(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:
- 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:
The Transformative Power of Language: From Postcolonial to Knowledge Societies in Africa
- Kaschula, Russell H, Wolff, H Ekkehard
- Authors: Kaschula, Russell H , Wolff, H Ekkehard
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174514 , vital:42484 , ISBN 9781108498821
- Description: Language has played a pivotal role in societal transformation in postcolonial Africa towards the creation of globally competitive knowledge societies; however so far, this role has been under-researched and under-estimated. This volume addresses this gap in the literature, by bringing together a team of globally-recognised scholars to explore the effect of language on African postcolonial societies, and how it has contributed to achieving 'mental decolonisation'. A range of languages are explored, both imported (ex-colonial) and indigenous African, and case studies from different spheres of public discourse are investigated, from universities to legal settings. Demonstrating that multilingualism is a resource for, rather than barrier to, successful transformation, this book brings the intellectualisation and institutionalisation of African languages to the forefront of development discourse, and provides an insightful snap-shot of how current academic research, public discourse, political activism and social community engagement have contributed to societal transformation in South Africa.
- Full Text:
- Authors: Kaschula, Russell H , Wolff, H Ekkehard
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174514 , vital:42484 , ISBN 9781108498821
- Description: Language has played a pivotal role in societal transformation in postcolonial Africa towards the creation of globally competitive knowledge societies; however so far, this role has been under-researched and under-estimated. This volume addresses this gap in the literature, by bringing together a team of globally-recognised scholars to explore the effect of language on African postcolonial societies, and how it has contributed to achieving 'mental decolonisation'. A range of languages are explored, both imported (ex-colonial) and indigenous African, and case studies from different spheres of public discourse are investigated, from universities to legal settings. Demonstrating that multilingualism is a resource for, rather than barrier to, successful transformation, this book brings the intellectualisation and institutionalisation of African languages to the forefront of development discourse, and provides an insightful snap-shot of how current academic research, public discourse, political activism and social community engagement have contributed to societal transformation in South Africa.
- Full Text:
Tracing the Voice of Protest in Selected Oral Literature:
- Authors: Kaschula, Russell H
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174452 , vital:42479 , ISBN 9783030555177
- Description: This chapter aims to present the notion of “protest” as a contested arena in the production of oral literature, against the backdrop of continued and contested sociopolitical change in Africa. This contestation can be politically based, gender based and sometimes even based in religion. The chapter looks specifically at poetry, songs and the folktale to establish how the “voice of protest” has been presented over time in relation to specific African countries such as Senegal, South Africa, Somali, Guinea, Kenya, Tanzania, Malawi, Ethiopia, Nigeria, Zimbabwe and Lesotho. Poetic protest as part of political protest is also discussed. Furthermore, the chapter seeks to explore how this “voice of protest” has been received, both from an audience point of view and from the point of view of those who control power.
- Full Text:
- Authors: Kaschula, Russell H
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174452 , vital:42479 , ISBN 9783030555177
- Description: This chapter aims to present the notion of “protest” as a contested arena in the production of oral literature, against the backdrop of continued and contested sociopolitical change in Africa. This contestation can be politically based, gender based and sometimes even based in religion. The chapter looks specifically at poetry, songs and the folktale to establish how the “voice of protest” has been presented over time in relation to specific African countries such as Senegal, South Africa, Somali, Guinea, Kenya, Tanzania, Malawi, Ethiopia, Nigeria, Zimbabwe and Lesotho. Poetic protest as part of political protest is also discussed. Furthermore, the chapter seeks to explore how this “voice of protest” has been received, both from an audience point of view and from the point of view of those who control power.
