(Unused) potentials of educators’ covert language policies at public schools in Limpopo, South Africa:
- Kretzer, Michael M, Kaschula, Russell H
- Authors: Kretzer, Michael M , Kaschula, Russell H
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174679 , vital:42500 , DOI: 10.1039/D0PP00075B
- Description: Language policy is an influencing factor of the educational outcome for pupils in Africa. Colonial languages have been largely used and African Languages are neglected. Despite this, the South African Constitution (1996) declares eleven official languages. However, curricular developments favour Afrikaans and English. To analyse the implementation of the official language policy, we focus on Limpopo Province. Over 1000 questionnaires were answered by teachers. This approach aimed to analyse the language practices and language attitudes of teachers. Schools in Limpopo showed significant differences between the official language policy and the daily language practices. Some teachers implement the official language policy; others use one or more African languages in their oral communications during the lessons in the form of Code Switching.
- Full Text:
- Date Issued: 2020
- Authors: Kretzer, Michael M , Kaschula, Russell H
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174679 , vital:42500 , DOI: 10.1039/D0PP00075B
- Description: Language policy is an influencing factor of the educational outcome for pupils in Africa. Colonial languages have been largely used and African Languages are neglected. Despite this, the South African Constitution (1996) declares eleven official languages. However, curricular developments favour Afrikaans and English. To analyse the implementation of the official language policy, we focus on Limpopo Province. Over 1000 questionnaires were answered by teachers. This approach aimed to analyse the language practices and language attitudes of teachers. Schools in Limpopo showed significant differences between the official language policy and the daily language practices. Some teachers implement the official language policy; others use one or more African languages in their oral communications during the lessons in the form of Code Switching.
- Full Text:
- Date Issued: 2020
'Hayi, they don’t know Xhosa’: Comparative isiXhosa teaching challenges in the Eastern Cape and Gauteng
- Kaschula, Russell H, Kretzer, Michael M
- Authors: Kaschula, Russell H , Kretzer, Michael M
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/${Handle} , vital:42499 , https://doi.org/10.1080/02572117.2019.1672318
- Description: Language-in-education policy in South Africa is underpinned by the Constitution. The gap that this research addresses is the inconsistency of policy implementation and the actual teaching of isiXhosa in primary schools. It analyses the official and overt language policy and the (covert) language practices at schools. Semi-structured interviews were conducted with language teachers and principals. Data were also gathered from classroom observations and document analysis in the Eastern Cape and Gauteng. On the one hand, there are standard language policy documents that exist. These advocate for English as a language of learning and teaching and isiXhosa as a subject. On the other hand, the daily reality in classrooms partly reflects this policy implementation.
- Full Text:
- Date Issued: 2019
- Authors: Kaschula, Russell H , Kretzer, Michael M
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/${Handle} , vital:42499 , https://doi.org/10.1080/02572117.2019.1672318
- Description: Language-in-education policy in South Africa is underpinned by the Constitution. The gap that this research addresses is the inconsistency of policy implementation and the actual teaching of isiXhosa in primary schools. It analyses the official and overt language policy and the (covert) language practices at schools. Semi-structured interviews were conducted with language teachers and principals. Data were also gathered from classroom observations and document analysis in the Eastern Cape and Gauteng. On the one hand, there are standard language policy documents that exist. These advocate for English as a language of learning and teaching and isiXhosa as a subject. On the other hand, the daily reality in classrooms partly reflects this policy implementation.
- Full Text:
- Date Issued: 2019
Developing Mother Tongues as Academic Languages in Primary Schools in Kenya: Exploring Extent and Indispensability
- Mose, Peter N, Kaschula, Russell H
- Authors: Mose, Peter N , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174793 , vital:42510 , https://doi.org/10.1080/15348458.2019.1645605
- Description: The language in education policy in Kenya recommends mother tongue education in primary school learning. The purpose of this study was to explore the development of mother tongues as academic languages at the lower primary section in which the languages are supposed to be used. The exploration was on the functions they play in classroom instruction and if they are dispensable or otherwise. Ekegusii was used as a case study. Data were obtained through classroom observations and administration of semi-structured interviews with lower primary teachers. The findings indicate that mother tongues play important pedagogical functions in grades 1 up to 3, but not exactly as contemplated in the language policy. Secondly, mother tongues are indispensable in classroom teaching in spite of negative attitude towards their use.
- Full Text:
- Date Issued: 2019
- Authors: Mose, Peter N , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174793 , vital:42510 , https://doi.org/10.1080/15348458.2019.1645605
- Description: The language in education policy in Kenya recommends mother tongue education in primary school learning. The purpose of this study was to explore the development of mother tongues as academic languages at the lower primary section in which the languages are supposed to be used. The exploration was on the functions they play in classroom instruction and if they are dispensable or otherwise. Ekegusii was used as a case study. Data were obtained through classroom observations and administration of semi-structured interviews with lower primary teachers. The findings indicate that mother tongues play important pedagogical functions in grades 1 up to 3, but not exactly as contemplated in the language policy. Secondly, mother tongues are indispensable in classroom teaching in spite of negative attitude towards their use.
