Curriculum outcomes, teaching practices and learner competencies in isiXhosa in three Grahamstown schools
- Authors: Fobe, Mila Pamella
- Date: 2014
- Subjects: Xhosa language -- Study and teaching (Primary) -- South Africa -- Grahamstown Xhosa language -- Study and teaching (Secondary) -- South Africa -- Grahamstown Language and education -- South Africa -- Grahamstown Curriculum planning Second language acquisition Public schools -- South Africa -- Grahamstown Language policy -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3630 , http://hdl.handle.net/10962/d1012072
- Description: This study looks at the curriculum outcomes, teaching practices and learner competencies in isiXhosa at three Eastern Cape schools and across three different grades, 7-9. It explores the link between language learning and teaching as well as the teaching strategies used within the classroom. In particular, the study seeks to analyse how isiXhosa is taught at three different levels of instruction, namely at Home Language (HL), First Additional Language (FAL) and Second Additional Language (SAL) levels. Qualitative methods were used, and the study took the form of interpretive case studies within the respective schools. The purpose of using multiple case studies was to investigate the reality within the three sites selected. The three schools had three extreme settings, in the sense that one of the schools is a rich isiXhosa environment and the other two schools are English environments. The tools used for data gathering were interviews, classroom observations, and an analysis of documents from the Department of Basic Education. Data was then presented and analysed in Chapter 4 and 5 against the backdrop of an extensive literature review in Chapter 2 as well as a detailed methodological approach as outlined in Chapter 3. One of the findings of this research indicates that in two of the schools the teaching culture is largely from a western perspective, whereas in one of the schools the learners are primarily isiXhosa speaking and teachers use a different linguistic approach to imparting knowledge. In the private and ex-Model C school it was found that a lack of exposure to isiXhosa is the primary cause of language problems for L2 learners. Secondly the L1 is not appropriately maintained or promoted in the school environment because it is presumed that learners are sufficiently exposed to their L1 at home. The research found therefore that in this particular schooling environment there is an inconsistency between the curricula that is taught in relation to the linguistic abilities of the learners, many of whom are mother tongue speakers of isiXhosa. Furthermore and more generally, it was found that teachers are still not well informed concerning South Africa’s Language-in-Education-Policy and there is a need for more inservice training that will focus on the nature of additional language acquisition in order to address the challenges of teaching these languages. The thesis concludes that extensive work needs to be done in order to reposition the teaching of isiXhosa at all three levels, but particularly at FAL level. This research shows that there is a disjuncture between the proposed curriculum/learning outcomes and the standards or levels achieved by the learners, more especially at FAL and SAL where oral proficiency in isiXhosa remains a challenge. Specific recommendations are contained in the final chapter of the thesis which also makes reference to the draft policy of the Ministry of Basic Education regarding the incremental introduction of the teaching of African languages from 2014 onwards. This thesis also makes takes as a point of departure the importance of multilingualism in a multicultural society such as South Africa where language is suggested as a strong factor in the fostering of social cohesion. It is for this reason that the thesis argues that the expert teaching of African languages, in this case isiXhosa, at both mother tongue and second language levels is of fundamental importance to the future of South African society.
- Full Text:
- Authors: Fobe, Mila Pamella
- Date: 2014
- Subjects: Xhosa language -- Study and teaching (Primary) -- South Africa -- Grahamstown Xhosa language -- Study and teaching (Secondary) -- South Africa -- Grahamstown Language and education -- South Africa -- Grahamstown Curriculum planning Second language acquisition Public schools -- South Africa -- Grahamstown Language policy -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3630 , http://hdl.handle.net/10962/d1012072
- Description: This study looks at the curriculum outcomes, teaching practices and learner competencies in isiXhosa at three Eastern Cape schools and across three different grades, 7-9. It explores the link between language learning and teaching as well as the teaching strategies used within the classroom. In particular, the study seeks to analyse how isiXhosa is taught at three different levels of instruction, namely at Home Language (HL), First Additional Language (FAL) and Second Additional Language (SAL) levels. Qualitative methods were used, and the study took the form of interpretive case studies within the respective schools. The purpose of using multiple case studies was to investigate the reality within the three sites selected. The three schools had three extreme settings, in the sense that one of the schools is a rich isiXhosa environment and the other two schools are English environments. The tools used for data gathering were interviews, classroom observations, and an analysis of documents from the Department of Basic Education. Data was then presented and analysed in Chapter 4 and 5 against the backdrop of an extensive literature review in Chapter 2 as well as a detailed methodological approach as outlined in Chapter 3. One of the findings of this research indicates that in two of the schools the teaching culture is largely from a western perspective, whereas in one of the schools the learners are primarily isiXhosa speaking and teachers use a different linguistic approach to imparting knowledge. In the private and ex-Model C school it was found that a lack of exposure to isiXhosa is the primary cause of language problems for L2 learners. Secondly the L1 is not appropriately maintained or promoted in the school environment because it is presumed that learners are sufficiently exposed to their L1 at home. The research found therefore that in this particular schooling environment there is an inconsistency between the curricula that is taught in relation to the linguistic abilities of the learners, many of whom are mother tongue speakers of isiXhosa. Furthermore and more generally, it was found that teachers are still not well informed concerning South Africa’s Language-in-Education-Policy and there is a need for more inservice training that will focus on the nature of additional language acquisition in order to address the challenges of teaching these languages. The thesis concludes that extensive work needs to be done in order to reposition the teaching of isiXhosa at all three levels, but particularly at FAL level. This research shows that there is a disjuncture between the proposed curriculum/learning outcomes and the standards or levels achieved by the learners, more especially at FAL and SAL where oral proficiency in isiXhosa remains a challenge. Specific recommendations are contained in the final chapter of the thesis which also makes reference to the draft policy of the Ministry of Basic Education regarding the incremental introduction of the teaching of African languages from 2014 onwards. This thesis also makes takes as a point of departure the importance of multilingualism in a multicultural society such as South Africa where language is suggested as a strong factor in the fostering of social cohesion. It is for this reason that the thesis argues that the expert teaching of African languages, in this case isiXhosa, at both mother tongue and second language levels is of fundamental importance to the future of South African society.
- Full Text:
The impact of social network sites on written isiXhosa : a case study of a rural and an urban high school
- Authors: Dlutu, Bongiwe Agrienette
- Date: 2014
- Subjects: Online social networks -- South Africa -- Eastern Cape -- Use studies Mobile communication systems -- Social aspects -- South Africa -- Eastern Cape Interpersonal communication -- Technological innovations -- Social aspects -- South Africa -- Eastern Cape Mobile communication systems in education -- South Africa -- Eastern Cape Teaching -- South Africa -- Eastern Cape -- Aids and devices Xhosa language -- Study and teaching (Secondary) -- South Africa -- Eastern Cape Electronic mail systems -- South Africa -- Eastern Cape -- Slang Smartphones -- South Africa -- Use studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3629 , http://hdl.handle.net/10962/d1011826
- Description: The use of cellphones has increased all over the world. That invites many academics to conduct research on the usage of these devices, especially by young people, since young people join Social Network Sites (Facebook, Mxit, 2go, Whatsapp) and use a shorthand language. Most studies are related to the use of English and other languages that are recognised by computer software. There are few studies, if any, that have been done in relation to the use of African Languages on these sites. This research therefore aims to seek to explore the use of African Languages, especially isiXhosa, in assessing how technology might help in language development through the usage of SNSs that learners already use to equip them with educational material in their mother tongue. This study was conducted in two high schools, Nogemane Senior Secondary School in a disadvantaged and remote rural community with limited access to additional educational material such as magazines, newspapers, and television. The school also lacks basic study materials such as textbooks from the Education Department and they have no access to a library and laboratory. They also only have very few subjects to choose from. Nombulelo Senior Secondary School is in Grahamstown. This school has good infrastructure and learners have access to different technological devices and they can access libraries. What is common between learners in both schools is that they are all doing isiXhosa as a first language and are using SNSs to interact with each other. This study has found that learners enjoy using SNSs rather than reading the printed books. Furthermore, they enjoy and prefer interacting in isiXhosa in their conversations. Learners also use the web to post and show their creative writing, regardless of the shorthand form writing they use on the SNSs. This study has found that learners are not well equipped with basic isiXhosa skills when reaching the FET phase. They lack the understanding of standard isiXhosa idioms and proverbs. That clearly means that they are equipped in the more modern forms of literature rather than the traditional oral forms. IsiXhosa teachers also see SNSs as the better platform to engage with learners and they suggest that there must be a section in the subjects at school that teaches about cyber bullying and being safe online. This thesis also presents examples of new and contemporary forms of SNS-speak that are used by learners in both the rural and urban schools. This study is more concerned with SNSs for literacy development and to assess whether the shorthand writing has negative or positive effects in writing isiXhosa. This is done against the backdrop of a literature review which explores new literacies, computer mediated communication, social identity models as well as language policy and planning.