- Full Text:
Transformative Power of Language Policies in Higher Education:
- Kaschula, Russell H, Docrat, Zakeera
- Authors: Kaschula, Russell H , Docrat, Zakeera
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174502 , vital:42483 , ISBN 9781108498821
- Description: There is a disjuncture between the intentions of the South African constitutional provisions as contained in Section 6, which prescribe that all eleven official languages be treated equitably, and what is happening on the ground at the institutions of higher learning. In these institutions, English remains the primary language of instruction. African languages are encouraged as support languages in certain instances, but no institution has an African language as a medium of instruction (see for example the Rhodes Language Policy, 2019). This chapter calls into question the use of language and argues for purposive interpretation and practical implementation of the constitutional provisions on language. A proper and linguistically sound understanding of multilingualism as a developmental resource–educational, legal and societal–needs to emerge (Wolff, 2016). The constitutional aspects are explicated in the legislative and policy frameworks discussed in this chapter.
- Full Text:
- Authors: Kaschula, Russell H , Docrat, Zakeera
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174502 , vital:42483 , ISBN 9781108498821
- Description: There is a disjuncture between the intentions of the South African constitutional provisions as contained in Section 6, which prescribe that all eleven official languages be treated equitably, and what is happening on the ground at the institutions of higher learning. In these institutions, English remains the primary language of instruction. African languages are encouraged as support languages in certain instances, but no institution has an African language as a medium of instruction (see for example the Rhodes Language Policy, 2019). This chapter calls into question the use of language and argues for purposive interpretation and practical implementation of the constitutional provisions on language. A proper and linguistically sound understanding of multilingualism as a developmental resource–educational, legal and societal–needs to emerge (Wolff, 2016). The constitutional aspects are explicated in the legislative and policy frameworks discussed in this chapter.
- Full Text:
'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/${Handle} , vital:42499 , https://doi.org/10.1080/02572117.2019.1672318
- Description: Language-in-education policy in South Africa is underpinned by the Constitution. The gap that this research addresses is the inconsistency of policy implementation and the actual teaching of isiXhosa in primary schools. It analyses the official and overt language policy and the (covert) language practices at schools. Semi-structured interviews were conducted with language teachers and principals. Data were also gathered from classroom observations and document analysis in the Eastern Cape and Gauteng. On the one hand, there are standard language policy documents that exist. These advocate for English as a language of learning and teaching and isiXhosa as a subject. On the other hand, the daily reality in classrooms partly reflects this policy implementation.
- Full Text:
- Authors: Kaschula, Russell H , Kretzer, Michael M
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/${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:
(Latent) Potentials to Incorporate and Improve Environmental Knowledge Using African Languages in Agriculture Lessons in Malawi:
- Kretzer, Michael M, Kaschula, Russell H
- Authors: Kretzer, Michael M , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174717 , vital:42503 , ISBN 978-3-030-32897-9 , https://doi.org/10.1007/978-3-030-32898-6_23
- Description: In their official language policy, nearly all Sub-Saharan African states use their indigenous language(s) as Language of Learning and Teaching (LoLT) only at the beginning of primary schools. This is also the case in Malawi. The curricula in the various school subjects are also highly dominated by ‘Western’ ideas and include very little Indigenous Knowledge (IK). Nevertheless, indigenous languages are frequently used during lessons. This research focused on answering the following questions: How is a meaningful Science Education for pupils in Malawi possible? Does the inclusion of IK and teaching through African Languages assist pupils in any way? Research was done in the Northern Region of Malawi. To obtain a better understanding, semi-structured interviews and ethnographic observations were conducted. The main focus of these interviews was on the subject of ‘Agriculture’.
- Full Text:
- Authors: Kretzer, Michael M , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174717 , vital:42503 , ISBN 978-3-030-32897-9 , https://doi.org/10.1007/978-3-030-32898-6_23
- Description: In their official language policy, nearly all Sub-Saharan African states use their indigenous language(s) as Language of Learning and Teaching (LoLT) only at the beginning of primary schools. This is also the case in Malawi. The curricula in the various school subjects are also highly dominated by ‘Western’ ideas and include very little Indigenous Knowledge (IK). Nevertheless, indigenous languages are frequently used during lessons. This research focused on answering the following questions: How is a meaningful Science Education for pupils in Malawi possible? Does the inclusion of IK and teaching through African Languages assist pupils in any way? Research was done in the Northern Region of Malawi. To obtain a better understanding, semi-structured interviews and ethnographic observations were conducted. The main focus of these interviews was on the subject of ‘Agriculture’.
