Diski 9 Nine and Other Stories (and Things)
- Authors: Mahlabe, Stoffel Seshia
- Date: 2022-04-07
- Subjects: Creative writing (Higher education) South Africa , Diaries -- Authorship , South African essays (English) 21st century , Short stories, South African (English) 21st century , Portuguese fiction History and criticism , African literature (English) History and criticism , Ghanaian fiction (English) History and criticism , South African fiction (English) History and criticism
- Language: English
- Type: Master's thesis , text
- Identifier: http://hdl.handle.net/10962/232283 , vital:49978
- Description: My thesis is a collection of short stories that reflects the everyday lives of ordinary people. They touch on issues of morality within the current context, in such a way as to both entertain and educate. As a child I learned to imitate the wildly comical, sometimes dark dinoonwane and dithamalakwane stories I heard from elders. In my thesis, I draw on Amos Tutuola’s exuberant style of retelling Yoruba folktales and balance this with the languid candour of Jose Saramago’s Blindness. Stories such as Bessora’s The Milka Cow, and Micah Dean Hicks’s Crawfish Noon have impressed me deeply for their incredible, wild narrative strategies that still, however, emulate realism. Dambudzo Marechera and Can Themba are also present influences. Both have sprinklings of erudition in their writing, but in an earthy kind of way. Their writing contains transliterations that have a ring of the vernacular languages, an idiom that Africanises the English language. , Thesis (MA) -- Faculty of Humanities, School of Languages, 2022
- Full Text:
- Date Issued: 2022-04-07
- Authors: Mahlabe, Stoffel Seshia
- Date: 2022-04-07
- Subjects: Creative writing (Higher education) South Africa , Diaries -- Authorship , South African essays (English) 21st century , Short stories, South African (English) 21st century , Portuguese fiction History and criticism , African literature (English) History and criticism , Ghanaian fiction (English) History and criticism , South African fiction (English) History and criticism
- Language: English
- Type: Master's thesis , text
- Identifier: http://hdl.handle.net/10962/232283 , vital:49978
- Description: My thesis is a collection of short stories that reflects the everyday lives of ordinary people. They touch on issues of morality within the current context, in such a way as to both entertain and educate. As a child I learned to imitate the wildly comical, sometimes dark dinoonwane and dithamalakwane stories I heard from elders. In my thesis, I draw on Amos Tutuola’s exuberant style of retelling Yoruba folktales and balance this with the languid candour of Jose Saramago’s Blindness. Stories such as Bessora’s The Milka Cow, and Micah Dean Hicks’s Crawfish Noon have impressed me deeply for their incredible, wild narrative strategies that still, however, emulate realism. Dambudzo Marechera and Can Themba are also present influences. Both have sprinklings of erudition in their writing, but in an earthy kind of way. Their writing contains transliterations that have a ring of the vernacular languages, an idiom that Africanises the English language. , Thesis (MA) -- Faculty of Humanities, School of Languages, 2022
- Full Text:
- Date Issued: 2022-04-07
The mountain’s calling
- Authors: Mabeba, Motlatjo Ahsley
- Date: 2022-04-07
- Subjects: Creative writing (Higher education) South Africa , Diaries -- Authorship , Short stories, South African (English) 21st century , South African fiction (English) 21st century , Homosexuality in literature , Rejection (Psychology) in literature , Spiritual healing in literature , South African essays (English) 21st century , Nigerian fiction (English) History and criticism , English fiction History and criticism , South African fiction (English) History and criticism , Angolan fiction (Portuguese) History and criticism
- Language: English
- Type: Master's thesis , text
- Identifier: http://hdl.handle.net/10962/232613 , vital:50007
- Description: My thesis is a collection of prose – in the form of short stories, flash fiction and fragments – which explore the silences around living as a queer black South African who has been called to spiritual healing. I draw on lived experiences, dreams, imagination, and my grandmother’s folk tales to tell the stories I would love to have read when growing up. In my narratives, queer men navigate different spaces in urban Johannesburg and rural Limpopo. I am inspired by Bettina Judd’s words: “Writing is attached to the body… it is my Black woman, queer-identified, round-bodied hand that puts pen to paper, to keyboard, and creates whatever I create.” In retelling my grandmother’s folk tales with a queer twist, I learn from contemporary fairy tale writers like Kate Bernheimer, Angela Carter and Taisia Kitaiskaia. And in writing about the trauma of rejection by family and community, I am influenced by Bessie Head’s A Question of Power. , Thesis (MACW) -- Faculty of Humanities, School of Languages, 2022
- Full Text:
- Date Issued: 2022-04-07
- Authors: Mabeba, Motlatjo Ahsley
- Date: 2022-04-07
- Subjects: Creative writing (Higher education) South Africa , Diaries -- Authorship , Short stories, South African (English) 21st century , South African fiction (English) 21st century , Homosexuality in literature , Rejection (Psychology) in literature , Spiritual healing in literature , South African essays (English) 21st century , Nigerian fiction (English) History and criticism , English fiction History and criticism , South African fiction (English) History and criticism , Angolan fiction (Portuguese) History and criticism
- Language: English
- Type: Master's thesis , text
- Identifier: http://hdl.handle.net/10962/232613 , vital:50007
- Description: My thesis is a collection of prose – in the form of short stories, flash fiction and fragments – which explore the silences around living as a queer black South African who has been called to spiritual healing. I draw on lived experiences, dreams, imagination, and my grandmother’s folk tales to tell the stories I would love to have read when growing up. In my narratives, queer men navigate different spaces in urban Johannesburg and rural Limpopo. I am inspired by Bettina Judd’s words: “Writing is attached to the body… it is my Black woman, queer-identified, round-bodied hand that puts pen to paper, to keyboard, and creates whatever I create.” In retelling my grandmother’s folk tales with a queer twist, I learn from contemporary fairy tale writers like Kate Bernheimer, Angela Carter and Taisia Kitaiskaia. And in writing about the trauma of rejection by family and community, I am influenced by Bessie Head’s A Question of Power. , Thesis (MACW) -- Faculty of Humanities, School of Languages, 2022
- Full Text:
- Date Issued: 2022-04-07
A Smaller Circle
- Authors: Bhikha, Nasira
- Date: 2022-04
- Subjects: Creative writing (Higher education) South Africa , South African fiction (English) 21st century , Short stories, South African (English) 21st century , Diaries -- Authorship , Autobiography , Short stories, English History and criticism , American fiction History and criticism , Mexican fiction History and criticism
- Language: English
- Type: Master's thesis , text
- Identifier: http://hdl.handle.net/10962/232427 , vital:49991
- Description: My thesis is a collection of prose forms weaving my identity as a South African woman of colour, my observations of life through personal, cultural and sociological lenses, where traditions are constantly challenged and evolving. The collection focuses on the untold and unresolved, using fiction as a tool of pushback and psychological reflection. I am motivated by writers who use what I would term reflective expressionism to evoke empathy by tapping into innate, universal emotions. In particular Tiff Holland’s vivid telling of family in the novella Betty Superman where she navigates complex relationships, and bell hooks’ memoirs Bone Black: Memories of Girlhood written as poetic vignettes in fluctuating points of view to draw attention to the intricacies of social structures. Joanna Walsh’s Vertigo has strongly influenced my approach to writing through her compelling imagery and use of motif in fragmented prose that delves into the psyche of her characters. I am also inspired by Lidia Yuknavitch’s visceral use of language, identifying with her invitation: “You deserve to sit at the table. The radiance falls on all of us.” , Thesis (MACW) -- Faculty of Humanities, School of Languages, 2022
- Full Text:
- Date Issued: 2022-04
- Authors: Bhikha, Nasira
- Date: 2022-04
- Subjects: Creative writing (Higher education) South Africa , South African fiction (English) 21st century , Short stories, South African (English) 21st century , Diaries -- Authorship , Autobiography , Short stories, English History and criticism , American fiction History and criticism , Mexican fiction History and criticism
- Language: English
- Type: Master's thesis , text
- Identifier: http://hdl.handle.net/10962/232427 , vital:49991
- Description: My thesis is a collection of prose forms weaving my identity as a South African woman of colour, my observations of life through personal, cultural and sociological lenses, where traditions are constantly challenged and evolving. The collection focuses on the untold and unresolved, using fiction as a tool of pushback and psychological reflection. I am motivated by writers who use what I would term reflective expressionism to evoke empathy by tapping into innate, universal emotions. In particular Tiff Holland’s vivid telling of family in the novella Betty Superman where she navigates complex relationships, and bell hooks’ memoirs Bone Black: Memories of Girlhood written as poetic vignettes in fluctuating points of view to draw attention to the intricacies of social structures. Joanna Walsh’s Vertigo has strongly influenced my approach to writing through her compelling imagery and use of motif in fragmented prose that delves into the psyche of her characters. I am also inspired by Lidia Yuknavitch’s visceral use of language, identifying with her invitation: “You deserve to sit at the table. The radiance falls on all of us.” , Thesis (MACW) -- Faculty of Humanities, School of Languages, 2022
- Full Text:
- Date Issued: 2022-04
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
- Full Text:
- Date Issued: 2021-04
- 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
- Full Text:
- Date Issued: 2021-04
Softboi
- Authors: Mall, Shireen
- Date: 2020
- Subjects: Uncatalogued
- Language: English
- Type: thesis , text , Masters , MA
- Identifier: http://hdl.handle.net/10962/164373 , vital:41113
- Description: Thesis (MA)--Rhodes University, Faculty of Humanities, School of Languages, 2020
- Full Text:
- Date Issued: 2020
- Authors: Mall, Shireen
- Date: 2020
- Subjects: Uncatalogued
- Language: English
- Type: thesis , text , Masters , MA
- Identifier: http://hdl.handle.net/10962/164373 , vital:41113
- Description: Thesis (MA)--Rhodes University, Faculty of Humanities, School of Languages, 2020
- Full Text:
- Date Issued: 2020
Uphicotho lweencwadi zabantwana ezikhethiweyo eziguqulelwe esiXhoseni
- Authors: Madolo, Yolisa
- Date: 2020
- Subjects: Children's literature, South African , Xhosa fiction -- Juvenile literature , Xhosa language -- Juvenile literature , Translating and interpreting in literature , Xhosa literature , Xhosa language -- Translating
- Language: Xhosa
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/150515 , vital:38981
- Description: Appraisal of African languages’ children’s literature and its translation seems to be developing at a slow pace. This literary genre seems to be the last on the literary critics’ list. As a result, children’s literature translators seem to do as they please, with no fear that there is someone to critique the work. Translation for children is more than just literary translation, because it is meant for a special audience, whose language skills are still developing. The translator, therefore, needs to be someone dedicated in target language development. This translation needs a translator with a deep knowledge of both the source and target languages and their cultures. This will result in a translation that is readable and acceptable in the target language. The aim of this study was to critically analyse 20 selected isiXhosa translated stories, looking at how they have been translated in order to sound original in the target language. A sample of five stories were taken and analysed looking at their macrostructure. The findings of the analysis were that the isiXhosa stories resembled the English ones. Even the equivalence of the translated versions showed that the translation transferred the message in the source texts. However there were challenges as indicated. The study was done using Skopos theory, which advocates for the translator to always keep their audience in mind. It suggests that the translator should always strive for a translation that is acceptable to the target language. Various strategies can be used by the translator to fulfil this. Some of the strategies found to have been used in the translations are adaptation through omission, addition, addition of target culture specific terms, and changing sentence mode. Generally, the source language message seems to have been successfully transferred to the target language. However, errors in some stories were a cause for concern, as they could deter the target reader’s interest in the stories. Such errors are spelling mistakes, word division errors, incorrect concord use, etc. These errors are a matter of concern in literature, more especially children’s literature where children are still developing their reading skills.