- Full Text:
- Authors: Dlutu, Bongiwe Agrienette
- Date: 2014
- Subjects: Online social networks -- South Africa -- Eastern Cape -- Use studies Mobile communication systems -- Social aspects -- South Africa -- Eastern Cape Interpersonal communication -- Technological innovations -- Social aspects -- South Africa -- Eastern Cape Mobile communication systems in education -- South Africa -- Eastern Cape Teaching -- South Africa -- Eastern Cape -- Aids and devices Xhosa language -- Study and teaching (Secondary) -- South Africa -- Eastern Cape Electronic mail systems -- South Africa -- Eastern Cape -- Slang Smartphones -- South Africa -- Use studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3629 , http://hdl.handle.net/10962/d1011826
- Description: The use of cellphones has increased all over the world. That invites many academics to conduct research on the usage of these devices, especially by young people, since young people join Social Network Sites (Facebook, Mxit, 2go, Whatsapp) and use a shorthand language. Most studies are related to the use of English and other languages that are recognised by computer software. There are few studies, if any, that have been done in relation to the use of African Languages on these sites. This research therefore aims to seek to explore the use of African Languages, especially isiXhosa, in assessing how technology might help in language development through the usage of SNSs that learners already use to equip them with educational material in their mother tongue. This study was conducted in two high schools, Nogemane Senior Secondary School in a disadvantaged and remote rural community with limited access to additional educational material such as magazines, newspapers, and television. The school also lacks basic study materials such as textbooks from the Education Department and they have no access to a library and laboratory. They also only have very few subjects to choose from. Nombulelo Senior Secondary School is in Grahamstown. This school has good infrastructure and learners have access to different technological devices and they can access libraries. What is common between learners in both schools is that they are all doing isiXhosa as a first language and are using SNSs to interact with each other. This study has found that learners enjoy using SNSs rather than reading the printed books. Furthermore, they enjoy and prefer interacting in isiXhosa in their conversations. Learners also use the web to post and show their creative writing, regardless of the shorthand form writing they use on the SNSs. This study has found that learners are not well equipped with basic isiXhosa skills when reaching the FET phase. They lack the understanding of standard isiXhosa idioms and proverbs. That clearly means that they are equipped in the more modern forms of literature rather than the traditional oral forms. IsiXhosa teachers also see SNSs as the better platform to engage with learners and they suggest that there must be a section in the subjects at school that teaches about cyber bullying and being safe online. This thesis also presents examples of new and contemporary forms of SNS-speak that are used by learners in both the rural and urban schools. This study is more concerned with SNSs for literacy development and to assess whether the shorthand writing has negative or positive effects in writing isiXhosa. This is done against the backdrop of a literature review which explores new literacies, computer mediated communication, social identity models as well as language policy and planning.
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The influence of indigenous languages on Ugandan English as used in the media
- Authors: Tukwasibwe, Constance
- Date: 2014
- Subjects: Mass media and language -- Uganda , Languages in contact -- Uganda , English language -- Uganda , Language transfer (Language learning) -- Uganda , Communication and culture -- Uganda , Bilingualism -- Uganda , Linguistic demography -- Uganda , Uganda -- Languages
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3646 , http://hdl.handle.net/10962/d1015637
- Description: When two or more languages come in contact, they influence each other in various ways, for example through word borrowing, transfer of sounds, morphology and syntax taken from one language system and imported to another. In this study, the primary concern is on the indigenous communities of Uganda learning the English language, plus the influence that this interaction brings into the linguistic space. Bringing the Ugandan multilingual situation into perspective, the study looks at how the English language has interacted with the local languages and the local speech habits, customs and traditions of the indigenous people, to the extent that it has been indigenized. Some word usage results in miscommunication due to the socio-cultural uniqueness of Ugandan cultural expressions. As an example, because of the practice of polygamy in most Ugandan cultures, words like co-wife are coined to mean 'a woman who shares a husband, or a husband's other wife', a word that is absent in both the language and culture of native English speakers. Furthermore some words are formed by calquing some indigenous language expressions, e.g. 'to eat money' or 'to eat cash', an expression that is calqued from the Luganda phrase, kulya sente. Such word coinages are meant to fill the 'shortfall' where the English language fails to provide adequate equivalents. Understanding the context of this kind of English usage and the influence from the indigenous languages is helpful in handling inter-cultural discourses, as the same expression may convey different senses to different people in different contexts. So then, this study deals with some peculiarities of Ugandan English, namely; the features of Ugandan English grammar which are influenced by the indigenous languages. Evidence from the Corpus of Ugandan English is explored to establish that indigenous languages in Uganda have a significant influence on the English language variety spoken in the country, and that a large part of English bilingual speakers cannot speak English without transferring the features from their mother tongue or indeed, switching and mixing codes. A British corpus was used for the purposes of comparison with Ugandan English. The research was conducted in Uganda, drawing data from English newspapers, radio and television talk -shows that were recorded to provide a structural analysis of the contact situations. The result of the study points to the fact that, indeed, the phonological, morpho-syntactic and semantic characteristics of Ugandan English have a considerable amount of influence from indigenous local languages. This study is hinged on the assumption that when indigenous languages and the target language come together in a linguistic contact situation, the resulting variety would exhibit distinct phonological, lexical, grammatical and semantic/pragmatic features ( cf. Sankoff, 2001; Thomason, 1995; Thomason & Kaufman, 1988; Winford, 2005). However, some of these innovations have attracted criticism from 'prescriptivists' such as Quirk (1985, 1988, 1990); Gaudio (2011); and Abbot (1991) who perceive them as 'nonstandard', 'incorrect English language usage' and a 'direct translation from the language user's mother tongue into English'. Yet, indigenous languages continue to play important roles in shaping the kind of English language usage in Uganda.
- Full Text:
- Authors: Tukwasibwe, Constance
- Date: 2014
- Subjects: Mass media and language -- Uganda , Languages in contact -- Uganda , English language -- Uganda , Language transfer (Language learning) -- Uganda , Communication and culture -- Uganda , Bilingualism -- Uganda , Linguistic demography -- Uganda , Uganda -- Languages
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3646 , http://hdl.handle.net/10962/d1015637
- Description: When two or more languages come in contact, they influence each other in various ways, for example through word borrowing, transfer of sounds, morphology and syntax taken from one language system and imported to another. In this study, the primary concern is on the indigenous communities of Uganda learning the English language, plus the influence that this interaction brings into the linguistic space. Bringing the Ugandan multilingual situation into perspective, the study looks at how the English language has interacted with the local languages and the local speech habits, customs and traditions of the indigenous people, to the extent that it has been indigenized. Some word usage results in miscommunication due to the socio-cultural uniqueness of Ugandan cultural expressions. As an example, because of the practice of polygamy in most Ugandan cultures, words like co-wife are coined to mean 'a woman who shares a husband, or a husband's other wife', a word that is absent in both the language and culture of native English speakers. Furthermore some words are formed by calquing some indigenous language expressions, e.g. 'to eat money' or 'to eat cash', an expression that is calqued from the Luganda phrase, kulya sente. Such word coinages are meant to fill the 'shortfall' where the English language fails to provide adequate equivalents. Understanding the context of this kind of English usage and the influence from the indigenous languages is helpful in handling inter-cultural discourses, as the same expression may convey different senses to different people in different contexts. So then, this study deals with some peculiarities of Ugandan English, namely; the features of Ugandan English grammar which are influenced by the indigenous languages. Evidence from the Corpus of Ugandan English is explored to establish that indigenous languages in Uganda have a significant influence on the English language variety spoken in the country, and that a large part of English bilingual speakers cannot speak English without transferring the features from their mother tongue or indeed, switching and mixing codes. A British corpus was used for the purposes of comparison with Ugandan English. The research was conducted in Uganda, drawing data from English newspapers, radio and television talk -shows that were recorded to provide a structural analysis of the contact situations. The result of the study points to the fact that, indeed, the phonological, morpho-syntactic and semantic characteristics of Ugandan English have a considerable amount of influence from indigenous local languages. This study is hinged on the assumption that when indigenous languages and the target language come together in a linguistic contact situation, the resulting variety would exhibit distinct phonological, lexical, grammatical and semantic/pragmatic features ( cf. Sankoff, 2001; Thomason, 1995; Thomason & Kaufman, 1988; Winford, 2005). However, some of these innovations have attracted criticism from 'prescriptivists' such as Quirk (1985, 1988, 1990); Gaudio (2011); and Abbot (1991) who perceive them as 'nonstandard', 'incorrect English language usage' and a 'direct translation from the language user's mother tongue into English'. Yet, indigenous languages continue to play important roles in shaping the kind of English language usage in Uganda.