- Full Text:
A case for the adoption of Swahili as a language of early school literacy instruction in Ekegusii-speaking areas of western Kenya:
- Mose, Peter, Kaschula, Russell H
- Authors: Mose, Peter , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174645 , vital:42497 , https://www.njas.fi/njas/article/view/433
- Description: Swahili, a national and official language in Kenya, is in wide use in the country as an inter-ethnic medium of communication and, generally, as a lingua franca. The operative language policy for lower primary–up to grade three–provides for the use of languages of the catchment as languages of instruction. The languages of the catchment refer to the more than 42 indigenous languages spoken in the country. The purpose of this study was to determine and discuss institutional and extra-institutional factors that might favour adoption of Swahili as the best medium–in the current sociolinguistic realities–in the ‘language-of-the-catchment-based’ literacy learning in Ekegusii-speaking areas of western Kenya. Data were obtained through classroom observations, teacher and church leaders’ interviews, observation and analysis of language trends at church worship services, and critical literature review.
- Full Text:
- Authors: Mose, Peter , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174645 , vital:42497 , https://www.njas.fi/njas/article/view/433
- Description: Swahili, a national and official language in Kenya, is in wide use in the country as an inter-ethnic medium of communication and, generally, as a lingua franca. The operative language policy for lower primary–up to grade three–provides for the use of languages of the catchment as languages of instruction. The languages of the catchment refer to the more than 42 indigenous languages spoken in the country. The purpose of this study was to determine and discuss institutional and extra-institutional factors that might favour adoption of Swahili as the best medium–in the current sociolinguistic realities–in the ‘language-of-the-catchment-based’ literacy learning in Ekegusii-speaking areas of western Kenya. Data were obtained through classroom observations, teacher and church leaders’ interviews, observation and analysis of language trends at church worship services, and critical literature review.
- Full Text:
Culture, language and productivity in the workplace within the BRICS Nations:
- Kaschula, Russell H, Mostert, André M, Wolff, H Ekkehard
- Authors: Kaschula, Russell H , Mostert, André M , Wolff, H Ekkehard
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174624 , vital:42495 , https://journals.co.za/doi/pdf/10.25159/2663-6697/5009
- Description: The changing economic environment globally carries challenges and opportunities for business. Cross-cultural environments and financial integration call for greater understanding of the workplace. The authors assess the usage and status of language and culture in workplaces within the BRICS (Brazil, Russia, India, China, South Africa) countries through a light touch survey to assist in framing further and deeper research activities. The objective is to develop a suitable research framework regarding the place of language and culture in the workplace in multilingual and multicultural contexts. The authors argue for the inclusion of a cultural dimension linked to multilingual strategies in the workplace. The inextricable link between language and culture is explored in this article.
- Full Text:
- Authors: Kaschula, Russell H , Mostert, André M , Wolff, H Ekkehard
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174624 , vital:42495 , https://journals.co.za/doi/pdf/10.25159/2663-6697/5009
- Description: The changing economic environment globally carries challenges and opportunities for business. Cross-cultural environments and financial integration call for greater understanding of the workplace. The authors assess the usage and status of language and culture in workplaces within the BRICS (Brazil, Russia, India, China, South Africa) countries through a light touch survey to assist in framing further and deeper research activities. The objective is to develop a suitable research framework regarding the place of language and culture in the workplace in multilingual and multicultural contexts. The authors argue for the inclusion of a cultural dimension linked to multilingual strategies in the workplace. The inextricable link between language and culture is explored in this article.
- Full Text:
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:
- 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.
