysis determines that time spent on the BFI program is not the most significant determiner of gains in the intervention period. Qualitative analysis supports this finding and suggests that program use cannot replace quality classroom practice in advancing literacy skills. Learners performed better after a delayed retention period than in an initial uptake test, indicating high rates of retention of knowledge gained through program use and traditional instruction, but inconsistent access to literacy skills gained.
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A comparative study of syllables and morphemes as literacy processing units in word recognition: IsiXhosa and SeTswana
- Authors: Probert, Tracy Nicole
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3266 , vital:20415
- Description: Word recognition is a core foundation of reading (Invenizzi and Hayes 2010) and involves interactions of language skills, metalinguistic skills and orthography. The extent of the interaction with one another in reading has yet to be fully explored, especially in the Southern-Bantu languages. This comparative study of isiXhosa and Setswana explores this three-way interaction between language skills (effect of Language of Learning and Teaching (LoLT)), metalinguistic skills (Phonological and Morphological Awareness) and orthography (conjunctivism vs. disjunctivism). This thesis is novel in three respects, (a) a set of linguistic-informed reading measures were developed in isiXhosa and Setswana for the first-time, (b) to my knowledge, the comparisons made and study of Morphological Awareness in the Southern-Bantu languages have never been done, and (c) the use of d-prime as a way of testing for grain size in reading is an innovative approach. Grade 3 and Grade 4 learners were tested on four independent linguistic tasks: an open-ended decomposition task, a Phonological Awareness task, a Morphological Awareness task and an independent reading measure. These tasks were administered to determine the grain size unit (Ziegler and Goswami 2005, Ziegler et al. 2001) which learners use in word recognition, with the grain sizes of syllables and morphemes being studied. Results showed that syllables were the dominant grain size in both isiXhosa and Setswana, with morphemes as secondary grains in isiXhosa. Grain size differed slightly between the two orthographies. These results are reflected in the scores on the metalinguistic tasks. LoLT was not shown to have a significant impact on word recognition in first-language reading. The Psycholinguistic Grain Size Theory (PGST) was found to be the most applicable model of word recognition to the Southern- Bantu languages, as opposed to the Dual-Route Cascade Model and Orthographic Depth Hypothesis. This thesis concludes with suggested adaptations to this theory in order to allow for morpheme grain size to be included. This study has implications for teaching practice and curriculum design, and contributes to a broader understanding of literacy in the foundation phase in the Southern-Bantu languages.
- Full Text:
- Authors: Probert, Tracy Nicole
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3266 , vital:20415
- Description: Word recognition is a core foundation of reading (Invenizzi and Hayes 2010) and involves interactions of language skills, metalinguistic skills and orthography. The extent of the interaction with one another in reading has yet to be fully explored, especially in the Southern-Bantu languages. This comparative study of isiXhosa and Setswana explores this three-way interaction between language skills (effect of Language of Learning and Teaching (LoLT)), metalinguistic skills (Phonological and Morphological Awareness) and orthography (conjunctivism vs. disjunctivism). This thesis is novel in three respects, (a) a set of linguistic-informed reading measures were developed in isiXhosa and Setswana for the first-time, (b) to my knowledge, the comparisons made and study of Morphological Awareness in the Southern-Bantu languages have never been done, and (c) the use of d-prime as a way of testing for grain size in reading is an innovative approach. Grade 3 and Grade 4 learners were tested on four independent linguistic tasks: an open-ended decomposition task, a Phonological Awareness task, a Morphological Awareness task and an independent reading measure. These tasks were administered to determine the grain size unit (Ziegler and Goswami 2005, Ziegler et al. 2001) which learners use in word recognition, with the grain sizes of syllables and morphemes being studied. Results showed that syllables were the dominant grain size in both isiXhosa and Setswana, with morphemes as secondary grains in isiXhosa. Grain size differed slightly between the two orthographies. These results are reflected in the scores on the metalinguistic tasks. LoLT was not shown to have a significant impact on word recognition in first-language reading. The Psycholinguistic Grain Size Theory (PGST) was found to be the most applicable model of word recognition to the Southern- Bantu languages, as opposed to the Dual-Route Cascade Model and Orthographic Depth Hypothesis. This thesis concludes with suggested adaptations to this theory in order to allow for morpheme grain size to be included. This study has implications for teaching practice and curriculum design, and contributes to a broader understanding of literacy in the foundation phase in the Southern-Bantu languages.