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A critical analysis of online Sesotho ICT terminology
- Authors: Nteso, Thato Natasha
- Date: 2013
- Subjects: Information technology -- Study and teaching -- South Africa Sotho language -- Terms and phrases Sotho language -- Orthography and spelling
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3556 , http://hdl.handle.net/10962/d1001654
- Description: Information and Communication Technology (ICT) has taken over every aspect of our daily lives, from commerce to leisure and even culture. Today, mobile phones, desktop computers, hand-held devices, emails and the use of the internet have become a central part of our culture and society. ICT has made us a global society, where people can interact and communicate efficiently. In order for South Africa to be competitive in the global economy, it will need to develop a workforce with appropriate Information Technology skills. Of necessity, these skills will extend to using a computers and developing appropriate software and technical support skills (DOE, 2008). This thesis represents a critical analytical study in that it explores the online Sesotho Information and Communication Technology (ICT). It aims at analysing terminology development in this area. The study aims to determine how Sesotho and ICT correlate and how the linguistic aspect plays a role in online ICT terminology. The focus is not on creating new terms but to analyze the already existing ICT terms available, with regards to linguistic rules and principles and to critique if they are of quality. Furthermore, the thesis explores whether there are other strategies that can be used in the development of this terminology. It also seeks to determine if the terms are easily accessible to students and if they are used at all. Terms will be sourced from the Department of Arts and Culture ICT term list, and the focus will be on extracting only terms that have to do with computer literacy. Other online sources that list Sesotho equivalents will also be considered. The study also assesses the quality of the terms created by the Department of Arts and Culture (DAC) together with the Department of Communications (DOC) for a multilingual ICT terminology list. Furthermore, the thesis explores whether the Sesotho equivalents adhere to the linguistic rules and principles of the language. The other question asked is whether the terms are used by the intended users and if they are easily accessible to the speakers of the language. This entire aspect of the thesis speaks to the notion of the intellectualization of African languages and in this case Sesotho in particular. Not only does the thesis engage with computer literacy terminology, it also presents a detailed literature review of studies and work that has been done in this field. The thesis engagement is also done by linking the backdrop of the history of Sesotho and the Basotho peoples.
- Full Text:
- Authors: Nteso, Thato Natasha
- Date: 2013
- Subjects: Information technology -- Study and teaching -- South Africa Sotho language -- Terms and phrases Sotho language -- Orthography and spelling
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3556 , http://hdl.handle.net/10962/d1001654
- Description: Information and Communication Technology (ICT) has taken over every aspect of our daily lives, from commerce to leisure and even culture. Today, mobile phones, desktop computers, hand-held devices, emails and the use of the internet have become a central part of our culture and society. ICT has made us a global society, where people can interact and communicate efficiently. In order for South Africa to be competitive in the global economy, it will need to develop a workforce with appropriate Information Technology skills. Of necessity, these skills will extend to using a computers and developing appropriate software and technical support skills (DOE, 2008). This thesis represents a critical analytical study in that it explores the online Sesotho Information and Communication Technology (ICT). It aims at analysing terminology development in this area. The study aims to determine how Sesotho and ICT correlate and how the linguistic aspect plays a role in online ICT terminology. The focus is not on creating new terms but to analyze the already existing ICT terms available, with regards to linguistic rules and principles and to critique if they are of quality. Furthermore, the thesis explores whether there are other strategies that can be used in the development of this terminology. It also seeks to determine if the terms are easily accessible to students and if they are used at all. Terms will be sourced from the Department of Arts and Culture ICT term list, and the focus will be on extracting only terms that have to do with computer literacy. Other online sources that list Sesotho equivalents will also be considered. The study also assesses the quality of the terms created by the Department of Arts and Culture (DAC) together with the Department of Communications (DOC) for a multilingual ICT terminology list. Furthermore, the thesis explores whether the Sesotho equivalents adhere to the linguistic rules and principles of the language. The other question asked is whether the terms are used by the intended users and if they are easily accessible to the speakers of the language. This entire aspect of the thesis speaks to the notion of the intellectualization of African languages and in this case Sesotho in particular. Not only does the thesis engage with computer literacy terminology, it also presents a detailed literature review of studies and work that has been done in this field. The thesis engagement is also done by linking the backdrop of the history of Sesotho and the Basotho peoples.
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A critical analysis of the grammar of isiXhosa as used in the Revised Union version of the Bible
- Oosthuysen, Jacobus Christiaan
- Authors: Oosthuysen, Jacobus Christiaan
- Date: 2013
- Subjects: Bible -- Xhosa -- Revised Union -- 1942 Xhosa language -- Grammar -- Research Xhosa language -- Texts
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3555 , http://hdl.handle.net/10962/d1001625
- Description: This study provides a description and critical analysis of the grammatical structure of isiXhosa as used in the Revised Union Version of the Bible, published in 1942 and republished in 1975. This translation records what was regarded as proper isiXhosa at the beginning of the 20th century, reflecting the consensus inter alia of prominent isiXhosa writers, such as W.B. Rubusana, J.H. Soga, C. Koti, Y. Mbali and D. D. T. Jabavu, who served on the committee that produced the revision. In this study isiXhosa is described in its own right, without approaching it with preconceived ideas derived from other languages. That is to say this is a phenomenological analysis describing the grammatical structures of isiXhosa as they present themselves to the analyst. It is comprehensive, with no structure being overlooked or being described in such a manner that it complicates an understanding of other structures. In the first chapter the context of the research and a brief outline of the historical growth in understanding the structure of isiXhosa are set out and the goals and the method followed in this study are described. In the following chapters the findings of this study are presented. The initial focus is on isiXhosa phonology and the orthography used to put it to writing. Then isiXhosa morphology and syntax is set out. Initially the substantives, i.e. the nouns and pronouns in their distinctive classes and forms, and how they are qualified, receive attention. Then the predicates are explored, i.e. the verbs and copulatives, as linked to the substantives with concords, and reflecting various moods, tenses, actualities and aspects. Finally attention is given to ideophones and interjections and words that can be grouped together as adverbs, conjunctions, avoidance words and numerals. In the concluding chapter consideration is given to the question of whether this study has in fact achieved the aim of setting out a description of the structure of isiXhosa based solely on the language itself, free of preconceived ideas, and attention is drawn to insights gained in respect of the true nature of the isiXhosa grammatical structures, such as, for example, the variable prefix qualificative nouns, traditionally referred to as adjectives. This study is therefore a revisionist study in the sense that it reinvents isiXhosa as a language in its own right, free from Western influenced perspectives.