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Econo-Language Planning and Transformation in South Africa: From Localisation to Globalisation
- Authors: Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174657 , vital:42498 , ISBN 9781108425346
- Description: This chapter seeks to create an understanding of the historical, sociopolitical and economic context within which language planning has taken place in South Africa (Alexander 1992). Furthermore, the extent to which government agencies and other stakeholder bodies have taken language planning into account when developing economic and development policies within the contemporary global reality will be assessed (Edozie 2004). Policies (if one can call them policies) such as the New Partnership for Africa’s Development (NEPAD), as well as the National Development Plan (NDP) in South Africa are analysed against the backdrop of language policy planning and implementation, to see if there are linkages between opportunity language planning on the ground (Antia 2017) and economic development. In other words does language planning create work opportunities through policy creation and implementation where our languages are seen as resources to be used appropriately in the market place?.
- Full Text:
- Authors: Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174657 , vital:42498 , ISBN 9781108425346
- Description: This chapter seeks to create an understanding of the historical, sociopolitical and economic context within which language planning has taken place in South Africa (Alexander 1992). Furthermore, the extent to which government agencies and other stakeholder bodies have taken language planning into account when developing economic and development policies within the contemporary global reality will be assessed (Edozie 2004). Policies (if one can call them policies) such as the New Partnership for Africa’s Development (NEPAD), as well as the National Development Plan (NDP) in South Africa are analysed against the backdrop of language policy planning and implementation, to see if there are linkages between opportunity language planning on the ground (Antia 2017) and economic development. In other words does language planning create work opportunities through policy creation and implementation where our languages are seen as resources to be used appropriately in the market place?.
- Full Text:
Intellectualisation of African languages: past, present and future
- Kaschula, Russell H, Nkomo, Dion
- Authors: Kaschula, Russell H , Nkomo, Dion
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174728 , vital:42504 , ISBN , https://icl20capetown.com/
- Description: This paper discusses the intellectualisation of African languages from a historical perspective. It explores how different historical epochs ascribed certain values on African languages, thereby facilitating or impeding the development of the languages, which remain in urgent need of transformation into fully functional languages in modern society. Such an exploration is not undertaken for the purposes of generating another historical account or rivalling others already in place, but in order to contribute towards understanding the integral role of African languages in the broader decolonisation and transformation endeavours across the continent.
- Full Text:
- Authors: Kaschula, Russell H , Nkomo, Dion
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174728 , vital:42504 , ISBN , https://icl20capetown.com/
- Description: This paper discusses the intellectualisation of African languages from a historical perspective. It explores how different historical epochs ascribed certain values on African languages, thereby facilitating or impeding the development of the languages, which remain in urgent need of transformation into fully functional languages in modern society. Such an exploration is not undertaken for the purposes of generating another historical account or rivalling others already in place, but in order to contribute towards understanding the integral role of African languages in the broader decolonisation and transformation endeavours across the continent.
- Full Text:
International book donors and public libraries as partners in primary school literacy development in Kenya:
- Mose, Peter, Kaschula, Russell H
- Authors: Mose, Peter , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174783 , vital:42509 , https://doi.org/10.1108/LM-05-2018-0046
- Description: The purpose of this paper is to explore the impact of international library materials aid in primary schools and to outline obstacles to effective utilization for maximum literacy benefits among primary school children. Data were gathered via interviews, observation, focus group discussions and document analyses.
- Full Text:
- Authors: Mose, Peter , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174783 , vital:42509 , https://doi.org/10.1108/LM-05-2018-0046
- Description: The purpose of this paper is to explore the impact of international library materials aid in primary schools and to outline obstacles to effective utilization for maximum literacy benefits among primary school children. Data were gathered via interviews, observation, focus group discussions and document analyses.
- Full Text:
Language policy and linguistic landscapes at schools in South Africa:
- 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/10962/174635 , vital:42496 , https://doi.org/10.1080/14790718.2019.1666849
- Description: Language policy and Linguistic Landscapes (LL) are a highly contested area in South Africa. Due to Apartheid, the education system constitutes the core of such contestation. In Post-Apartheid South Africa the new Constitution of 1996, the South African Schools Act (SASA) and recent political initiatives such as the Use of Official Languages Act of 2012 form the foundation of language policy at schools. The Constitution declares 11 official languages on a macro-level. Nevertheless, English dominates the LL in South Africa. African Languages are significantly underrepresented in the public sphere. The vast majority of research emphasises the urban or semi-urban areas. This research tries to close the existing research gap with a broad comparative study in three research provinces.