- Full Text:
- Date Issued: 2020
- Authors: Madolo, Yolisa
- Date: 2020
- Subjects: Children's literature, South African , Xhosa fiction -- Juvenile literature , Xhosa language -- Juvenile literature , Translating and interpreting in literature , Xhosa literature , Xhosa language -- Translating
- Language: Xhosa
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/150515 , vital:38981
- Description: Appraisal of African languages’ children’s literature and its translation seems to be developing at a slow pace. This literary genre seems to be the last on the literary critics’ list. As a result, children’s literature translators seem to do as they please, with no fear that there is someone to critique the work. Translation for children is more than just literary translation, because it is meant for a special audience, whose language skills are still developing. The translator, therefore, needs to be someone dedicated in target language development. This translation needs a translator with a deep knowledge of both the source and target languages and their cultures. This will result in a translation that is readable and acceptable in the target language. The aim of this study was to critically analyse 20 selected isiXhosa translated stories, looking at how they have been translated in order to sound original in the target language. A sample of five stories were taken and analysed looking at their macrostructure. The findings of the analysis were that the isiXhosa stories resembled the English ones. Even the equivalence of the translated versions showed that the translation transferred the message in the source texts. However there were challenges as indicated. The study was done using Skopos theory, which advocates for the translator to always keep their audience in mind. It suggests that the translator should always strive for a translation that is acceptable to the target language. Various strategies can be used by the translator to fulfil this. Some of the strategies found to have been used in the translations are adaptation through omission, addition, addition of target culture specific terms, and changing sentence mode. Generally, the source language message seems to have been successfully transferred to the target language. However, errors in some stories were a cause for concern, as they could deter the target reader’s interest in the stories. Such errors are spelling mistakes, word division errors, incorrect concord use, etc. These errors are a matter of concern in literature, more especially children’s literature where children are still developing their reading skills.
- Full Text:
- Date Issued: 2020
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.
- Full Text:
- Date Issued: 2019
- 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.
- Full Text:
- Date Issued: 2019
Ndonakele
- Authors: Ngcelwane, Ayabulela
- Date: 2019
- Subjects: Xhosa fiction , Xhosa poetry
- Language: English , Xhosa
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92721 , vital:30742
- Description: Le thisisi yingqokelela yemibongo egxile kwimingeni ejamelene noluntu kwimimandla efana neelokishi. Unobangela wale mingeni yintswelo-ngqesho, ukungafumani zindlu, ubundlobongela, isimo sezepolitiki, njalo-njalo. Imisebenzi kaRonnie Kasrils ngakumbi kwincwadi yakhe ethi A simple man, uRustum Siyongwana – Ubulumko bezinja uS. S. Mema – Umnxeba Wobomi, nezinye, zibe nefuthe kakhulu kule thisisi. Indlela abasebenzisa ngayo ulwimi lwemihla ngemihla, maxawambi bade basebenzise nesakhono esisetyenziswa ezintsomini ezifana nokusebenzisa abalinganiswa abazizilwanyana bekwekwa umba onobuzaza. Injongo yalo msebenzi kukugqamisa ukubaluleka kwentlalontle yoluntu, nokuvuselela isazela koongxowa ayibotshwa. Yiyo loo nto kuzanywe kangangoko ukusetyenziswa ulwimi olunokufikeleleka nakubani na. , English and Xhoxa versions provided for dual language submission
- Full Text:
- Date Issued: 2019
- Authors: Ngcelwane, Ayabulela
- Date: 2019
- Subjects: Xhosa fiction , Xhosa poetry
- Language: English , Xhosa
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92721 , vital:30742
- Description: Le thisisi yingqokelela yemibongo egxile kwimingeni ejamelene noluntu kwimimandla efana neelokishi. Unobangela wale mingeni yintswelo-ngqesho, ukungafumani zindlu, ubundlobongela, isimo sezepolitiki, njalo-njalo. Imisebenzi kaRonnie Kasrils ngakumbi kwincwadi yakhe ethi A simple man, uRustum Siyongwana – Ubulumko bezinja uS. S. Mema – Umnxeba Wobomi, nezinye, zibe nefuthe kakhulu kule thisisi. Indlela abasebenzisa ngayo ulwimi lwemihla ngemihla, maxawambi bade basebenzise nesakhono esisetyenziswa ezintsomini ezifana nokusebenzisa abalinganiswa abazizilwanyana bekwekwa umba onobuzaza. Injongo yalo msebenzi kukugqamisa ukubaluleka kwentlalontle yoluntu, nokuvuselela isazela koongxowa ayibotshwa. Yiyo loo nto kuzanywe kangangoko ukusetyenziswa ulwimi olunokufikeleleka nakubani na. , English and Xhoxa versions provided for dual language submission
- Full Text:
- Date Issued: 2019
Ndoxoza mphini wumbi!