- Full Text:
- Authors: Oosthuysen, Jacobus Christiaan
- Date: 2013
- Subjects: Bible -- Xhosa -- Revised Union -- 1942 Xhosa language -- Grammar -- Research Xhosa language -- Texts
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3555 , http://hdl.handle.net/10962/d1001625
- Description: This study provides a description and critical analysis of the grammatical structure of isiXhosa as used in the Revised Union Version of the Bible, published in 1942 and republished in 1975. This translation records what was regarded as proper isiXhosa at the beginning of the 20th century, reflecting the consensus inter alia of prominent isiXhosa writers, such as W.B. Rubusana, J.H. Soga, C. Koti, Y. Mbali and D. D. T. Jabavu, who served on the committee that produced the revision. In this study isiXhosa is described in its own right, without approaching it with preconceived ideas derived from other languages. That is to say this is a phenomenological analysis describing the grammatical structures of isiXhosa as they present themselves to the analyst. It is comprehensive, with no structure being overlooked or being described in such a manner that it complicates an understanding of other structures. In the first chapter the context of the research and a brief outline of the historical growth in understanding the structure of isiXhosa are set out and the goals and the method followed in this study are described. In the following chapters the findings of this study are presented. The initial focus is on isiXhosa phonology and the orthography used to put it to writing. Then isiXhosa morphology and syntax is set out. Initially the substantives, i.e. the nouns and pronouns in their distinctive classes and forms, and how they are qualified, receive attention. Then the predicates are explored, i.e. the verbs and copulatives, as linked to the substantives with concords, and reflecting various moods, tenses, actualities and aspects. Finally attention is given to ideophones and interjections and words that can be grouped together as adverbs, conjunctions, avoidance words and numerals. In the concluding chapter consideration is given to the question of whether this study has in fact achieved the aim of setting out a description of the structure of isiXhosa based solely on the language itself, free of preconceived ideas, and attention is drawn to insights gained in respect of the true nature of the isiXhosa grammatical structures, such as, for example, the variable prefix qualificative nouns, traditionally referred to as adjectives. This study is therefore a revisionist study in the sense that it reinvents isiXhosa as a language in its own right, free from Western influenced perspectives.
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Aspects of isiXhosa poetry with special reference to poems produced about women
- Jadezweni, Mhlobo Wabantwana
- Authors: Jadezweni, Mhlobo Wabantwana
- Date: 2013
- Subjects: Laudatory poetry, Xhosa African poetry (English) -- History and criticism Women in literature Women and literature -- South Africa African poetry -- Women authors
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3616 , http://hdl.handle.net/10962/d1006364
- Description: This study investigates the use of modern and izibongo (praise poetry) techniques in representing women in selected isiXhosa poems. The main interest of the study is to determine whether the same techniques to depict men are used when writing about women. It is also the interest of the study to ascertain how gender issues are dealt with in the selected poems. Seminal studies on izibongo by eminent scholars in this field show a serious lack of critique and little recognition of women in African languages’ poetry in general and in isiXhosa in particular. Pioneering studies in Nguni poetry about women have thus recommended that serious studies on poetry about women be undertaken. The analyses of selected poems by established isiXhosa poets show that modern poetry conventions are significantly used together with izibongo techniques. These techniques are used without any gender differentiation, which is another point of interest of this study. There are however instances where images specific to women are used. Such use has however not been found to be demeaning of women in any way. Poems where modern poetry forms and conventions are used tend to deal with subjects who have international or an urban area background. Even though the modern poetry conventions are used with izibongo techniques the presence of the modern literary conventions is prominent. This is the case particularly with poems about women in politics. That some female poet seems to accept some cultural practices that are viewed to be undermining the status of women does not take away the voice of protest against this oppression by some of the selected poets. These two voices, one of acceptance and the other one of protest are used as a basis for a debate around a need for a literary theory that addresses the question of African culture with special reference to isiXhosa poetry about women. The success of the selected poets with both modern and izibongo techniques is a good sign for the development of isiXhosa poetry in general and isiXhosa poetry about women. It is strongly recommended that continued research of a serious nature concerning poetry about, and produced by women, be undertaken.
- Full Text:
- Authors: Jadezweni, Mhlobo Wabantwana
- Date: 2013
- Subjects: Laudatory poetry, Xhosa African poetry (English) -- History and criticism Women in literature Women and literature -- South Africa African poetry -- Women authors
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3616 , http://hdl.handle.net/10962/d1006364
- Description: This study investigates the use of modern and izibongo (praise poetry) techniques in representing women in selected isiXhosa poems. The main interest of the study is to determine whether the same techniques to depict men are used when writing about women. It is also the interest of the study to ascertain how gender issues are dealt with in the selected poems. Seminal studies on izibongo by eminent scholars in this field show a serious lack of critique and little recognition of women in African languages’ poetry in general and in isiXhosa in particular. Pioneering studies in Nguni poetry about women have thus recommended that serious studies on poetry about women be undertaken. The analyses of selected poems by established isiXhosa poets show that modern poetry conventions are significantly used together with izibongo techniques. These techniques are used without any gender differentiation, which is another point of interest of this study. There are however instances where images specific to women are used. Such use has however not been found to be demeaning of women in any way. Poems where modern poetry forms and conventions are used tend to deal with subjects who have international or an urban area background. Even though the modern poetry conventions are used with izibongo techniques the presence of the modern literary conventions is prominent. This is the case particularly with poems about women in politics. That some female poet seems to accept some cultural practices that are viewed to be undermining the status of women does not take away the voice of protest against this oppression by some of the selected poets. These two voices, one of acceptance and the other one of protest are used as a basis for a debate around a need for a literary theory that addresses the question of African culture with special reference to isiXhosa poetry about women. The success of the selected poets with both modern and izibongo techniques is a good sign for the development of isiXhosa poetry in general and isiXhosa poetry about women. It is strongly recommended that continued research of a serious nature concerning poetry about, and produced by women, be undertaken.
- Full Text:
Exploring the correlation between language medium and academic achievement: a comparative study of the language of learning and teaching (LoLT) and mathematics results in the 2010 Grade 12 National Senior Certificate examinations in the Eastern Cape
- Mbude-Shale, Beryl Ntombizanele
- Authors: Mbude-Shale, Beryl Ntombizanele
- Date: 2013
- Subjects: Academic achievement -- Research -- South Africa -- Eastern Cape Language and education -- Research -- South Africa -- Eastern Cape Language policy -- South Africa -- Eastern Cape Mathematics -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Education, Secondary -- South Africa -- Eastern Cape Matric Learners Language planning Mathematics Policies Academic performance Mother-tongue
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3559 , http://hdl.handle.net/10962/d1001863
- Description: In 2009, of the 68,129 learners who wrote Matric, only 34,731 learners passed. In 2010, there was an increase in the provincial pass rate causing much excitement across the board. The reality was that of the 64,090 learners who wrote, only 37,345 learners passed. In 2010, a result below 50% was recorded for Mathematics and Physical Science nationally (DBE; 2011). Despite efforts by the Education Department to support MSTE; establishing Mathematics and Science schools, NGOs and HEIs giving extra Mathematics and Science support to students and teachers, the offering of Saturday classes and incubation camps, we still get minimal return on investment. This thesis analyses these results against the backdrop of language planning theory, particularly language-in-education policies, pre and post-apartheid. The correlation between language medium and academic performance in language (LoLT) and Mathematics of Grade 12 learners is explored. Worldwide the issue of low achievement in Mathematics by ESL students is of great concern (Cuevas, 1984). The 2004 Systemic Evaluation sample of learners was in Grade 6 then; in 2010 they wrote Grade 12. The purpose of the systemic evaluation was to provide an insight into the levels of learner performance in Maths, Natural Science and LoLT in Grade 6 (IPSER, 2006). A major finding of the IPSER was that language was an important factor related to learner achievement. A major disparity was observed in this research, that although the Eastern Cape performed below the national average in the three subjects evaluated, the learners for whom LoLT was the same as their home language obtained scores that were significantly higher than those whose home language was different from the LoLT. The provincial average for Mathematics was 23.40% compared to the national average of 27.80%. For LoLT the province scored 30.16 against the national score of 38.03%. Of interest in this study is a juxtaposition of the Matric results of this same group of learners in 2010 and see whether issues that came up then are still significant in mitigating achievement in Mathematics and Language (LoLT). Some research studies have been conducted in South Africa (Adler, 1998; Setati, 1996-2002; Moloi, 2006) identifying the vital role language plays in learning Mathematics, especially for English L2 learners. Building on research and findings of academics such as the late Alexander, Ramani, Joseph, Hendricks, Heugh, Dalvit, Webb and Murray, this thesis suggests that a mother-tongue-based-bilingual approach to education should be adopted as a matter of urgency