- Full Text:
- Authors: Kaschula, Russell H , Kretzer, Michael M
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174635 , vital:42496 , https://doi.org/10.1080/14790718.2019.1666849
- Description: Language policy and Linguistic Landscapes (LL) are a highly contested area in South Africa. Due to Apartheid, the education system constitutes the core of such contestation. In Post-Apartheid South Africa the new Constitution of 1996, the South African Schools Act (SASA) and recent political initiatives such as the Use of Official Languages Act of 2012 form the foundation of language policy at schools. The Constitution declares 11 official languages on a macro-level. Nevertheless, English dominates the LL in South Africa. African Languages are significantly underrepresented in the public sphere. The vast majority of research emphasises the urban or semi-urban areas. This research tries to close the existing research gap with a broad comparative study in three research provinces.
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MONOLINGUAL policy directive:
- Docrat, Zakeera, Kaschula, Russell H
- Authors: Docrat, Zakeera , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174761 , vital:42507 , ISBN 9781928480174
- Description: This chapter aims to analyse the 2017 resolution to adopt English as the monolingual language of record that affects high courts in South Africa with reference to the constitutional language framework. We investigate whether the legislative framework enables the Chief Justice to change the language of record; and how a monolingual language of record affects the official status of languages other than English. In this judicial context, the language of record is taken to mean the language, which is used officially to litigate in courts of law, the language in which the judicial process is conducted, the language in which the proceedings are recorded, as well as that of written judgments.
- Full Text:
- Authors: Docrat, Zakeera , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174761 , vital:42507 , ISBN 9781928480174
- Description: This chapter aims to analyse the 2017 resolution to adopt English as the monolingual language of record that affects high courts in South Africa with reference to the constitutional language framework. We investigate whether the legislative framework enables the Chief Justice to change the language of record; and how a monolingual language of record affects the official status of languages other than English. In this judicial context, the language of record is taken to mean the language, which is used officially to litigate in courts of law, the language in which the judicial process is conducted, the language in which the proceedings are recorded, as well as that of written judgments.
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New Frontiers in Forensic Linguistics: Themes and Perspectives in Language and Law in Africa and beyond
- Ralarala, Monwabisi, Kaschula, Russell H, Heydon, Georgina
- Authors: Ralarala, Monwabisi , Kaschula, Russell H , Heydon, Georgina
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174750 , vital:42506 , ISBN 9781928480174
- Description: The field of forensic linguistics is a niche area that has not enjoyed much participation from the African continent. The theme of language and the law in this book is one that straddles two important aspects of the legal history of South Africa in particular, and how it has impacted on the country? s legal and education systems. The declaration, by the United Nations, of 2019 as? The International Year of Indigenous Languages? is opportune, not only for the launch of this book, but for what its research content tells us of the strides taken in ensuring access to justice for all citizens of the world in a language they understand. The contributions by authors in this book tell the story of many African citizens, and those hailing from beyond our borders, who straddle the challenges of linguistic and legal pluralism in courtrooms across their respective countries. It is our hope that the contributions made in this book will assist in ensuring human rights become a reality for global citizens where indigenous voices have not been heard; and that these citizens will be free to give their testimonies in a language of their choice, and that they may be heard and understood.
- Full Text:
- Authors: Ralarala, Monwabisi , Kaschula, Russell H , Heydon, Georgina
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174750 , vital:42506 , ISBN 9781928480174
- Description: The field of forensic linguistics is a niche area that has not enjoyed much participation from the African continent. The theme of language and the law in this book is one that straddles two important aspects of the legal history of South Africa in particular, and how it has impacted on the country? s legal and education systems. The declaration, by the United Nations, of 2019 as? The International Year of Indigenous Languages? is opportune, not only for the launch of this book, but for what its research content tells us of the strides taken in ensuring access to justice for all citizens of the world in a language they understand. The contributions by authors in this book tell the story of many African citizens, and those hailing from beyond our borders, who straddle the challenges of linguistic and legal pluralism in courtrooms across their respective countries. It is our hope that the contributions made in this book will assist in ensuring human rights become a reality for global citizens where indigenous voices have not been heard; and that these citizens will be free to give their testimonies in a language of their choice, and that they may be heard and understood.