- Authors: Saki, Sandile Dudu
- Date: 2019
- Subjects: South African fiction (English)
- Language: English , Xhosa
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92605 , vital:30741
- Description: My English half-thesis comprises semi-autobiographical short stories based on my own lived and observed experiences of patriarchal township life, but told through the eyes of others, often those who find themselves victims of societal ills and cruel injustices. The stories deal with issues ranging from rape culture, intimate femicide, social patriarchy and the vulnerability of women, children and people living with disabilities in such settings. Refusing didacticism, I seek to voice the complexity, bravery and beauty of my characters. I draw influence from Joel Matlou’s simple narration of the small details of daily life, Can Themba’s ability to find humour in the everyday, Chimamanda Ngozi Adichie’s contemporary sass and Irenosen Okojie’s unconventional, subtle and deeply enigmatic approach to storytelling. , Le thisisi yingqokelela yemibongo enesingqi nefuthe endilincance kubabhali endihlangene nabo kwezi zifundo endingabala kubo uMxolisi Nyezwa, Rustum Kozain nabanye. Injongo yale thisisi kukonwabisa; ukucebisa mhlawumbi ukuthungulula iintongo emva kobentlombe. Maxa wambi ikukukhahlela nakwabo baye banegalelo kwizinto-yinto zokuhlala ngakumbi iimvumi zikaMasikhandi ezifana noMlindelwa ‘Inkunz’ emdaka’ Mralatya owaziwa njengovulindlela kaMasikhandi kwisizwe sakwaXhosa siphela. Bakho ke ababhali abasingqi sabo sindithimbileyo, naba bugcisa ndibuthandileyo endingabalula kubo uMzwandile Matiwana, M. S. Mlandu, Fundile Majola, John Solilo, J. J. R Jolobe kunye noS. E. K. Mqhayi. Liyavakala ifuthe labo kule mibongo, ngakumbi isingqi nokusetyenziswa kolwimi. , English and Xhosa versions provided for dual language submission
- Full Text:
- Date Issued: 2019
- Authors: Saki, Sandile Dudu
- Date: 2019
- Subjects: South African fiction (English)
- Language: English , Xhosa
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92605 , vital:30741
- Description: My English half-thesis comprises semi-autobiographical short stories based on my own lived and observed experiences of patriarchal township life, but told through the eyes of others, often those who find themselves victims of societal ills and cruel injustices. The stories deal with issues ranging from rape culture, intimate femicide, social patriarchy and the vulnerability of women, children and people living with disabilities in such settings. Refusing didacticism, I seek to voice the complexity, bravery and beauty of my characters. I draw influence from Joel Matlou’s simple narration of the small details of daily life, Can Themba’s ability to find humour in the everyday, Chimamanda Ngozi Adichie’s contemporary sass and Irenosen Okojie’s unconventional, subtle and deeply enigmatic approach to storytelling. , Le thisisi yingqokelela yemibongo enesingqi nefuthe endilincance kubabhali endihlangene nabo kwezi zifundo endingabala kubo uMxolisi Nyezwa, Rustum Kozain nabanye. Injongo yale thisisi kukonwabisa; ukucebisa mhlawumbi ukuthungulula iintongo emva kobentlombe. Maxa wambi ikukukhahlela nakwabo baye banegalelo kwizinto-yinto zokuhlala ngakumbi iimvumi zikaMasikhandi ezifana noMlindelwa ‘Inkunz’ emdaka’ Mralatya owaziwa njengovulindlela kaMasikhandi kwisizwe sakwaXhosa siphela. Bakho ke ababhali abasingqi sabo sindithimbileyo, naba bugcisa ndibuthandileyo endingabalula kubo uMzwandile Matiwana, M. S. Mlandu, Fundile Majola, John Solilo, J. J. R Jolobe kunye noS. E. K. Mqhayi. Liyavakala ifuthe labo kule mibongo, ngakumbi isingqi nokusetyenziswa kolwimi. , English and Xhosa versions provided for dual language submission
- Full Text:
- Date Issued: 2019
Religious pluralism: an analysis of its practice and effect in four historical examples
- Authors: Groves, Samuel Peter
- Date: 2019
- Subjects: Religious pluralism , Christianity and other religions , Freedom of religion -- History , Alexandria (Egypt) -- History , Athens (Greece) -- History , Alexandria (Egypt) -- Religion , Athens (Greece) -- Religion , Eusebius, of Caesarea, Bishop of Caesarea, approximately 260-approximately 340 , Constantine I, Emperor of Rome, -337 , Constantine I, Emperor of Rome, -337 -- Religion , Rome -- History -- Constantine I, the Great, 306-337 , Rome -- Religion , Jews -- Spain -- History -- Expulsion, 1492 , Spain -- History -- Ferdinand and Isabella, 1479-1516 , Spain -- Religion
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/67709 , vital:29132
- Description: Despite the fact that religious freedom is considered a basic human right, provided for in the South African constitution, the practise of religious freedom is often denied in certain countries and discouraged in others. The goal of this thesis is to examine four historical examples in which religious freedom was practised or denied, and the effect this decision had on the countries or people concerned. The first example of Alexander's empire is a positive example of religious liberty. His practise of religious pluralism offered peace to the Greeks and Jews of Alexandria, and it prompted creative and intellectual pursuits that would have been impossible without religious freedom. The second example is of Paul the Apostle's approach to positive religious engagement, as recorded in Acts 17 of the New Testament. Paul models constructive religious debate as he engages with the Athenian philosophers. The third example is of Constantine's pursuit of unity through religious prescription. In his bid for one empire under one God, he created both a divided empire and a divided church. The final example is of the Catholic Monarchs of Spain, who through the persecution of Jews and Muslims, caused the economic collapse of Spain and the division of the church within Spain. This thesis provides historical evidence that religious pluralism benefits humanity and it is my hope that it will encourage religious and political leaders to uphold religious pluralism for the good of society and for the good of religion.
- Full Text:
- Date Issued: 2019
- Authors: Groves, Samuel Peter
- Date: 2019
- Subjects: Religious pluralism , Christianity and other religions , Freedom of religion -- History , Alexandria (Egypt) -- History , Athens (Greece) -- History , Alexandria (Egypt) -- Religion , Athens (Greece) -- Religion , Eusebius, of Caesarea, Bishop of Caesarea, approximately 260-approximately 340 , Constantine I, Emperor of Rome, -337 , Constantine I, Emperor of Rome, -337 -- Religion , Rome -- History -- Constantine I, the Great, 306-337 , Rome -- Religion , Jews -- Spain -- History -- Expulsion, 1492 , Spain -- History -- Ferdinand and Isabella, 1479-1516 , Spain -- Religion
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/67709 , vital:29132
- Description: Despite the fact that religious freedom is considered a basic human right, provided for in the South African constitution, the practise of religious freedom is often denied in certain countries and discouraged in others. The goal of this thesis is to examine four historical examples in which religious freedom was practised or denied, and the effect this decision had on the countries or people concerned. The first example of Alexander's empire is a positive example of religious liberty. His practise of religious pluralism offered peace to the Greeks and Jews of Alexandria, and it prompted creative and intellectual pursuits that would have been impossible without religious freedom. The second example is of Paul the Apostle's approach to positive religious engagement, as recorded in Acts 17 of the New Testament. Paul models constructive religious debate as he engages with the Athenian philosophers. The third example is of Constantine's pursuit of unity through religious prescription. In his bid for one empire under one God, he created both a divided empire and a divided church. The final example is of the Catholic Monarchs of Spain, who through the persecution of Jews and Muslims, caused the economic collapse of Spain and the division of the church within Spain. This thesis provides historical evidence that religious pluralism benefits humanity and it is my hope that it will encourage religious and political leaders to uphold religious pluralism for the good of society and for the good of religion.
- Full Text:
- Date Issued: 2019
The Zulu girl and other poems
- Authors: Ngidi, Sandile Brian
- Date: 2019
- Subjects: Xhosa poetry
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92748 , vital:30744
- Description: My thesis is a collection of English poems that converse with Mazisi Kunene’s literary corpus. I draw from both Kunene’s early works, which followed the pioneering work of the Zulu poet BW Vilakazi, and his socio‐political later work, which is at once Pan African in scope and intent yet deeply rooted in a Zulu socio‐linguistic milieu. Like Kunene, I aim to create a poetics of exile by working between languages, writing in Zulu and then translating into English to express my alienation in South Africa and what it means to be exiled from language and culture and speak a foreign language with your mother tongue. Here, I also take influence from the rich, evocative imagery in Palestinian poet Mahmoud Darwish's poetry of exile and the quest for a lost homeland, as well as Brazilian poet Adela Prado’s wit and direct speech. I also engage popular contemporary forms of expression and use poetry to question some themes in the popular music genre maskandi, especially its rhetoric on identity, class and gender politics.
- Full Text:
- Date Issued: 2019
- Authors: Ngidi, Sandile Brian
- Date: 2019
- Subjects: Xhosa poetry
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92748 , vital:30744
- Description: My thesis is a collection of English poems that converse with Mazisi Kunene’s literary corpus. I draw from both Kunene’s early works, which followed the pioneering work of the Zulu poet BW Vilakazi, and his socio‐political later work, which is at once Pan African in scope and intent yet deeply rooted in a Zulu socio‐linguistic milieu. Like Kunene, I aim to create a poetics of exile by working between languages, writing in Zulu and then translating into English to express my alienation in South Africa and what it means to be exiled from language and culture and speak a foreign language with your mother tongue. Here, I also take influence from the rich, evocative imagery in Palestinian poet Mahmoud Darwish's poetry of exile and the quest for a lost homeland, as well as Brazilian poet Adela Prado’s wit and direct speech. I also engage popular contemporary forms of expression and use poetry to question some themes in the popular music genre maskandi, especially its rhetoric on identity, class and gender politics.