- Full Text:
- Authors: Mbude-Shale, Beryl Ntombizanele
- Date: 2013
- Subjects: Academic achievement -- Research -- South Africa -- Eastern Cape Language and education -- Research -- South Africa -- Eastern Cape Language policy -- South Africa -- Eastern Cape Mathematics -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Education, Secondary -- South Africa -- Eastern Cape Matric Learners Language planning Mathematics Policies Academic performance Mother-tongue
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3559 , http://hdl.handle.net/10962/d1001863
- Description: In 2009, of the 68,129 learners who wrote Matric, only 34,731 learners passed. In 2010, there was an increase in the provincial pass rate causing much excitement across the board. The reality was that of the 64,090 learners who wrote, only 37,345 learners passed. In 2010, a result below 50% was recorded for Mathematics and Physical Science nationally (DBE; 2011). Despite efforts by the Education Department to support MSTE; establishing Mathematics and Science schools, NGOs and HEIs giving extra Mathematics and Science support to students and teachers, the offering of Saturday classes and incubation camps, we still get minimal return on investment. This thesis analyses these results against the backdrop of language planning theory, particularly language-in-education policies, pre and post-apartheid. The correlation between language medium and academic performance in language (LoLT) and Mathematics of Grade 12 learners is explored. Worldwide the issue of low achievement in Mathematics by ESL students is of great concern (Cuevas, 1984). The 2004 Systemic Evaluation sample of learners was in Grade 6 then; in 2010 they wrote Grade 12. The purpose of the systemic evaluation was to provide an insight into the levels of learner performance in Maths, Natural Science and LoLT in Grade 6 (IPSER, 2006). A major finding of the IPSER was that language was an important factor related to learner achievement. A major disparity was observed in this research, that although the Eastern Cape performed below the national average in the three subjects evaluated, the learners for whom LoLT was the same as their home language obtained scores that were significantly higher than those whose home language was different from the LoLT. The provincial average for Mathematics was 23.40% compared to the national average of 27.80%. For LoLT the province scored 30.16 against the national score of 38.03%. Of interest in this study is a juxtaposition of the Matric results of this same group of learners in 2010 and see whether issues that came up then are still significant in mitigating achievement in Mathematics and Language (LoLT). Some research studies have been conducted in South Africa (Adler, 1998; Setati, 1996-2002; Moloi, 2006) identifying the vital role language plays in learning Mathematics, especially for English L2 learners. Building on research and findings of academics such as the late Alexander, Ramani, Joseph, Hendricks, Heugh, Dalvit, Webb and Murray, this thesis suggests that a mother-tongue-based-bilingual approach to education should be adopted as a matter of urgency
- Full Text:
Language policy and planning in the Tshwane Metropolitan Municipality: the challenges of implementation
- Seshoka, Keaobaka Omphile Precious
- Authors: Seshoka, Keaobaka Omphile Precious
- Date: 2013 , 2013-03-26
- Subjects: Language policy -- South Africa -- City of Tshwane Metropolitan Municipality Language planning -- South Africa -- City of Tshwane Metropolitan Municipality Community development -- South Africa -- Gauteng Local government -- South Africa -- Gauteng Municipal services -- South Africa --Gauteng
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3554 , http://hdl.handle.net/10962/d1001519
- Description: This study explores the challenges related to language policy and planning in the City of Tshwane Metropolitan municipality. The study sets to look at the at the challenges affecting successful implementation by the City of Tshwane Metropolitan Municipality as a state organ charged with local development and service delivery for the communities. In terms of the Municipal Systems Act of 2000 municipalities are expected to respond to the language use and preferences of their local communities by making sure that their language policies are fully implemented. The researcher highlights that in instances where municipalities communicate information they are required to make special provision for the speakers of African languages in the communities that they serve in the languages they best understand. This work looks at various statutory language policy documents in South Africa in particular, that give the task of language policy implementation to municipalities as they are the local extension of the national government. This study also argues that municipalities are critical to implementation of language policy. It further notes that in order for the full social, economic and political transformation to take place in municipalities they have to be transformed linguistically in a radical way whereby all the official languages play a major role in all these spheres than before. This view is held by many scholars and researchers in the areas of language policy and planning. This study highlights that the challenges to successful language planning and policy in the government sectors are due to lack of commitment by the government, language practitioners and planners and increased monolingualism in the municipality. The study further explores the language policy and plan of the City of Tshwane Metropolitan Municipality and the the strategies that can contribute to successful optimization of language resources of the Tshwane Metropolitan Municipality in order to give effect to the use of local languages as contained in policy documents and also establish how the city of Tshwane can better reinforce its strategies to implement this language plan and policy. The main focus area of this research is on the language policy and plan of the City of Tshwane Metropolitan Municipality and assesses whether the language practices in these institutions are reflective of their policy and plan. It is hoped that the study will be able to give policy makers and those tasked with implementation, especially at government municipalities’ strategies for improvement in the functionality and the implementation of their language policies and plans. It is also hoped that recommendations and challenges highlighted by this research will be of a better assistance on how to better reinforce strategies to implement the language plan and policy in the government sectors.
- Full Text:
- Authors: Seshoka, Keaobaka Omphile Precious
- Date: 2013 , 2013-03-26
- Subjects: Language policy -- South Africa -- City of Tshwane Metropolitan Municipality Language planning -- South Africa -- City of Tshwane Metropolitan Municipality Community development -- South Africa -- Gauteng Local government -- South Africa -- Gauteng Municipal services -- South Africa --Gauteng
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3554 , http://hdl.handle.net/10962/d1001519
- Description: This study explores the challenges related to language policy and planning in the City of Tshwane Metropolitan municipality. The study sets to look at the at the challenges affecting successful implementation by the City of Tshwane Metropolitan Municipality as a state organ charged with local development and service delivery for the communities. In terms of the Municipal Systems Act of 2000 municipalities are expected to respond to the language use and preferences of their local communities by making sure that their language policies are fully implemented. The researcher highlights that in instances where municipalities communicate information they are required to make special provision for the speakers of African languages in the communities that they serve in the languages they best understand. This work looks at various statutory language policy documents in South Africa in particular, that give the task of language policy implementation to municipalities as they are the local extension of the national government. This study also argues that municipalities are critical to implementation of language policy. It further notes that in order for the full social, economic and political transformation to take place in municipalities they have to be transformed linguistically in a radical way whereby all the official languages play a major role in all these spheres than before. This view is held by many scholars and researchers in the areas of language policy and planning. This study highlights that the challenges to successful language planning and policy in the government sectors are due to lack of commitment by the government, language practitioners and planners and increased monolingualism in the municipality. The study further explores the language policy and plan of the City of Tshwane Metropolitan Municipality and the the strategies that can contribute to successful optimization of language resources of the Tshwane Metropolitan Municipality in order to give effect to the use of local languages as contained in policy documents and also establish how the city of Tshwane can better reinforce its strategies to implement this language plan and policy. The main focus area of this research is on the language policy and plan of the City of Tshwane Metropolitan Municipality and assesses whether the language practices in these institutions are reflective of their policy and plan. It is hoped that the study will be able to give policy makers and those tasked with implementation, especially at government municipalities’ strategies for improvement in the functionality and the implementation of their language policies and plans. It is also hoped that recommendations and challenges highlighted by this research will be of a better assistance on how to better reinforce strategies to implement the language plan and policy in the government sectors.