- Full Text:
Of Record:
- Docrat, Zakeera, Kaschula, Russell H
- Authors: Docrat, Zakeera , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174772 , vital:42508 , ISBN 9781928480174
- Description: This chapter aims to analyse the 2017 resolution to adopt English as the monolingual language of record that affects high courts in South Africa with reference to the constitutional language framework. We investigate whether the legislative framework enables the Chief Justice to change the language of record; and how a monolingual language of record affects the official status of languages other than English. In this judicial context, the language of record is taken to mean the language, which is used officially to litigate in courts of law, the language in which the judicial process is conducted, the language in which the proceedings are recorded, as well as that of written judgments.
- Full Text:
- Authors: Docrat, Zakeera , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174772 , vital:42508 , ISBN 9781928480174
- Description: This chapter aims to analyse the 2017 resolution to adopt English as the monolingual language of record that affects high courts in South Africa with reference to the constitutional language framework. We investigate whether the legislative framework enables the Chief Justice to change the language of record; and how a monolingual language of record affects the official status of languages other than English. In this judicial context, the language of record is taken to mean the language, which is used officially to litigate in courts of law, the language in which the judicial process is conducted, the language in which the proceedings are recorded, as well as that of written judgments.
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The Politics of Language Education in Africa:
- Kaschula, Russell H, Kretzer, Michael M
- Authors: Kaschula, Russell H , Kretzer, Michael M
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174739 , vital:42505 , ISBN , https://doi.org/10.1093/acrefore/9780190228637.013.750
- Description: Language policies in sub-Saharan African nations emerge out of specific political, historical, socioeconomic, and linguistic conditions. Education plays a crucial role for all spheres of language policy. Policies either upgrade or downgrade indigenous languages through their application at various educational institutions. The most significant example is the selection of the language (s) used as languages of learning and teaching at higher-education institutions. The region’s colonial history also influences the language policies of the independent African states. Language policy in Senegal is an example of a francophone country focusing on a linguistic assimilation policy in which minor reforms in favor of indigenous languages have taken place.
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- Authors: Kaschula, Russell H , Kretzer, Michael M
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174739 , vital:42505 , ISBN , https://doi.org/10.1093/acrefore/9780190228637.013.750
- Description: Language policies in sub-Saharan African nations emerge out of specific political, historical, socioeconomic, and linguistic conditions. Education plays a crucial role for all spheres of language policy. Policies either upgrade or downgrade indigenous languages through their application at various educational institutions. The most significant example is the selection of the language (s) used as languages of learning and teaching at higher-education institutions. The region’s colonial history also influences the language policies of the independent African states. Language policy in Senegal is an example of a francophone country focusing on a linguistic assimilation policy in which minor reforms in favor of indigenous languages have taken place.
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Mbeki's African Renaissance Vision as Reflected in isiXhosa Written Poetry: 2005–2011
- Mona, Godfrey V, Kaschula, Russell H
- Authors: Mona, Godfrey V , Kaschula, Russell H
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174705 , vital:42502 , ttps://doi.org/10.1080/18186874.2018.1457616
- Description: IsiXhosa literary critics have not yet interrogated literature that was produced during and after the tenure of Thabo Mvuyelwa Mbeki as deputy president and president of the Republic of South Africa in order to study the impact of his African Renaissance doctrine. This article analyses poetry that was produced from 2005 to 2011. The content of the isiXhosa written poetry is profoundly influenced by the context of former President Mbeki's African Renaissance philosophy, its implementation structures and philosophy of self-confidence and self-reliance. The selected poems analysed and interpreted in this article suggest that Mbeki's legacy of the African Renaissance empowered poets to develop a narrative that advances the building of a regenerated South African nation and the African continent.