- Full Text:
- Date Issued: 2019
Therefore I am
- Authors: Núñez-Lagos, Andres
- Date: 2019
- Subjects: South African fiction (English)
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92737 , vital:30743
- Full Text:
- Date Issued: 2019
- Authors: Núñez-Lagos, Andres
- Date: 2019
- Subjects: South African fiction (English)
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92737 , vital:30743
- Full Text:
- Date Issued: 2019
A critique of language policy and implementation strategies used in selected institutions of higher learning in South Africa
- Authors: Somlata, Zakhile
- Date: 2018
- Subjects: Language policy South Africa , Translanguaging (Linguistics) , Language and education South Africa , Language and languages Study and teaching South Africa , Education, Higher South Africa , Multilingualism South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62571 , vital:28208
- Description: This thesis evaluated the language policy implementation strategies used in selected universities of South Africa. The Constitution of the Republic of South African (1996) recognises eleven official languages, namely: English, Afrikaans, isiNdebele, isiXhosa, isiZulu, Sesotho, Setswana, SiSwati, Sepedi, Tshivenda and Xitsonga. These official languages should enjoy the parity of esteem in all domains. The language practices are very important in the education of students at all levels of education but this study focuses on the language policy implementation in universities. Most universities of South Africa have their language policies but the dilemma is on the implementation of those language policies. The overarching aim of this study is to evaluate how university use language policy for access and success of the students and to assess the language policy implementation strategies, monitoring and evaluation. The language is central to the success of the students and this study further investigated to what extent are the universities use the linguistic repertoires of the students in their education. This study is rooted in orientations of language planning: Language as problem, language as right and language as resource (Ruiz, 1984). This thesis employed a mixed methods approach (qualitative and quantitative method) with convergent parallel design. The data was collected from eleven universities of South Africa and the participants in each university were the "Key informants" (experts and insiders) which comprised of member of Executive Management, a member of the Institutional Language Committee and a language lecturer; and a cohort of forty third year students. The Key informants participated in the qualitative data collection through the structured interviews. The forty third year students participated in the quantitative data collected through survey questionnaires. The language policy documents of the universities were also sampled to get a better understanding of the real language practices and the language policy. The thematic analysis was used to analyse transcripts that were developed from the interviews, data from the students was analysed through descriptive and inferential analyses with Statistical Package for the Social Sciences (SPSS) as a statistical test and document analysis was used to analyse the language policies; The findings show that universities have commitment to access of the students to institutions of Higher Education. The success of the students is being thwarted by the monolingual approach where most of the universities use English only as the medium of instruction. The monolingual approach negatively affects the academic success and excellent academic performance of the majority of students. The findings show that there is high demand from the students that the course materials should be provided in African languages. All selected universities have their language policy which is something positive but most of them are outdated because they need to be reviewed at least after five years. The findings demonstrate that most universities lack the language policy implementation plans. The nonexistence of the language policy implementation plan adversely affects the implementation of the language policy. The study recommends that universities should provide the learning resources in African languages to meet the demands of the students. To maximise the success, students should be examined in any official languages of the university. The language policy implementation plans should be developed urgently so as to improve language policy implementation in universities. , Le thesisi iphonononge iindlela zokusetyenziswa komgaqo-nkqubo wolwimi kwiiyunivesithi ezichongiweyo zaseMzantsi Afrika. Umgaqo-siseko waseMzantsi Afrika (1996) athathela ingqalelo iilwimi ezisemthethweni ezilishumi elinanye, isiNgesi, isiBhulu, isiNdebele, isiXhosa, isiZulu, Sesotho, Setswana, Sepedi, SiSwati, Tshivenda neXitsonga. Ezi lwimi zisemthethweni zifanele ukuba zisetyenziswe ngokulinganayo kuzo zonke iinkalo. Ukusetyenziswa kweelwimi kubalulekile kakhulu kwimfundo yabantwana kuwo onke amanqanaba emfundo kodwa olu phando lugxile ekusetyenzisweni komgaqo-nkqubo wolwimi kwiiyunivesithi. Uninzi lweeyunivesithi zinayo imigaqo-nkqubo yolwimi kodwa ingxaki isekusetyenzisweni kwaloo migaqo-nkqubo yolwimi. Ezona njongo zolu phando kukuphonononga ukuba iiyunivesithi ziyisebenzisa njani na imigaqo-nkqubo yolwimi ukuze abafundi bafikelele kwaye baphumelele ezifundweni kwakhona nokugocagoca izicwangciso zokusetyenziswa komgaqo-nkqubo wolwimi nokuhlola ukusebenza kwezo zicwangciso. Ulwimi ngundoqo kwimpumelelo yabafundi kwaye umyinge wokusetyenziswa kweelwimi zabafundi ekufundeni kwabo kuthe kwaphandwa. Esi sifundo sisekelwe kwiindlela zocwangciso-lwimi: Ulwimi njengengxaki, ulwimi njengelungelo nolwimi njengesixhobo (Ruiz, 1984). Le thesisi esebenzise indlela yophando entlantlu-mbini (eyobunjani neyobungakanani) kunye noyilo lwendibaniso kokunxuseneyo. Idatha yathi yaqokelelwa kwiiyunivesithi ezilishumi elinanye eMzantsi Afrika kwaye abathabathi nxaxheba babandakanya ilungu lesigqeba solawulo, ilungu lekomiti yeelwimi eyunivesithi nomhlohli wolwimi; kunye nabafundi abakunyaka wesithathu kwizifundo zabo kwiyunivesithi nganye. Idatha yaqokelelwa kubadlulisi-lwazi abaphambili beeyunivesithi ngodliwano-ndlebe oluqingqiweyo. Abafundi abalishumi elinesine bathi bathabathi inxaxheba kuqokelelo lwedatha ngokuthi bagcwalise uludwe lwemibuzo eyayicwangcisiwe. Umaxwebhu omgaqo-nkqubo wolwimi athi achongwa ukuze kubekho ukuqondakala phakathi kokusetyenziswa kolwimi kunye nokumgaqo-nkqubo wolwimi. Uhlalutyo ngokomxholo lwathi lwasetyenziswa ukuhlalutya ulwazi olwabhalwayo luvela kudliwano-ndlebe olwashicilelwayo, idatha eyayisuka kubafundi yathi yahlalutywa ngokusebenzisa uhlalutyo ngokwenkcazelo nangokuthelekelela kunye neStatistical Pakage for Social Sciences (SPSS) njengesixhobo senkcukacha-manani kwaye uhlalutyo loxwebhu lwathi lwasetyenziswa ukuhlalutya imigaqo-nkqubo yolwimi. Iziphumo zibonakalisa ukuba iiyunivesithi zizibophelele ekufikelelekeni kwabafundi kumaziko emfundo ephakamileyo. Impumelelo yabafundi ithi ithityazwe kukusetyenziswa kolwimi olunye apho uninzi lweeyunivesithi zisebenzisa isiNgesi kuphela njengolwimi lokufunda nokufundisa. Ukusetyenziswa kolwimi olunye kuthi kuchaphazela gwenxa impumelelo yabafundi nokuqhuba ngcono ezifundweni. Iziphumo zibonakalisa ukuba kukho imfuno emmandla kubafundi yokuba izixhobo zokufunda nokufundisa zifumaneke nangeelwimi zesiNtu. Inyathelo elihle lelokuba zonke iiyunivesithi ezichongiweyo zinayo imigaqo-nkqubo yolwimi kodwa imigaqo-nkqubo yolwimi emininzi midala kuba ifanelwe ukuba iphononongwe emva kweminyaka emihlanu ubuncinane. Iziphumo zibonakalisa ukuba iiyunivesithi azinazo izicwangciso zokusetyenziswa kwemigaqo-nkqubo yolwimi. Ukungabikho kwesicwangciso sokusetyenziswa komgaqo-nkqubo wolwimi kuchaphazela gwenxa ukusetyenziswa kwawo. Olu phando lundulula ukuba iiyunivesithi zifanele ukuba zibonelele ngezixhobo zokufunda nokufundisa ezingeelwimi zesiNtu ukukhawulelana neemfuno zabafundi. Ukwandisa impumelelo, abafundi kufanele ukuba bavavanywe ngalo naluphi na ulwimi olusemthethweni lweyunivesithi. Izicwangciso zokusetyenziswa komgaqo-nkqubo wolwimi zifanele ukuba ziveliswe njengenyewe engxamisekileyo ukuze kuphuculwe ukusetyenziswa kwemigaqo- nkqubo yolwimi kwiiyunivesithi.