- Full Text:
Linguistic minorities in the South African context : the case of Tshivenda
- Authors: Luvhengo, Nkhangweleni
- Date: 2013
- Subjects: Indigenous African languages , Apartheid , Tshivenda , Minority languages , Development , Status , Multilingualism , Sesotho , isiZulu , Perceptions , Linguistic minorities -- Research -- South Africa , Venda language -- Research -- South Africa , Language policy -- Research -- South Africa , Multilingualism -- Research -- South Africa , Linguistic rights -- Research -- South Africa , Language and languages -- Political aspects
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3558 , http://hdl.handle.net/10962/d1001862
- Description: After many years of the oppressive apartheid government, the new democratic era came into being in 1994. Lot of policy changes came into being, including language policy. This new language policy of the post-apartheid era recognises eleven official languages which include the nine indigenous African languages which were previously recognised as regional languages in the different homelands. The present study investigates the progress of Tshivenda in terms of status and development since it was accorded the official status in South Africa. Literature investigating the status of Tshivenda is generally sparse. This study investigates the status of Tshivenda in South Africa to explore how minority languages which are also recognised as official languages are treated. In most multilingual countries, there are issues which affect the development of minority languages, but the South African situation is interesting in that some of the minority languages are recognised as official languages. This study is a comparative in nature. Firstly, the study compares the level of corpus planning and development in Tshivenda and other indigenous South African languages. Secondly, it compares how people use Tshivenda in a rural area of Lukalo Village where the language is not under pressure from other languages and in Cosmo City, an urban area in Gauteng where Tshivenda speakers come into contact with speakers of more dominant languages such as isiZulu and Sesotho. Language use in different domains like, media, education, government and the home is considered in order to establish how people use languages and the factors which influence their linguistic behaviours. The study also establishes the perceptions and attitudes of the speakers of Tshivenda as a minority and those of the speakers of other languages towards Tshivenda’s role in the different domains such as education and the media. This study was influenced by previous research (Alexander 1989, Webb 2002) which found out that during the apartheid period Tshivenda speakers used to disguise their identity by adopting dominant languages like isiZulu and Sesotho in Johannesburg. Accordingly, the present research wanted to establish how the language policy change in the democratic era has impacted on the confidence of Tshivenda speakers regarding themselves and their language. This study establishes that although Tshivenda is now an official language in post-apartheid South Africa, it still has features of underdevelopment and marginalization that are typically of unofficial minority languages. Translation, lexicographic and terminological work in this language still lags behind that of other indigenous South African languages and there is still a shortage of school textbooks and adult literature in this language. As a result, using the language in education, the media and other controlling domains is still quite challenging, although positive developments such as the teaching of the language at university level can be noted. The Tshivenda speakers generally have a positive attitude towards their language and seem prepared to learn and use it confidently as long its functional value is enhanced, which is currently not happening. As a result, some Tshivenda speakers still regard English as a more worthwhile language to learn at the expense of their language
- Full Text:
- Authors: Luvhengo, Nkhangweleni
- Date: 2013
- Subjects: Indigenous African languages , Apartheid , Tshivenda , Minority languages , Development , Status , Multilingualism , Sesotho , isiZulu , Perceptions , Linguistic minorities -- Research -- South Africa , Venda language -- Research -- South Africa , Language policy -- Research -- South Africa , Multilingualism -- Research -- South Africa , Linguistic rights -- Research -- South Africa , Language and languages -- Political aspects
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3558 , http://hdl.handle.net/10962/d1001862
- Description: After many years of the oppressive apartheid government, the new democratic era came into being in 1994. Lot of policy changes came into being, including language policy. This new language policy of the post-apartheid era recognises eleven official languages which include the nine indigenous African languages which were previously recognised as regional languages in the different homelands. The present study investigates the progress of Tshivenda in terms of status and development since it was accorded the official status in South Africa. Literature investigating the status of Tshivenda is generally sparse. This study investigates the status of Tshivenda in South Africa to explore how minority languages which are also recognised as official languages are treated. In most multilingual countries, there are issues which affect the development of minority languages, but the South African situation is interesting in that some of the minority languages are recognised as official languages. This study is a comparative in nature. Firstly, the study compares the level of corpus planning and development in Tshivenda and other indigenous South African languages. Secondly, it compares how people use Tshivenda in a rural area of Lukalo Village where the language is not under pressure from other languages and in Cosmo City, an urban area in Gauteng where Tshivenda speakers come into contact with speakers of more dominant languages such as isiZulu and Sesotho. Language use in different domains like, media, education, government and the home is considered in order to establish how people use languages and the factors which influence their linguistic behaviours. The study also establishes the perceptions and attitudes of the speakers of Tshivenda as a minority and those of the speakers of other languages towards Tshivenda’s role in the different domains such as education and the media. This study was influenced by previous research (Alexander 1989, Webb 2002) which found out that during the apartheid period Tshivenda speakers used to disguise their identity by adopting dominant languages like isiZulu and Sesotho in Johannesburg. Accordingly, the present research wanted to establish how the language policy change in the democratic era has impacted on the confidence of Tshivenda speakers regarding themselves and their language. This study establishes that although Tshivenda is now an official language in post-apartheid South Africa, it still has features of underdevelopment and marginalization that are typically of unofficial minority languages. Translation, lexicographic and terminological work in this language still lags behind that of other indigenous South African languages and there is still a shortage of school textbooks and adult literature in this language. As a result, using the language in education, the media and other controlling domains is still quite challenging, although positive developments such as the teaching of the language at university level can be noted. The Tshivenda speakers generally have a positive attitude towards their language and seem prepared to learn and use it confidently as long its functional value is enhanced, which is currently not happening. As a result, some Tshivenda speakers still regard English as a more worthwhile language to learn at the expense of their language
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Intellectualisation of African languages with particular reference to isiXhosa
- Authors: Maseko, Pamela
- Date: 2011
- Subjects: Xhosa language -- Study and teaching -- South Africa , Language and education -- South Africa , African languages
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/58035 , vital:27035
- Description: The research explores the relationship between language and education, and motivates for the intellectualisation of African languages, isiXhosa in particular, and for their use in education. The main rationale behind this is that access to, and success in education can largely be realised if that education is mediated in one’s first language. The thesis discusses works of prominent scholars who have written on the subject - relating cognitive abilities and achievement in education to language in which that education is offered. The lack of terminology in new domains in African languages as barrier to mother tongue education is laid bare by looking specifically at the history of intellectualisation of isiXhosa, from the missionaries in the 1820s up to the new endeavours as recently as 2008. Terminologies that were developed during the Bantu Education era, where development of isiXhosa and other indigenous African languages was accelerated in order to respond to the demands of moedertaal-onderwys (mother tongue education) are surveyed, and the process of their development analysed. Three main terminology lists developed during this period are analysed against terminology development principles, approaches and methods that are seen as a measure to ensure quality terminology development. The efforts of the development of isiXhosa during the post-apartheid South Africa, especially the government-driven initiatives, are also critiqued even though these are not as effective and as extensive, especially in education. The result of this analysis is that African languages and isiXhosa in particular, can be used in scientific disciplines and at the highest levels of education. Its grammar is advanced, and its lexicon is extensive such that new concepts that need to be named can be named, using appropriate term creation strategies. There are also technological tools such as WordSmith tools that can be used that can advance its development, ensuring that the concept represented in the newly-created term is precise, concise and appropriate in terms of its discipline. Therefore it is argued that, in the interim, terminologies should be developed, in various subjects, to support learning, which at this stage is mediated in English, for those students who have other languages as mother tongue. Those terminologies that have been developed in the various historical periods should be collated, revised and brought into the classrooms. The thesis argues that real intellectualisation of isiXhosa and other African languages rests on the use of these languages in classrooms and lecture halls, and in the value that all role players place on these languages.
- Full Text:
- Authors: Maseko, Pamela
- Date: 2011
- Subjects: Xhosa language -- Study and teaching -- South Africa , Language and education -- South Africa , African languages
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/58035 , vital:27035
- Description: The research explores the relationship between language and education, and motivates for the intellectualisation of African languages, isiXhosa in particular, and for their use in education. The main rationale behind this is that access to, and success in education can largely be realised if that education is mediated in one’s first language. The thesis discusses works of prominent scholars who have written on the subject - relating cognitive abilities and achievement in education to language in which that education is offered. The lack of terminology in new domains in African languages as barrier to mother tongue education is laid bare by looking specifically at the history of intellectualisation of isiXhosa, from the missionaries in the 1820s up to the new endeavours as recently as 2008. Terminologies that were developed during the Bantu Education era, where development of isiXhosa and other indigenous African languages was accelerated in order to respond to the demands of moedertaal-onderwys (mother tongue education) are surveyed, and the process of their development analysed. Three main terminology lists developed during this period are analysed against terminology development principles, approaches and methods that are seen as a measure to ensure quality terminology development. The efforts of the development of isiXhosa during the post-apartheid South Africa, especially the government-driven initiatives, are also critiqued even though these are not as effective and as extensive, especially in education. The result of this analysis is that African languages and isiXhosa in particular, can be used in scientific disciplines and at the highest levels of education. Its grammar is advanced, and its lexicon is extensive such that new concepts that need to be named can be named, using appropriate term creation strategies. There are also technological tools such as WordSmith tools that can be used that can advance its development, ensuring that the concept represented in the newly-created term is precise, concise and appropriate in terms of its discipline. Therefore it is argued that, in the interim, terminologies should be developed, in various subjects, to support learning, which at this stage is mediated in English, for those students who have other languages as mother tongue. Those terminologies that have been developed in the various historical periods should be collated, revised and brought into the classrooms. The thesis argues that real intellectualisation of isiXhosa and other African languages rests on the use of these languages in classrooms and lecture halls, and in the value that all role players place on these languages.