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Agreement and coordination in XiTsonga, SeSotho and IsiXhosa: an optimality theoretic perspective
- Authors: Mitchley, Hazel
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3423 , vital:20491
- Description: This thesis provides a unified Optimality Theoretic analysis of subject-verb agreement with coordinated preverbal subjects in three Southern Bantu languages: Xitsonga (S53), Sesotho (S33), and isiXhosa (S41). This analysis is then used to formulate a typology of agreement resolution strategies and the contexts which trigger them. Although some accounts in the Bantu literature suggest that agreement with coordinate structures is avoided by speakers (e.g. Schadeberg 1992, Voeltz 1971) especially when conjuncts are from different noun classes, I show that there is ample evidence to the contrary, and that the subject marker used is dependent on several factors, including (i) the [-HUMAN] specification on the conjuncts, (ii) whether the conjuncts are singular or plural, (iii) whether or not the conjuncts both carry the same noun class feature, and (iv) the order of the conjuncts. This thesis shows that there are various agreement resolution strategies which can beused: 1) agreement with the [+HUMAN] feature on the conjuncts, 2) agreement with the[-HUMAN] feature on the conjuncts, 3) agreement with the noun class feature on both conjuncts, 4) agreement with the noun class feature on the conjunct closest to the verb, and 5) agreement with the noun class feature on the conjunct furthest from the verb. Not all of these strategies are used by all languages, nor are these strategies interchangeable in the languages which do use them – instead, multiple factors conspire to trigger the use of a specific agreement strategy within a specific agreement featural context. I show that these effects can be captured using Optimality Theory (Prince and Smolensky 2004). The analysis makes use of seven constraints: RES#, MAX[+H], MAX[-H], DEP[-H], MAXNC, DEPNC, and AGREECLOSEST. The hierarchical ranking of these constraints not only accounts for the confinement of particular strategies to specific agreement featural contexts within a language, but also accounts for the cross-linguistic differences in the use of these strategies. I end off by examining the typological implications which follow from the OT analysis provided in this thesis.
- Full Text:
- Authors: Mitchley, Hazel
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3423 , vital:20491
- Description: This thesis provides a unified Optimality Theoretic analysis of subject-verb agreement with coordinated preverbal subjects in three Southern Bantu languages: Xitsonga (S53), Sesotho (S33), and isiXhosa (S41). This analysis is then used to formulate a typology of agreement resolution strategies and the contexts which trigger them. Although some accounts in the Bantu literature suggest that agreement with coordinate structures is avoided by speakers (e.g. Schadeberg 1992, Voeltz 1971) especially when conjuncts are from different noun classes, I show that there is ample evidence to the contrary, and that the subject marker used is dependent on several factors, including (i) the [-HUMAN] specification on the conjuncts, (ii) whether the conjuncts are singular or plural, (iii) whether or not the conjuncts both carry the same noun class feature, and (iv) the order of the conjuncts. This thesis shows that there are various agreement resolution strategies which can beused: 1) agreement with the [+HUMAN] feature on the conjuncts, 2) agreement with the[-HUMAN] feature on the conjuncts, 3) agreement with the noun class feature on both conjuncts, 4) agreement with the noun class feature on the conjunct closest to the verb, and 5) agreement with the noun class feature on the conjunct furthest from the verb. Not all of these strategies are used by all languages, nor are these strategies interchangeable in the languages which do use them – instead, multiple factors conspire to trigger the use of a specific agreement strategy within a specific agreement featural context. I show that these effects can be captured using Optimality Theory (Prince and Smolensky 2004). The analysis makes use of seven constraints: RES#, MAX[+H], MAX[-H], DEP[-H], MAXNC, DEPNC, and AGREECLOSEST. The hierarchical ranking of these constraints not only accounts for the confinement of particular strategies to specific agreement featural contexts within a language, but also accounts for the cross-linguistic differences in the use of these strategies. I end off by examining the typological implications which follow from the OT analysis provided in this thesis.
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