- Full Text:
- Date Issued: 2018
- Authors: Somlata, Zakhile
- Date: 2018
- Subjects: Language policy South Africa , Translanguaging (Linguistics) , Language and education South Africa , Language and languages Study and teaching South Africa , Education, Higher South Africa , Multilingualism South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62571 , vital:28208
- Description: This thesis evaluated the language policy implementation strategies used in selected universities of South Africa. The Constitution of the Republic of South African (1996) recognises eleven official languages, namely: English, Afrikaans, isiNdebele, isiXhosa, isiZulu, Sesotho, Setswana, SiSwati, Sepedi, Tshivenda and Xitsonga. These official languages should enjoy the parity of esteem in all domains. The language practices are very important in the education of students at all levels of education but this study focuses on the language policy implementation in universities. Most universities of South Africa have their language policies but the dilemma is on the implementation of those language policies. The overarching aim of this study is to evaluate how university use language policy for access and success of the students and to assess the language policy implementation strategies, monitoring and evaluation. The language is central to the success of the students and this study further investigated to what extent are the universities use the linguistic repertoires of the students in their education. This study is rooted in orientations of language planning: Language as problem, language as right and language as resource (Ruiz, 1984). This thesis employed a mixed methods approach (qualitative and quantitative method) with convergent parallel design. The data was collected from eleven universities of South Africa and the participants in each university were the "Key informants" (experts and insiders) which comprised of member of Executive Management, a member of the Institutional Language Committee and a language lecturer; and a cohort of forty third year students. The Key informants participated in the qualitative data collection through the structured interviews. The forty third year students participated in the quantitative data collected through survey questionnaires. The language policy documents of the universities were also sampled to get a better understanding of the real language practices and the language policy. The thematic analysis was used to analyse transcripts that were developed from the interviews, data from the students was analysed through descriptive and inferential analyses with Statistical Package for the Social Sciences (SPSS) as a statistical test and document analysis was used to analyse the language policies; The findings show that universities have commitment to access of the students to institutions of Higher Education. The success of the students is being thwarted by the monolingual approach where most of the universities use English only as the medium of instruction. The monolingual approach negatively affects the academic success and excellent academic performance of the majority of students. The findings show that there is high demand from the students that the course materials should be provided in African languages. All selected universities have their language policy which is something positive but most of them are outdated because they need to be reviewed at least after five years. The findings demonstrate that most universities lack the language policy implementation plans. The nonexistence of the language policy implementation plan adversely affects the implementation of the language policy. The study recommends that universities should provide the learning resources in African languages to meet the demands of the students. To maximise the success, students should be examined in any official languages of the university. The language policy implementation plans should be developed urgently so as to improve language policy implementation in universities. , Le thesisi iphonononge iindlela zokusetyenziswa komgaqo-nkqubo wolwimi kwiiyunivesithi ezichongiweyo zaseMzantsi Afrika. Umgaqo-siseko waseMzantsi Afrika (1996) athathela ingqalelo iilwimi ezisemthethweni ezilishumi elinanye, isiNgesi, isiBhulu, isiNdebele, isiXhosa, isiZulu, Sesotho, Setswana, Sepedi, SiSwati, Tshivenda neXitsonga. Ezi lwimi zisemthethweni zifanele ukuba zisetyenziswe ngokulinganayo kuzo zonke iinkalo. Ukusetyenziswa kweelwimi kubalulekile kakhulu kwimfundo yabantwana kuwo onke amanqanaba emfundo kodwa olu phando lugxile ekusetyenzisweni komgaqo-nkqubo wolwimi kwiiyunivesithi. Uninzi lweeyunivesithi zinayo imigaqo-nkqubo yolwimi kodwa ingxaki isekusetyenzisweni kwaloo migaqo-nkqubo yolwimi. Ezona njongo zolu phando kukuphonononga ukuba iiyunivesithi ziyisebenzisa njani na imigaqo-nkqubo yolwimi ukuze abafundi bafikelele kwaye baphumelele ezifundweni kwakhona nokugocagoca izicwangciso zokusetyenziswa komgaqo-nkqubo wolwimi nokuhlola ukusebenza kwezo zicwangciso. Ulwimi ngundoqo kwimpumelelo yabafundi kwaye umyinge wokusetyenziswa kweelwimi zabafundi ekufundeni kwabo kuthe kwaphandwa. Esi sifundo sisekelwe kwiindlela zocwangciso-lwimi: Ulwimi njengengxaki, ulwimi njengelungelo nolwimi njengesixhobo (Ruiz, 1984). Le thesisi esebenzise indlela yophando entlantlu-mbini (eyobunjani neyobungakanani) kunye noyilo lwendibaniso kokunxuseneyo. Idatha yathi yaqokelelwa kwiiyunivesithi ezilishumi elinanye eMzantsi Afrika kwaye abathabathi nxaxheba babandakanya ilungu lesigqeba solawulo, ilungu lekomiti yeelwimi eyunivesithi nomhlohli wolwimi; kunye nabafundi abakunyaka wesithathu kwizifundo zabo kwiyunivesithi nganye. Idatha yaqokelelwa kubadlulisi-lwazi abaphambili beeyunivesithi ngodliwano-ndlebe oluqingqiweyo. Abafundi abalishumi elinesine bathi bathabathi inxaxheba kuqokelelo lwedatha ngokuthi bagcwalise uludwe lwemibuzo eyayicwangcisiwe. Umaxwebhu omgaqo-nkqubo wolwimi athi achongwa ukuze kubekho ukuqondakala phakathi kokusetyenziswa kolwimi kunye nokumgaqo-nkqubo wolwimi. Uhlalutyo ngokomxholo lwathi lwasetyenziswa ukuhlalutya ulwazi olwabhalwayo luvela kudliwano-ndlebe olwashicilelwayo, idatha eyayisuka kubafundi yathi yahlalutywa ngokusebenzisa uhlalutyo ngokwenkcazelo nangokuthelekelela kunye neStatistical Pakage for Social Sciences (SPSS) njengesixhobo senkcukacha-manani kwaye uhlalutyo loxwebhu lwathi lwasetyenziswa ukuhlalutya imigaqo-nkqubo yolwimi. Iziphumo zibonakalisa ukuba iiyunivesithi zizibophelele ekufikelelekeni kwabafundi kumaziko emfundo ephakamileyo. Impumelelo yabafundi ithi ithityazwe kukusetyenziswa kolwimi olunye apho uninzi lweeyunivesithi zisebenzisa isiNgesi kuphela njengolwimi lokufunda nokufundisa. Ukusetyenziswa kolwimi olunye kuthi kuchaphazela gwenxa impumelelo yabafundi nokuqhuba ngcono ezifundweni. Iziphumo zibonakalisa ukuba kukho imfuno emmandla kubafundi yokuba izixhobo zokufunda nokufundisa zifumaneke nangeelwimi zesiNtu. Inyathelo elihle lelokuba zonke iiyunivesithi ezichongiweyo zinayo imigaqo-nkqubo yolwimi kodwa imigaqo-nkqubo yolwimi emininzi midala kuba ifanelwe ukuba iphononongwe emva kweminyaka emihlanu ubuncinane. Iziphumo zibonakalisa ukuba iiyunivesithi azinazo izicwangciso zokusetyenziswa kwemigaqo-nkqubo yolwimi. Ukungabikho kwesicwangciso sokusetyenziswa komgaqo-nkqubo wolwimi kuchaphazela gwenxa ukusetyenziswa kwawo. Olu phando lundulula ukuba iiyunivesithi zifanele ukuba zibonelele ngezixhobo zokufunda nokufundisa ezingeelwimi zesiNtu ukukhawulelana neemfuno zabafundi. Ukwandisa impumelelo, abafundi kufanele ukuba bavavanywe ngalo naluphi na ulwimi olusemthethweni lweyunivesithi. Izicwangciso zokusetyenziswa komgaqo-nkqubo wolwimi zifanele ukuba ziveliswe njengenyewe engxamisekileyo ukuze kuphuculwe ukusetyenziswa kwemigaqo- nkqubo yolwimi kwiiyunivesithi.
- Full Text:
- Date Issued: 2018
A critique of multilingualism in South Africa’s post-democratic parliament with particular reference to the use of selected minority languages
- Authors: Masombuka, Elizabeth Lucy
- Date: 2018
- Subjects: Multilingualism -- South Africa , Language policy -- South Africa , Language and languages -- Political aspects , Linguistic minorities -- South Africa , Linguistic rights -- South Africa , South Africa. Parliament (1994- ). Parliamentary Communication Services , Hansard Society Commission on the Communication of Parliamentary Democracy
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/61984 , vital:28092
- Description: Language is an essential tool in effecting transformation in a community, society as well as in a culturally diverse institution like the Parliament of South Africa. This study is undertaken to establish the progress made in the use of official languages in the Parliament of South Africa. This study critically looks at the use of eleven South African official languages by the Parliament of South Africa in its daily debates in ensuring transformation to a multilingual parliament. The focus of the study is on the publication of Hansard in all official languages, with specific reference to previously marginalised languages as declared by the Constitution. The study was done in the Language Service Section of the Parliament of South Africa. Firstly, the study looked at the History of Parliament and Hansard publications in relation to the sittings and debates of MP’s since the beginning of Parliament in South Africa. Secondly, a literature review was done on Language Policy implementation, monitoring and promotion of languages in South Africa. Review of legislative frameworks on language matters was undertaken in order to find out the compliance of parliament in using official languages in the publication of Hansard. The study evaluates the recognition of languages as well as the parliamentary in-House Language Policy (Operational Language Policy) in relation to the prescriptions of the Constitution. Findings of the study are indicated in chapter 5 of the thesis. The presentation of data comprises of the work experience of the languages practitioners in parliament, availability and critique of the Language Policy Operational Policy in Parliament, as well as findings in the published Hansard Volumes since the first parliament. The study further tries to look at challenges that hinder the use, and promotion of all languages in parliament, including the use of these languages in the publication of Hansard. The study focuses on minority languages and previously marginalised languages. Recommendations are provided as a means of helping to improve the situation regarding the implementation of the language policy that will assist parliament to transform in order to become truly multilingual. This will allow parliament to be in a position to develop previously marginalised languages.
- Full Text:
- Date Issued: 2018
- Authors: Masombuka, Elizabeth Lucy
- Date: 2018
- Subjects: Multilingualism -- South Africa , Language policy -- South Africa , Language and languages -- Political aspects , Linguistic minorities -- South Africa , Linguistic rights -- South Africa , South Africa. Parliament (1994- ). Parliamentary Communication Services , Hansard Society Commission on the Communication of Parliamentary Democracy
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/61984 , vital:28092
- Description: Language is an essential tool in effecting transformation in a community, society as well as in a culturally diverse institution like the Parliament of South Africa. This study is undertaken to establish the progress made in the use of official languages in the Parliament of South Africa. This study critically looks at the use of eleven South African official languages by the Parliament of South Africa in its daily debates in ensuring transformation to a multilingual parliament. The focus of the study is on the publication of Hansard in all official languages, with specific reference to previously marginalised languages as declared by the Constitution. The study was done in the Language Service Section of the Parliament of South Africa. Firstly, the study looked at the History of Parliament and Hansard publications in relation to the sittings and debates of MP’s since the beginning of Parliament in South Africa. Secondly, a literature review was done on Language Policy implementation, monitoring and promotion of languages in South Africa. Review of legislative frameworks on language matters was undertaken in order to find out the compliance of parliament in using official languages in the publication of Hansard. The study evaluates the recognition of languages as well as the parliamentary in-House Language Policy (Operational Language Policy) in relation to the prescriptions of the Constitution. Findings of the study are indicated in chapter 5 of the thesis. The presentation of data comprises of the work experience of the languages practitioners in parliament, availability and critique of the Language Policy Operational Policy in Parliament, as well as findings in the published Hansard Volumes since the first parliament. The study further tries to look at challenges that hinder the use, and promotion of all languages in parliament, including the use of these languages in the publication of Hansard. The study focuses on minority languages and previously marginalised languages. Recommendations are provided as a means of helping to improve the situation regarding the implementation of the language policy that will assist parliament to transform in order to become truly multilingual. This will allow parliament to be in a position to develop previously marginalised languages.