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The development and technologizing of selected Sepedi ICT terminology
- Authors: Magagane, Raesetja Linah
- Date: 2011
- Subjects: Northern Sotho language -- Terms and phrases Northern Sotho language -- Terminology Northern Sotho language -- Computer-assisted instruction Communication -- Technological innovations
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3581 , http://hdl.handle.net/10962/d1002156
- Description: It is my wish that the Sepedi language speakers, through the development and technologization of certain Sepedi ICT terminology, are able to operate a computer in their own language, and implement the new developed and technologized ICT terminology (technologization). The pupils and students at their various institutions should be made comfortable in using the developed and technologized Sepedi language terminology. In the long run the Sepedi language speakers should be ensured access to the web in order to find information about Sepedi language, culture and terms in disciplines such as ICT. It is recommended in this thesis that higher learning institutions offer bursaries to students to develop all South African languages in such a manner that they can be used in all high status functions.
- Full Text:
- Authors: Magagane, Raesetja Linah
- Date: 2011
- Subjects: Northern Sotho language -- Terms and phrases Northern Sotho language -- Terminology Northern Sotho language -- Computer-assisted instruction Communication -- Technological innovations
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3581 , http://hdl.handle.net/10962/d1002156
- Description: It is my wish that the Sepedi language speakers, through the development and technologization of certain Sepedi ICT terminology, are able to operate a computer in their own language, and implement the new developed and technologized ICT terminology (technologization). The pupils and students at their various institutions should be made comfortable in using the developed and technologized Sepedi language terminology. In the long run the Sepedi language speakers should be ensured access to the web in order to find information about Sepedi language, culture and terms in disciplines such as ICT. It is recommended in this thesis that higher learning institutions offer bursaries to students to develop all South African languages in such a manner that they can be used in all high status functions.
- Full Text:
The development of isiZulu as an academic language for the teaching of fundamental concepts in economics
- Authors: Makhatini, Freedom Nkanyiso
- Date: 2011
- Subjects: Zulu language -- Study and teaching (Higher) -- South Africa African languages -- Study and teaching (Higher) -- South Africa Economics -- Study and teaching (Higher) -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3589 , http://hdl.handle.net/10962/d1002164
- Description: This thesis looks at language as the medium of all our ideas and sentiments. The thesis represents a position statement regarding the development of isiZulu as an academic language. The field of Economics is used to merely illustrate and support the points that are being made in this work. It is argued that each language is viewed as the means of expression of the cultural heritage of its people, and it remains a reflection of cultural groups who speak that particular language. It is a fact that indigenous African Languages have been, for obvious reasons, blatantly understudied during the apartheid years in South Africa (Rudwick 2004). Languages have market value and the desirability of English as the most important global language today has an effect in most Black learners in South Africa. The study examined the development of indigenous African languages, isiZulu in particular, in Zululand University where ninety percent of students and lecturers are isiZulu first language speakers, and came to a conclusion that there is an urgent need for Black South African students to learn academic subjects through their mother tongues. This would help them in thorough understanding and interpretation of analytic text presented in a foreign language such as English. The study advocates that isiZulu, which is the mother-tongue of many students at the University of Zululand, should be a language for upward mobility to these students, but as the situation stands, isiZulu becomes a neglected or marginalised language since it is not the normal medium of instruction and it is not used for effective communication in their education system.
- Full Text:
- Authors: Makhatini, Freedom Nkanyiso
- Date: 2011
- Subjects: Zulu language -- Study and teaching (Higher) -- South Africa African languages -- Study and teaching (Higher) -- South Africa Economics -- Study and teaching (Higher) -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3589 , http://hdl.handle.net/10962/d1002164
- Description: This thesis looks at language as the medium of all our ideas and sentiments. The thesis represents a position statement regarding the development of isiZulu as an academic language. The field of Economics is used to merely illustrate and support the points that are being made in this work. It is argued that each language is viewed as the means of expression of the cultural heritage of its people, and it remains a reflection of cultural groups who speak that particular language. It is a fact that indigenous African Languages have been, for obvious reasons, blatantly understudied during the apartheid years in South Africa (Rudwick 2004). Languages have market value and the desirability of English as the most important global language today has an effect in most Black learners in South Africa. The study examined the development of indigenous African languages, isiZulu in particular, in Zululand University where ninety percent of students and lecturers are isiZulu first language speakers, and came to a conclusion that there is an urgent need for Black South African students to learn academic subjects through their mother tongues. This would help them in thorough understanding and interpretation of analytic text presented in a foreign language such as English. The study advocates that isiZulu, which is the mother-tongue of many students at the University of Zululand, should be a language for upward mobility to these students, but as the situation stands, isiZulu becomes a neglected or marginalised language since it is not the normal medium of instruction and it is not used for effective communication in their education system.
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The development and implementation of computer literacy terminology in isiXhosa
- Authors: Sam, Msindisi Scara
- Date: 2010
- Subjects: Xhosa language -- Data processing Computer literacy -- South Africa -- Dwesa-Cwebe Computer literacy -- South Africa -- Grahamstown Information technology -- South Africa -- Dwesa-Cwebe Information technology -- South Africa -- Grahamstown Computational linguistics -- South Africa -- Dwesa-Cwebe Computational linguistics -- South Africa -- Grahamstown Information technology -- South Africa -- Dwesa-Cwebe -- Social aspects Information technology -- South Africa -- Grahamstown -- Social aspects Digital divide -- South Africa -- Dwesa-Cwebe Communication in economic development -- South Africa -- Dwesa-Cwebe Communication in economic development -- South Africa -- Grahamstown South Africa-Norway Tertiary Education Development Programme Rhodes University. Dept. of African Languages
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3580 , http://hdl.handle.net/10962/d1002155
- Full Text:
- Authors: Sam, Msindisi Scara
- Date: 2010
- Subjects: Xhosa language -- Data processing Computer literacy -- South Africa -- Dwesa-Cwebe Computer literacy -- South Africa -- Grahamstown Information technology -- South Africa -- Dwesa-Cwebe Information technology -- South Africa -- Grahamstown Computational linguistics -- South Africa -- Dwesa-Cwebe Computational linguistics -- South Africa -- Grahamstown Information technology -- South Africa -- Dwesa-Cwebe -- Social aspects Information technology -- South Africa -- Grahamstown -- Social aspects Digital divide -- South Africa -- Dwesa-Cwebe Communication in economic development -- South Africa -- Dwesa-Cwebe Communication in economic development -- South Africa -- Grahamstown South Africa-Norway Tertiary Education Development Programme Rhodes University. Dept. of African Languages
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3580 , http://hdl.handle.net/10962/d1002155
- Full Text:
Incorporating indigenous knowledge in the teaching of isiXhosa to pharmacy students at Rhodes University
- Authors: Mapi, Thandeka Priscilla
- Date: 2009
- Subjects: Rhodes University. Academic Development Programme Healers -- South Africa Traditional medicine -- South Africa Xhosa language -- Study and teaching -- South Africa Pharmacy -- Study and teaching -- South Africa Ethnoscience -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3622 , http://hdl.handle.net/10962/d1007469
- Description: Traditional healing is one of the most trusted methods of healing in South Africa, especially in rural areas, where health-care infrastructure is inadequate. People have depended on this method of healing since time immemorial. That belief has been strengthened by the fact that this method keeps people in touch with their ancestors. Traditional healers are trusted and believed to be the link between people and their ancestors. The Dwesa community is amongst the areas that still have strong belief in traditional healing. Traditional healers have a variety of methods of healing that they use, these methods have been trusted for people of all age groups. These methods are ukugabha, ukufutha and ukucima. Traditional healers prescribe them for both major and minor illnesses. They are believed to play a role in cleansing people from inside and outside. These methods together with other methods that are used in traditional healing are being explored in this study. This exploration is based on the fact that this information will be integrated into the teaching of isiXhosa to Pharmacy students at Rhodes University. This is an initiative to create awareness amongst health-care practitioners about traditional healing methods, so that they can caution and advise their patients about medicine taking behaviours, also to make them approach the subject in a sensitive manner. An isiXhosa course has been taught to Pharmacy students, as a pilot in 2007 and as an elective in 2008 onwards. This course deals with cultural issues in a broad manner, the issue of traditional healing specifically, and these methods of healing are outlined in the course, such that students have an understanding first of what a traditional healer is and their role in providing health-care services.