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- Authors: Mona, Godfrey V , Kaschula, Russell H
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174705 , vital:42502 , ttps://doi.org/10.1080/18186874.2018.1457616
- Description: IsiXhosa literary critics have not yet interrogated literature that was produced during and after the tenure of Thabo Mvuyelwa Mbeki as deputy president and president of the Republic of South Africa in order to study the impact of his African Renaissance doctrine. This article analyses poetry that was produced from 2005 to 2011. The content of the isiXhosa written poetry is profoundly influenced by the context of former President Mbeki's African Renaissance philosophy, its implementation structures and philosophy of self-confidence and self-reliance. The selected poems analysed and interpreted in this article suggest that Mbeki's legacy of the African Renaissance empowered poets to develop a narrative that advances the building of a regenerated South African nation and the African continent.
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Remembering the Late Nelson Rolihlahla Mandela Through the Eyes of the Poet:
- Authors: Kaschula, Russell H
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174912 , vital:42521 , https://doi.org/10.1080/1013929X.2018.1439860
- Description: This article seeks to explore the life and post-democratic work of President Mandela through the eyes of the poet. More specifically, two moments in time are captured and analysed, namely, Mandela’s release from prison together with the lead up to the first democratic South African elections in 1994; and his passing in 2013. This analysis includes the work of poets such as Bongani Sitole, Maya Angelou, Raphael d’Abdon and Thabo Mbeki. The mechanics of translation and the interrelatedness of orality and literacy are explored. The poetic memory contained in this article presents us with an approximation towards the collage of collective memory in a country where economics, politics, and society still present multiple challenges, and where political power often challenges the true collective memory.
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- Authors: Kaschula, Russell H
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174912 , vital:42521 , https://doi.org/10.1080/1013929X.2018.1439860
- Description: This article seeks to explore the life and post-democratic work of President Mandela through the eyes of the poet. More specifically, two moments in time are captured and analysed, namely, Mandela’s release from prison together with the lead up to the first democratic South African elections in 1994; and his passing in 2013. This analysis includes the work of poets such as Bongani Sitole, Maya Angelou, Raphael d’Abdon and Thabo Mbeki. The mechanics of translation and the interrelatedness of orality and literacy are explored. The poetic memory contained in this article presents us with an approximation towards the collage of collective memory in a country where economics, politics, and society still present multiple challenges, and where political power often challenges the true collective memory.
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South African national reconciliation discourse and isiXhosa written poetry: 1994–2004
- Mona, Godfrey V, Kaschula, Russell H
- Authors: Mona, Godfrey V , Kaschula, Russell H
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174690 , vital:42501 , DOI: 10.1080/02572117.2018.1429867
- Description: The main thesis put forward in this article is that during the first ten years of democracy in South Africa, 1994–2004, isiXhosa poetry contributed thematically to the goal of reconciliation. Furthermore, this poetry demonstrates how an aspect of culture can be employed to advance the sociopolitical process of reconciliation. IsiXhosa writers, through their poetry, exposed the on-the-ground endeavours that contributed to the broader and deepening reconciliation process, thereby making a meaningful contribution towards the interpretation and building of a fair, democratic and inclusive South African society. The article analyses a number of poems against the backdrop of the post-1994 reconciliation process in South Africa.
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- Authors: Mona, Godfrey V , Kaschula, Russell H
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174690 , vital:42501 , DOI: 10.1080/02572117.2018.1429867
- Description: The main thesis put forward in this article is that during the first ten years of democracy in South Africa, 1994–2004, isiXhosa poetry contributed thematically to the goal of reconciliation. Furthermore, this poetry demonstrates how an aspect of culture can be employed to advance the sociopolitical process of reconciliation. IsiXhosa writers, through their poetry, exposed the on-the-ground endeavours that contributed to the broader and deepening reconciliation process, thereby making a meaningful contribution towards the interpretation and building of a fair, democratic and inclusive South African society. The article analyses a number of poems against the backdrop of the post-1994 reconciliation process in South Africa.
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