- Full Text:
- Date Issued: 2018
An action research approach: developing intercultural competence in German Studies at Rhodes University
- Authors: Collins, Morgan Gwyneth
- Date: 2018
- Subjects: Action research in education -- South Africa -- Makhanda , German language -- Study and teaching -- Foreign speakers , Cultural relations , Multicultural education , World citizenship
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63910 , vital:28505
- Description: The need to develop interculturally competent graduates is a concern for universities across the world. In South African universities this need is linked to globalization and increased diversity in terms of student demographics since 1994. Considering the legacy of apartheid, South African universities especially, and pressingly, need to respond to both global and national diversity concerns. ICC can play a significant role in creating more culturally inclusive spaces as students are provided with opportunities to “relate to and with people from vastly different cultural and ethnic backgrounds” (Spitzberg & Changnon, 2009, p. 4). In a similar way, Germany has faced, and continues to face, challenges relating to diversity especially in relation to migrants and as such, interculturality is a topic of debate in society and scholarly discourse. Therefore, ICC is as relevant to German society as it is South African society. Courses that explicitly deal with ICC are however, not common in South African universities and discourse, and as a result universities are “missing out on developing students’ intercultural competence” (Deardorff & Quinlan, 2016). This thesis aimed to address this gap by investigating the viability and necessity of introducing a module that deals explicitly with ICC into the German Studies course at Rhodes University. In doing so it contributed to the creation of disciplinary knowledge as well as furthering the aim of aiding the creation of responsible global citizenship, alongside ‘academic citizenship’, and aiding the internationalisation at home concept by encouraging the students to understand their own lived reality in a diverse society. This research made use of an action research approach to implementing a module and tracing its development. Student responses, as well as reflection and observation, found that a module dealing explicitly with ICC was viable and able to contribute to developing students’ sense of cultural self-awareness and their awareness of ICC as a set of transferrable skills and knowledges. This module aimed to serve as an introduction to ICC for students in order to begin to develop their intercultural competence and increase their awareness and critical approach to culture and intercultural encounters.
- Full Text:
- Date Issued: 2018
- Authors: Collins, Morgan Gwyneth
- Date: 2018
- Subjects: Action research in education -- South Africa -- Makhanda , German language -- Study and teaching -- Foreign speakers , Cultural relations , Multicultural education , World citizenship
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63910 , vital:28505
- Description: The need to develop interculturally competent graduates is a concern for universities across the world. In South African universities this need is linked to globalization and increased diversity in terms of student demographics since 1994. Considering the legacy of apartheid, South African universities especially, and pressingly, need to respond to both global and national diversity concerns. ICC can play a significant role in creating more culturally inclusive spaces as students are provided with opportunities to “relate to and with people from vastly different cultural and ethnic backgrounds” (Spitzberg & Changnon, 2009, p. 4). In a similar way, Germany has faced, and continues to face, challenges relating to diversity especially in relation to migrants and as such, interculturality is a topic of debate in society and scholarly discourse. Therefore, ICC is as relevant to German society as it is South African society. Courses that explicitly deal with ICC are however, not common in South African universities and discourse, and as a result universities are “missing out on developing students’ intercultural competence” (Deardorff & Quinlan, 2016). This thesis aimed to address this gap by investigating the viability and necessity of introducing a module that deals explicitly with ICC into the German Studies course at Rhodes University. In doing so it contributed to the creation of disciplinary knowledge as well as furthering the aim of aiding the creation of responsible global citizenship, alongside ‘academic citizenship’, and aiding the internationalisation at home concept by encouraging the students to understand their own lived reality in a diverse society. This research made use of an action research approach to implementing a module and tracing its development. Student responses, as well as reflection and observation, found that a module dealing explicitly with ICC was viable and able to contribute to developing students’ sense of cultural self-awareness and their awareness of ICC as a set of transferrable skills and knowledges. This module aimed to serve as an introduction to ICC for students in order to begin to develop their intercultural competence and increase their awareness and critical approach to culture and intercultural encounters.
- Full Text:
- Date Issued: 2018
Aspects Allocentristes de l’Humanisme dans l’Univers Romanesque de Williams Sassine
- Authors: Dami, Emmanuel Naancin
- Date: 2018
- Subjects: Sassine, Williams, 1944-1997 -- Criticism and interpretation , Guinean fiction (French) -- 20th century -- History and criticism , Humanism in literature , Human beings in literature , Postcolonialism in literature , Existentialism in literature
- Language: French , English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/61957 , vital:28089
- Description: The human being, his behaviour and more importantly, his very essence have, for time immemorial, proven to be enigmatic to many a man and to researchers in particular. Consequently, the need for a thorough and more profound understanding of man has made him the epicentre of epistemic investigations across many academic disciplines. This, unfortunately, does not seem to have shaded bright lights on the grey areas bordering on his nature to his behavior. This, in turn, opens up other windows requiring further probes. For instance, proponents of the Neo-classical economic school contend that the human being is homo oeconomicus. This implies that man is intrinsically egocentric and a rational being whose decisions are based on informed choices driven by his urge for maximal utility geared towards his personal satisfaction (O’Boyle 2009; Caruso 2012). This stance invalidates man’s ability to do ‘disinterested good’ in any form. African francophone literature is replete with different and diverse images of man, his behaviour and existential conditions: sufferings and struggles. It, therefore, constitutes, inter alia, a laboratory in which researchers undertake investigative endeavours. This thesis beams its floodlights on the allocentric aspects of humanism in the novels of Williams Sassine. Thus, using the phenomenological and ‘clavieniste’ lenses as overarching operational theories, the thesis investigates Sassine’s novels with the view to shading a ray of light on the ‘humanistic man’ especially the allocentric dimensions of his nature and comportment. Emphasis is laid on the motives and motivations underlying the individual and the in-group struggle of the sassinien heroes in the emancipation of their society from the shackles of colonial and postcolonial domination, exploitation and subjugation resulting in self-determination and the subsequent disenchantment. Furthermore, the thesis examines the nature and character of human charity, generosity and sacrifices among the characters in the novels. In conclusion, the thesis establishes, through an x-ray of the nature of actions and decisions of certain characters in the novels, the examination of the conscious and subconscious intentions underlying these same actions and decisions which, on a face value, are apparently altruistic, that the sassinien heroes’ efforts and sacrifices are geared towards the common and greater good. This invariably means that man is, indeed, capable of posing disinterested acts of charity and bringing succour, devoid of any ulterior motives for personal gain, to his fellow humans. The position of the Neo-classical economists is consequently over-assuming, sweeping and tad generalizing. The sassinien characters have demonstrated beyond reasonable doubt that they are humanists. Their nature, the remote and immediate causes of their fights, the goals and objectives of their struggles and their spirit of abnegation have indeed proven that “human beings have the right and the responsibility to give meaning and shape to their own lives. [They have stood] for the building of a more humane society through an ethics based on the human and other natural values in a spirit of reason and free inquiry through human capabilities” (AHA 2017 : 3).
- Full Text:
- Date Issued: 2018
- Authors: Dami, Emmanuel Naancin
- Date: 2018
- Subjects: Sassine, Williams, 1944-1997 -- Criticism and interpretation , Guinean fiction (French) -- 20th century -- History and criticism , Humanism in literature , Human beings in literature , Postcolonialism in literature , Existentialism in literature
- Language: French , English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/61957 , vital:28089
- Description: The human being, his behaviour and more importantly, his very essence have, for time immemorial, proven to be enigmatic to many a man and to researchers in particular. Consequently, the need for a thorough and more profound understanding of man has made him the epicentre of epistemic investigations across many academic disciplines. This, unfortunately, does not seem to have shaded bright lights on the grey areas bordering on his nature to his behavior. This, in turn, opens up other windows requiring further probes. For instance, proponents of the Neo-classical economic school contend that the human being is homo oeconomicus. This implies that man is intrinsically egocentric and a rational being whose decisions are based on informed choices driven by his urge for maximal utility geared towards his personal satisfaction (O’Boyle 2009; Caruso 2012). This stance invalidates man’s ability to do ‘disinterested good’ in any form. African francophone literature is replete with different and diverse images of man, his behaviour and existential conditions: sufferings and struggles. It, therefore, constitutes, inter alia, a laboratory in which researchers undertake investigative endeavours. This thesis beams its floodlights on the allocentric aspects of humanism in the novels of Williams Sassine. Thus, using the phenomenological and ‘clavieniste’ lenses as overarching operational theories, the thesis investigates Sassine’s novels with the view to shading a ray of light on the ‘humanistic man’ especially the allocentric dimensions of his nature and comportment. Emphasis is laid on the motives and motivations underlying the individual and the in-group struggle of the sassinien heroes in the emancipation of their society from the shackles of colonial and postcolonial domination, exploitation and subjugation resulting in self-determination and the subsequent disenchantment. Furthermore, the thesis examines the nature and character of human charity, generosity and sacrifices among the characters in the novels. In conclusion, the thesis establishes, through an x-ray of the nature of actions and decisions of certain characters in the novels, the examination of the conscious and subconscious intentions underlying these same actions and decisions which, on a face value, are apparently altruistic, that the sassinien heroes’ efforts and sacrifices are geared towards the common and greater good. This invariably means that man is, indeed, capable of posing disinterested acts of charity and bringing succour, devoid of any ulterior motives for personal gain, to his fellow humans. The position of the Neo-classical economists is consequently over-assuming, sweeping and tad generalizing. The sassinien characters have demonstrated beyond reasonable doubt that they are humanists. Their nature, the remote and immediate causes of their fights, the goals and objectives of their struggles and their spirit of abnegation have indeed proven that “human beings have the right and the responsibility to give meaning and shape to their own lives. [They have stood] for the building of a more humane society through an ethics based on the human and other natural values in a spirit of reason and free inquiry through human capabilities” (AHA 2017 : 3).