- Full Text:
- Date Issued: 2019
Alice in Wonderland: translating to read across Africa
- Authors: Kaschula, Russell H
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174901 , vital:42520 , https://doi.org/10.1080/13696815.2016.1160827
- Description: This article comments on various translation strategies aiming at equivalence used by translators when reworking Lewis Carroll’s Alice in Wonderland into nine African languages. The back translations provided by the translators form the basis for the discussion [Lindseth, Jon, ed. 2015. Alice in a World of Wonderlands. Volume 1: Essays. Delaware: Oak Knoll Press]. This article provides examples and discussion of how African language translators deviated from the original text and it analyses the possible reasons for doing so, both linguistic and socio-cultural. The way in which translators created an African voice in the target languages is discussed by analysing their reflective essays and back translations.
- Full Text:
- Date Issued: 2017
- Authors: Kaschula, Russell H
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174901 , vital:42520 , https://doi.org/10.1080/13696815.2016.1160827
- Description: This article comments on various translation strategies aiming at equivalence used by translators when reworking Lewis Carroll’s Alice in Wonderland into nine African languages. The back translations provided by the translators form the basis for the discussion [Lindseth, Jon, ed. 2015. Alice in a World of Wonderlands. Volume 1: Essays. Delaware: Oak Knoll Press]. This article provides examples and discussion of how African language translators deviated from the original text and it analyses the possible reasons for doing so, both linguistic and socio-cultural. The way in which translators created an African voice in the target languages is discussed by analysing their reflective essays and back translations.
- Full Text:
- Date Issued: 2017
Reinventing the oral word and returning it to the community via technauriture
- Kaschula, Russell H, Dlutu, Bongiwe
- Authors: Kaschula, Russell H , Dlutu, Bongiwe
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/67052 , vital:29024 , https://books.google.co.za/books?id=6IpwCgAAQBAJ
- Description: publisher version , From Introduction: The aim of this article is to situate the importance of orality in rural communities within the paradigm of Technauriture, which is defined below. The chapter will also explore/describe the process of orality supported through community meetings, oral histories, and story-telling, and how it interacts with the recording process facilitated through modern technology, as well as the return of the oral material via technology. These objectives will be pursued as part of empirical data collected at Tshani, an area falling within the in Mankosi tribal authority in the Eastern Cape Province of South Africa. Mankosi’s twelve villages are inhabited by amaXhosa people and is situated in the Ngqeleni district in the former Transkei region. Mankosi is about 76 kilometres away from Mthatha, the major city in that area. These villages are under the Nyandeni Local Municipality and are regarded as very disadvantaged. There is poor sanitation, gravel roads, and few local people have access to electricity. Most of the villagers depend on government support grants. These include Child Support Grants, Old Age Grants, Disability Grants, and Foster-Care Grants. Furthermore, most of the community is involved in small-scale agriculture for survival. People often move, temporarily, from their village to towns in order to gain employment, including domestic work and working on the mines in the mineral rich Gauteng Province. They send cash remittances home to their families. The primary technological devices that people in the village are familiar with would be radio and the cell phone. Even television sets are relatively uncommon.
- Full Text: false
- Date Issued: 2015
- Authors: Kaschula, Russell H , Dlutu, Bongiwe
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/67052 , vital:29024 , https://books.google.co.za/books?id=6IpwCgAAQBAJ
- Description: publisher version , From Introduction: The aim of this article is to situate the importance of orality in rural communities within the paradigm of Technauriture, which is defined below. The chapter will also explore/describe the process of orality supported through community meetings, oral histories, and story-telling, and how it interacts with the recording process facilitated through modern technology, as well as the return of the oral material via technology. These objectives will be pursued as part of empirical data collected at Tshani, an area falling within the in Mankosi tribal authority in the Eastern Cape Province of South Africa. Mankosi’s twelve villages are inhabited by amaXhosa people and is situated in the Ngqeleni district in the former Transkei region. Mankosi is about 76 kilometres away from Mthatha, the major city in that area. These villages are under the Nyandeni Local Municipality and are regarded as very disadvantaged. There is poor sanitation, gravel roads, and few local people have access to electricity. Most of the villagers depend on government support grants. These include Child Support Grants, Old Age Grants, Disability Grants, and Foster-Care Grants. Furthermore, most of the community is involved in small-scale agriculture for survival. People often move, temporarily, from their village to towns in order to gain employment, including domestic work and working on the mines in the mineral rich Gauteng Province. They send cash remittances home to their families. The primary technological devices that people in the village are familiar with would be radio and the cell phone. Even television sets are relatively uncommon.
- Full Text: false
- Date Issued: 2015
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