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- Authors: Mapi, Thandeka Priscilla
- Date: 2009
- Subjects: Rhodes University. Academic Development Programme Healers -- South Africa Traditional medicine -- South Africa Xhosa language -- Study and teaching -- South Africa Pharmacy -- Study and teaching -- South Africa Ethnoscience -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3622 , http://hdl.handle.net/10962/d1007469
- Description: Traditional healing is one of the most trusted methods of healing in South Africa, especially in rural areas, where health-care infrastructure is inadequate. People have depended on this method of healing since time immemorial. That belief has been strengthened by the fact that this method keeps people in touch with their ancestors. Traditional healers are trusted and believed to be the link between people and their ancestors. The Dwesa community is amongst the areas that still have strong belief in traditional healing. Traditional healers have a variety of methods of healing that they use, these methods have been trusted for people of all age groups. These methods are ukugabha, ukufutha and ukucima. Traditional healers prescribe them for both major and minor illnesses. They are believed to play a role in cleansing people from inside and outside. These methods together with other methods that are used in traditional healing are being explored in this study. This exploration is based on the fact that this information will be integrated into the teaching of isiXhosa to Pharmacy students at Rhodes University. This is an initiative to create awareness amongst health-care practitioners about traditional healing methods, so that they can caution and advise their patients about medicine taking behaviours, also to make them approach the subject in a sensitive manner. An isiXhosa course has been taught to Pharmacy students, as a pilot in 2007 and as an elective in 2008 onwards. This course deals with cultural issues in a broad manner, the issue of traditional healing specifically, and these methods of healing are outlined in the course, such that students have an understanding first of what a traditional healer is and their role in providing health-care services.
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Vocational language learning and how it relates to language policy issues
- Authors: Maseko, Pamela
- Date: 2009
- Subjects: Language policy -- South Africa Language and education -- South Africa Language and languages -- Study and teaching (Higher) -- South Africa Multilingualism -- South Africa Education, Higher -- South Africa Vocational education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3583 , http://hdl.handle.net/10962/d1002158
- Description: This research explores issues relating to language policy, and language learning and teaching. It further looks at the relationship that exists between language policy and language learning and teaching. In the research I argue that well-thought out and well-meaning language policies will fail to be implemented meaningfully if there is no clear and unambiguous implementation plan. I also note that the national vision and ideals which are often embodied in the language policy fail to take effect if, again, there is no comprehensive implementation plan. This view is held by many scholars and researchers in the areas of language policy and planning.
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- Authors: Maseko, Pamela
- Date: 2009
- Subjects: Language policy -- South Africa Language and education -- South Africa Language and languages -- Study and teaching (Higher) -- South Africa Multilingualism -- South Africa Education, Higher -- South Africa Vocational education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3583 , http://hdl.handle.net/10962/d1002158
- Description: This research explores issues relating to language policy, and language learning and teaching. It further looks at the relationship that exists between language policy and language learning and teaching. In the research I argue that well-thought out and well-meaning language policies will fail to be implemented meaningfully if there is no clear and unambiguous implementation plan. I also note that the national vision and ideals which are often embodied in the language policy fail to take effect if, again, there is no comprehensive implementation plan. This view is held by many scholars and researchers in the areas of language policy and planning.
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An analysis of oral literary music texts in isiXhosa
- Authors: Mpola, Mavis Noluthando
- Date: 2007
- Subjects: Xhosa (African people) -- Music , Xhosa (African people) -- Music -- History , Xhosa (African people) -- Folklore , Composers, Black -- South Africa , Hymns, Xhosa , Folk literature, Xhosa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3632 , http://hdl.handle.net/10962/d1012909
- Description: This study examines the relationship between composed songs in isiXhosa and the field of oral literature. In traditional Xhosa cultural settings, poetry and music are forms of communal activity enjoyed by that society. Music and poetry perform a special social role in African society in general, providing a critique of socio-economic and political issues. The research analyses the relationship that exists between traditional poetry, izibongo, and composed songs. It demonstrates that in the same way that izibongo can be analysed in order to appreciate the aesthetic value of an oral literary form, the same can be said of composed isiXhosa music. The art of transmitting oral literature is performance. The traditional izibongo are recited before audiences in the same way. Songs (iingoma) stories (amabali) and traditional poetry (izibongo) all comprise oral literature that is transmitted by word of mouth. Opland (1992: 17) says about this type of literature: “Living as it does in the performance is usually appreciated by crowds of people as sounds uttered by the performer who is present before his/her audience.” Opland (ibid 125) again gives an account of who is both reciter of poems and singer of songs. He gives Mthamo’s testimony thus: “He is a singer… with a reputation of being a poet as well.” The musical texts that will be analysed in this thesis will range from those produced as early as 1917, when Benjamin Tyamzashe wrote his first song, Isithandwa sam (My beloved), up to those produced in 1990 when Makhaya Mjana was commissioned by Lovedale on its 150th anniversary to write Qingqa Lovedale (Stand up Lovedale). The song texts total fifty, by twenty-one composers. The texts will be analysed according to different themes, ranging from themes that are metaphoric, themes about events, themes that depict the culture of the amaXhosa, themes with a message of protest, themes demonstrating the relationship between religion and nature, themes that call for unity among the amaXhosa, and themes that depict the personal circumstances of composers and lullabies. The number of texts from each category will vary depending on the composers’ socio-cultural background when they composed the songs. Comparison will be made with some izibongo to show that composers and writers of izibongo are similar artists and, in the words of Mtuze in Izibongo Zomthonyama (1993) “bathwase ngethongo elinye” (They are spiritually gifted in the same way).
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- Authors: Mpola, Mavis Noluthando
- Date: 2007
- Subjects: Xhosa (African people) -- Music , Xhosa (African people) -- Music -- History , Xhosa (African people) -- Folklore , Composers, Black -- South Africa , Hymns, Xhosa , Folk literature, Xhosa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3632 , http://hdl.handle.net/10962/d1012909
- Description: This study examines the relationship between composed songs in isiXhosa and the field of oral literature. In traditional Xhosa cultural settings, poetry and music are forms of communal activity enjoyed by that society. Music and poetry perform a special social role in African society in general, providing a critique of socio-economic and political issues. The research analyses the relationship that exists between traditional poetry, izibongo, and composed songs. It demonstrates that in the same way that izibongo can be analysed in order to appreciate the aesthetic value of an oral literary form, the same can be said of composed isiXhosa music. The art of transmitting oral literature is performance. The traditional izibongo are recited before audiences in the same way. Songs (iingoma) stories (amabali) and traditional poetry (izibongo) all comprise oral literature that is transmitted by word of mouth. Opland (1992: 17) says about this type of literature: “Living as it does in the performance is usually appreciated by crowds of people as sounds uttered by the performer who is present before his/her audience.” Opland (ibid 125) again gives an account of who is both reciter of poems and singer of songs. He gives Mthamo’s testimony thus: “He is a singer… with a reputation of being a poet as well.” The musical texts that will be analysed in this thesis will range from those produced as early as 1917, when Benjamin Tyamzashe wrote his first song, Isithandwa sam (My beloved), up to those produced in 1990 when Makhaya Mjana was commissioned by Lovedale on its 150th anniversary to write Qingqa Lovedale (Stand up Lovedale). The song texts total fifty, by twenty-one composers. The texts will be analysed according to different themes, ranging from themes that are metaphoric, themes about events, themes that depict the culture of the amaXhosa, themes with a message of protest, themes demonstrating the relationship between religion and nature, themes that call for unity among the amaXhosa, and themes that depict the personal circumstances of composers and lullabies. The number of texts from each category will vary depending on the composers’ socio-cultural background when they composed the songs. Comparison will be made with some izibongo to show that composers and writers of izibongo are similar artists and, in the words of Mtuze in Izibongo Zomthonyama (1993) “bathwase ngethongo elinye” (They are spiritually gifted in the same way).
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