- Full Text:
- Date Issued: 2018
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.
- Full Text:
- Date Issued: 2018
- 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.
- Full Text:
- Date Issued: 2018
Sepedi oral poetry with reference to kiba traditional dance of South Africa
- Authors: Maahlamela, Tebogo David
- Date: 2018
- Subjects: Northern Sotho poetry , Northern Sotho poetry -- History and criticism , Folk songs, Northern Sotho , Sound poetry -- South Africa , Archival materials -- Conservation and restoration , Spiritualism in literature , Cultural appropriation , Folk poetry, Northern Sotho , Kiba traditional dance , Kiba poetry
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63209 , vital:28381
- Description: Previous studies show that contrary to other African languages of fewer speakers, written poetry in Sepedi/Sesotho sa Leboa’s transition from oral to written did not only lag behind, its development was also slow, with less intense treatment. However, this scarcity is not of the actual oral material, but rather its documented version. Vast untreated material at various repositories such as the South African Broadcasting Corporation (SABC) library and the International Library of African Music (ILAM) are facing a risk of being lost due to limited resources and resourcefulness to digitalise them. Investigation of written poetry from 1906 to 2006 attests to the fact that in its written form, Sepedi/Sesotho sa Leboa poetry is still underdeveloped, dominated by “microwaved” collections aiming at nothing beyond meeting school prescription criteria. Calls have been made from the dominant South African poetry narrative that there are no innovative studies in the field of African languages, especially Sepedi/Sesotho sa Leboa. Musicological studies show that contemporary jazz artists have adopted and adapted kiba poetry into jazz music, which resulted into classics of all times. Intensive studies were conducted on such poetic kiba-influenced jazz, but the primary source remains a grey area. The analysis of selected kiba poems shows that kiba poetry is the richest poetic form in the Sepedi/Sesotho sa Leboa with its creative and artistic merit exceeds all other genres. The study further reveals that kiba poetry is the heart of Bapedi/Basotho ba Leboa spirituality, a heart without which some faith institutions will remain incomplete. Furthermore, kiba poetry embodies, among others, poetic genres rarely explored in the South African poetry milieu such as “sound poetry” and poetry of special metrical schemes, of dramatic and devotional essence. Scholarly attention is, therefore, recommended on this repertoire to explore the field beyond this preliminary study, so as to save as many kiba poems as possible, which will enrich the dwindling written poetry milieu. Literary excellence of the treated poems attests to the fact that the artistic wealth of kiba poetry is worthy of attention, and it has potential to transform not only the face of poetry in Sepedi/Sesotho sa Leboa, but of the entire South African poetry landscape.
- Full Text:
- Date Issued: 2018
- Authors: Maahlamela, Tebogo David
- Date: 2018
- Subjects: Northern Sotho poetry , Northern Sotho poetry -- History and criticism , Folk songs, Northern Sotho , Sound poetry -- South Africa , Archival materials -- Conservation and restoration , Spiritualism in literature , Cultural appropriation , Folk poetry, Northern Sotho , Kiba traditional dance , Kiba poetry
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63209 , vital:28381
- Description: Previous studies show that contrary to other African languages of fewer speakers, written poetry in Sepedi/Sesotho sa Leboa’s transition from oral to written did not only lag behind, its development was also slow, with less intense treatment. However, this scarcity is not of the actual oral material, but rather its documented version. Vast untreated material at various repositories such as the South African Broadcasting Corporation (SABC) library and the International Library of African Music (ILAM) are facing a risk of being lost due to limited resources and resourcefulness to digitalise them. Investigation of written poetry from 1906 to 2006 attests to the fact that in its written form, Sepedi/Sesotho sa Leboa poetry is still underdeveloped, dominated by “microwaved” collections aiming at nothing beyond meeting school prescription criteria. Calls have been made from the dominant South African poetry narrative that there are no innovative studies in the field of African languages, especially Sepedi/Sesotho sa Leboa. Musicological studies show that contemporary jazz artists have adopted and adapted kiba poetry into jazz music, which resulted into classics of all times. Intensive studies were conducted on such poetic kiba-influenced jazz, but the primary source remains a grey area. The analysis of selected kiba poems shows that kiba poetry is the richest poetic form in the Sepedi/Sesotho sa Leboa with its creative and artistic merit exceeds all other genres. The study further reveals that kiba poetry is the heart of Bapedi/Basotho ba Leboa spirituality, a heart without which some faith institutions will remain incomplete. Furthermore, kiba poetry embodies, among others, poetic genres rarely explored in the South African poetry milieu such as “sound poetry” and poetry of special metrical schemes, of dramatic and devotional essence. Scholarly attention is, therefore, recommended on this repertoire to explore the field beyond this preliminary study, so as to save as many kiba poems as possible, which will enrich the dwindling written poetry milieu. Literary excellence of the treated poems attests to the fact that the artistic wealth of kiba poetry is worthy of attention, and it has potential to transform not only the face of poetry in Sepedi/Sesotho sa Leboa, but of the entire South African poetry landscape.
- Full Text:
- Date Issued: 2018
The role of African languages in the South African legal system: towards a transformative agenda
- Authors: Docrat, Zakeera
- Date: 2018
- Subjects: Forensic linguistics -- South Africa , Communication in law -- South Africa , Language policy -- South Africa , Linguistic rights -- South Africa , Court interpreting and translating -- South Africa , African languages -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/60809 , vital:27833
- Description: This interdisciplinary thesis, partly located in the emerging discipline of forensic linguistics, seeks to investigate the status and use of African languages in the South African legal system and how language can be used as a tool to transform the legal system. The research commences with an overview of the development of African languages in the legal system, pre and post Apartheid. The research proceeds to an overview of scholarly literature concerning the role of legislation, language policy and planning in regulating the use of African languages in the legal system, in order to give effect to South Africa’s constitutional provisions and enable linguistic transformation of the legal system. This research furthermore provides a critique of the constitutional language framework in relation to language rights of litigants in the legal system, when accessing justice through the medium of an African language. To this effect the research advances cases conducted in their entirety in an African language, illustrating that it is both possible and practicable. This research engages critically with the legislative and policy frameworks of the legal system, where issues concerning the equal recognition and use of African languages are highlighted. Language demographics in the form of statistics are provided, illustrative of the fact that the majority of South African’s speak an African language as their mother tongue. Additionally, the statistics provide that litigants in the legal system have poor proficiency in English, the language of record in courts. The research addresses the legislative and policy deficiencies of the non insertion of language requirements for legal practitioners and judicial officers that reflect the language demographics. Furthermore the need for linguistically competent legal practitioners and judicial officers is discussed in giving meaning to the constitutional language rights of litigants. A Canadian comparative jurisprudential case study is advanced, that can be emulated by the South African legal system. The Canadian model offers a precise and effective constitutional, legislative and policy framework where language rights are purposively interpreted in cases conducted in the official languages of the country. Furthermore the Canadian model provides that legal practitioners and judicial officers are linguistically competent in the official languages of the province in which they practice. This thesis highlights the issues hindering real transformation of the legal system, and concludes with recommendations which are both legally and linguistically sound.
- Full Text:
- Date Issued: 2018
- Authors: Docrat, Zakeera
- Date: 2018
- Subjects: Forensic linguistics -- South Africa , Communication in law -- South Africa , Language policy -- South Africa , Linguistic rights -- South Africa , Court interpreting and translating -- South Africa , African languages -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/60809 , vital:27833
- Description: This interdisciplinary thesis, partly located in the emerging discipline of forensic linguistics, seeks to investigate the status and use of African languages in the South African legal system and how language can be used as a tool to transform the legal system. The research commences with an overview of the development of African languages in the legal system, pre and post Apartheid. The research proceeds to an overview of scholarly literature concerning the role of legislation, language policy and planning in regulating the use of African languages in the legal system, in order to give effect to South Africa’s constitutional provisions and enable linguistic transformation of the legal system. This research furthermore provides a critique of the constitutional language framework in relation to language rights of litigants in the legal system, when accessing justice through the medium of an African language. To this effect the research advances cases conducted in their entirety in an African language, illustrating that it is both possible and practicable. This research engages critically with the legislative and policy frameworks of the legal system, where issues concerning the equal recognition and use of African languages are highlighted. Language demographics in the form of statistics are provided, illustrative of the fact that the majority of South African’s speak an African language as their mother tongue. Additionally, the statistics provide that litigants in the legal system have poor proficiency in English, the language of record in courts. The research addresses the legislative and policy deficiencies of the non insertion of language requirements for legal practitioners and judicial officers that reflect the language demographics. Furthermore the need for linguistically competent legal practitioners and judicial officers is discussed in giving meaning to the constitutional language rights of litigants. A Canadian comparative jurisprudential case study is advanced, that can be emulated by the South African legal system. The Canadian model offers a precise and effective constitutional, legislative and policy framework where language rights are purposively interpreted in cases conducted in the official languages of the country. Furthermore the Canadian model provides that legal practitioners and judicial officers are linguistically competent in the official languages of the province in which they practice. This thesis highlights the issues hindering real transformation of the legal system, and concludes with recommendations which are both legally and linguistically sound.
- Full Text:
- Date Issued: 2018
Uphando-nzulu lweempendulo ezibhaliweyo zabafundi bamabakala aphezulu emfundo kuncwadi lwesiXhosa
- Authors: Mavela, Xolani Sikhomo
- Date: 2018
- Subjects: Discourse analysis , Anthropological linguistics , Academic writing Study and teaching , Academic writing Evaluation , Linguistics Research
- Language: Xhosa
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63176 , vital:28370
- Description: Kwiziphumo zakutsha nje ezivezwe kwiigridi zocazululo zohlolo loncwadi kwinqanaba lemfundo ephakamileyo (FET), kufumaniseke ukuba abafundi beli nqanaba abaqhubi kakuhle tu kwaphela xa becelwa ukuba babhale iimpendulo zabo kwanezo zimandundu nezikhwencayo kwiitekisi zoncwadi. Ngenxa yesi sizathu, eyona njongo iphambili yolu phando kukuzama ukuyila nokuvelisa isixhobo esinokusetyenziswa ekwaziseni nasekuxhobiseni abafundi besiXhosa abakwinqanaba leFET, ngezakhono zokubhala eziphuhlileyo nezikumgangatho wobhalo lwamaziko emfundo enomsila. Kule meko, ingcali yophando kwezobhalo lolwimi uMartin (2009) uhlomla ngelithi ubhalo olujolise ekunikeni iimpendulo, lubonwa njengohlobo lokubhala oluneengcambu ezimiliselwe ekufundisweni nasekungeneleleni ngokugqibeleleyo ngezakhono zokubhala, bhalo olu lunokuthi emva kwethuba elithile, luphelele kwincochoyi yokushicilelwa, lube ngamaxwebhu ahlelwe ngokusesikweni. Iindlela okanye izixhobo zokubhala eziyilwe ngeenjongo zokunikeza iimpendulo, nezithathwe kuphando lukaFeez noJoyce (1998), zizo eziza kusetyenziswa njengenxalenye yoqeqesho nakumaphulo ongenelelo oluza kuxhasa abafundi besiXhosa benqanaba leFET, nanjengoko ezi zixhobo zibonakala zinegalelo elincomekayo kwindlela ekubhalwa ngayo iimpendulo zeetekisi zoncwadi, ngokuthi zigxile kwezi njongo zilandelayo: (i) Ukunika abafundi ulwazi lokuzuza ulwazi olunzulu nolugqibeleleyo ngokuphathelele kwiinjongo zetekisi. (ii) Ukunika inkcazelo ecacileyo ngokubaluleka kwesakhiwo setekisi kwanokubunjwa kwayo. (iii) Ukuxhobisa abafundi ukuze bakwazi ukuchonga ulwimi oluxabisayo, iimpawu zobume bamagama negrama, kuquka nemiba ephambili yamasiko kwiitekisi zoncwadi. Ngenxa yezi njongo, kufikelelwa kuqikelelo oluthi, kuya kuthi ngokusetyenziswa kwesixhobo sikaFeez noJoyce seZakhono zokuBhala, sixhobo eso sayame kwiinqobo zeNgcingane yokuXabisa okufundwayo nedandalaziswa nguMartin noWhite (2006; 2005 no-2003) nayo le ngcingane eluncedo ekufundisweni kokubhala, abafundi abaninzi boncwadi lwesiXhosa kukholeleka ukuba bakukwazi ukuphuhlisa izakhono zokubhala iitekisi ezinika iimpendulo ezihlahlela imiba ephambili yoncwadi abalufundisiweyo. Olu phando lukwahlabela mgama lubonisa nokuba nezinye izixhobo zoyilo lweetekisi zikaGrabe noKaplan (1996), zinakho ukusetyenziswa ngaxesha linye neenqobo zeNgcingane yokuXabisa okufundwayo, kuquka nemiba yeZakhono zokuBhala, ukuze kwandiswe oku kuphuhliswa kwezakhono zokubhala kubafundi besiXhosa, kungaphelelanga kumabanga aphezulu, koko kufikelelwe nakumabanga asezantsi, nanjengoko kuveziwe kwiziphumo, kwizishwankathelo nakwisiphelo solu phando.
- Full Text:
- Date Issued: 2018
- Authors: Mavela, Xolani Sikhomo
- Date: 2018
- Subjects: Discourse analysis , Anthropological linguistics , Academic writing Study and teaching , Academic writing Evaluation , Linguistics Research
- Language: Xhosa
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63176 , vital:28370
- Description: Kwiziphumo zakutsha nje ezivezwe kwiigridi zocazululo zohlolo loncwadi kwinqanaba lemfundo ephakamileyo (FET), kufumaniseke ukuba abafundi beli nqanaba abaqhubi kakuhle tu kwaphela xa becelwa ukuba babhale iimpendulo zabo kwanezo zimandundu nezikhwencayo kwiitekisi zoncwadi. Ngenxa yesi sizathu, eyona njongo iphambili yolu phando kukuzama ukuyila nokuvelisa isixhobo esinokusetyenziswa ekwaziseni nasekuxhobiseni abafundi besiXhosa abakwinqanaba leFET, ngezakhono zokubhala eziphuhlileyo nezikumgangatho wobhalo lwamaziko emfundo enomsila. Kule meko, ingcali yophando kwezobhalo lolwimi uMartin (2009) uhlomla ngelithi ubhalo olujolise ekunikeni iimpendulo, lubonwa njengohlobo lokubhala oluneengcambu ezimiliselwe ekufundisweni nasekungeneleleni ngokugqibeleleyo ngezakhono zokubhala, bhalo olu lunokuthi emva kwethuba elithile, luphelele kwincochoyi yokushicilelwa, lube ngamaxwebhu ahlelwe ngokusesikweni. Iindlela okanye izixhobo zokubhala eziyilwe ngeenjongo zokunikeza iimpendulo, nezithathwe kuphando lukaFeez noJoyce (1998), zizo eziza kusetyenziswa njengenxalenye yoqeqesho nakumaphulo ongenelelo oluza kuxhasa abafundi besiXhosa benqanaba leFET, nanjengoko ezi zixhobo zibonakala zinegalelo elincomekayo kwindlela ekubhalwa ngayo iimpendulo zeetekisi zoncwadi, ngokuthi zigxile kwezi njongo zilandelayo: (i) Ukunika abafundi ulwazi lokuzuza ulwazi olunzulu nolugqibeleleyo ngokuphathelele kwiinjongo zetekisi. (ii) Ukunika inkcazelo ecacileyo ngokubaluleka kwesakhiwo setekisi kwanokubunjwa kwayo. (iii) Ukuxhobisa abafundi ukuze bakwazi ukuchonga ulwimi oluxabisayo, iimpawu zobume bamagama negrama, kuquka nemiba ephambili yamasiko kwiitekisi zoncwadi. Ngenxa yezi njongo, kufikelelwa kuqikelelo oluthi, kuya kuthi ngokusetyenziswa kwesixhobo sikaFeez noJoyce seZakhono zokuBhala, sixhobo eso sayame kwiinqobo zeNgcingane yokuXabisa okufundwayo nedandalaziswa nguMartin noWhite (2006; 2005 no-2003) nayo le ngcingane eluncedo ekufundisweni kokubhala, abafundi abaninzi boncwadi lwesiXhosa kukholeleka ukuba bakukwazi ukuphuhlisa izakhono zokubhala iitekisi ezinika iimpendulo ezihlahlela imiba ephambili yoncwadi abalufundisiweyo. Olu phando lukwahlabela mgama lubonisa nokuba nezinye izixhobo zoyilo lweetekisi zikaGrabe noKaplan (1996), zinakho ukusetyenziswa ngaxesha linye neenqobo zeNgcingane yokuXabisa okufundwayo, kuquka nemiba yeZakhono zokuBhala, ukuze kwandiswe oku kuphuhliswa kwezakhono zokubhala kubafundi besiXhosa, kungaphelelanga kumabanga aphezulu, koko kufikelelwe nakumabanga asezantsi, nanjengoko kuveziwe kwiziphumo, kwizishwankathelo nakwisiphelo solu phando.
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- Date Issued: 2018