Transcription, edition, translation and critical analysis of biographical poems contributed by S E K Mqhayi to early IsiXhosa newspapers
- Authors: Mazwi, Ntombomzi R
- Date: 2017
- Subjects: Mqhayi, S E K -- Criticism and interpretation , Mqhayi, S E K -- Translations , Xhosa language -- Transcription , Xhosa poetry -- History and criticism , Xhosa poetry -- Translations
- Language: English , Xhosa
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/18570 , vital:22356
- Description: During the nineteenth century secular creative literature produced by missionaries and publishers was designed for the educational market and for school children and there was nothing for adults. Works of isiXhosa literature was controlled in content and freely edited by the missionaries to satisfy the demands of educational syllabuses. As a result, students at universities, scholars of literature and academics in higher education are lacking primary documents on this literature and therefore are forced to study the limited and unavailable literature books. This thesis concentrates on the work of a particular isiXhosa writer, namely that of S.E.K. Mqhayi. The earlier writers like S.E.K. Mqhayi, J.J.R. Jolobe, G.B. Sinxo and others made their mark in South African literature and culture. Their works were published in journals and newspapers in isiXhosa by the missionaries. This means isiXhosa literature can be found in abundance in the earlier newspapers. What needs to be addressed is how the South African community and literature scholars mentioned above could have access to that work. Mqhayi is well known as the father of the isiXhosa language because of his substantial literary and linguistic contribution to the development of the language. As already mentioned he made his contribution through written work which was published in various newspapers of his time and unfortunately most people are unable to access this material, hence the focus of this thesis. The vast majority of his journalism remains as yet uncollected. However, scholars like Opland (1983) and Saule (1989) made some effort to bring this information to the public through their extensive research. S.E.K. Mqhayi’s popular poems have been published and analyzed over the last century and more recently (Qangule 1979; Kuse 1979; Opland 1983; Saule 1989 & 1996; Ntuli & Swanepoel 1993 and Opland 2009). However, in terms of quantity and value, these are negligible compared to what Mqhayi has published. There are still numerous of Mqhayi’s poems that would add value to the study and history of isiXhosa literature. The main aim of this research is to carry on from where these scholars left off and to bring to the fore the legacy Mqhayi left to the South African people. Hence, thirty (30) poems on people by S.E.K. Mqhayi have been transcribed from the old newspapers, re- typed, translated into English and analysed. These poems are largely published in newspapers but have never been subsequently republished, and hence they are almost completely unknown. The thirty (30) poems have been selected with the assistance of Professor Jeff Opland, a retired Professor from the University of London’s School of Oriental and African Studies (SOAS). The poems are from his Opland Collection of Xhosa Literature housed in Godalming, United Kingdom. They are presented in the manner in which they appeared originally, that is, in terms of isiXhosa orthography during the times of Mqhayi’s writing (Diplomatic Presentation). The data is analysed and discussed in relation to how Mqhayi’s biographical poems can give insight not only to Mqhayi’s subjects of praise, but into how he uses historical, political and sociocultural contexts in the praises of his subjects, meaning that the discussion revolves around the practice of the Historical-Biographical Criticism. The poems are translated into English to allow for this literature not only to be disseminated among isiXhosa speakers, but also to speakers of other languages who understand English. The translation method chosen is the one believed to produce the originality of the source text and sameness of meaning in the target text which is regarded as equivalence. This thesis therefore is an investigation into 30 poems selected from biographical poems written by S.E.K. Mqhayi in newspapers during the period 1899-1944. In essence this thesis presents an in-depth analysis of Mqhayi’s poems against the backdrop of oral literary theory as expounded by theorists who have grappled with the orality-literacy debate, a debate which directly informs Mqhayi’s poetry as he was the first oral poet to transition between orality and literacy. , Uncwadi oluveliswe kwishumi elinesithoba lamakhulu eminyaka ziimishinari nabapapashi lwalwenzelwe izifundiswa kunye nabantwana besikolo kwaye akukho msebenzi mninzi ofumanekayo owawenzelwe abantu basekuhlaleni. Umsebenzi omninzi wokubhaliweyo kuncwadi lwesiXhosa wawulawulwa, uhlelwa kwaye ulungiselelwa uqingqo lwezifundo. Oko ke kuye kwabangela ukuba abafundi abakumaziko emfundo ephakamileyo, iimfundi zoncwadi kunye nabahlohli zingabinawo amaxwebhu okwenene oncwadi lwesiXhosa, kwaye loo nto yenza ukuba kufundwe kwaye kwenziwe uphando ngeencwadi ezimbalwa. Olu phando ke ngoko luza kuqwalasela lugxininise kumsebenzi wombhali wesiXhosa onguS.E.K. Mqhayi. Ababhali bangaphambili abafana noo-S.E.K. Mqhayi, J.J.R. Jolobe, G.B. Sinxo nabanye bashiya ifuthe elikhulu kuncwadi nenkcubeko yoMzantsi Afrika. Imisebenzi yabo yayipapashwe ziimishinari ngesiXhosa kuluhlu lwemibhalo namaphephandaba. Oko ke kuthetha ukuthi le misebenzi yesiXhosa iyafumaneka kumaphepha-ndaba angaphambili. Okufuneka kulungisiwe yindlela abemi boMzantsi Afrika kunye nezi mfundi zoncwadi zikhankanywe ngentla zingathi ziwufumane lo msebenzi waba babhali bangaphambili. UMqhayi waziwa ngokuba yinkcuba- buchopho yolwimi lwesiXhosa kwaye udlale indima enkulu kakhulu ekuphuhliseni ulwimi lwesiXhosa. Njengokuba sele ikhankanyiwe ngentla, umsebenzi wakhe upapashwe kumaphephandaba awohlukeneyo wela xesha wayesaphila kwaye kungelishwa ke ukuba abantu abaninzi abakwazi ukuwufumana loo msebenzi. Eminye yemisebenzi yakhe emininzi ke kodwa ayiqokelelwanga. Iingcali ezifana noo-Opland (1983) noSaule (1989) zaye zenza uphando olukhulu zizama ukuzisa olu lwazi eluntwini, kodwa oko akwanelanga. Kwiminyaka edlulileyo imibongo edumileyo ka-S.E.K. Mqhayi sele yapapashwa (Qangule, 1979; Kuse, 1979; Opland, 1983 & 2009; Saule, 1989 & 1996; Ntuli & Swanepoel, 1993). Nangona kunjalo ke isekhona eminye imibongo kaMqhayi engekaveli nenokuthi ibe nenxaxheba kakhulu ekufundeni nasekufundiseni uncwadi lwesiXhosa. Olu phando ke kukuqhubeka apho aba babhali bakhankanyiweyo bayeke khona ukuzisa phambili umsebenzi nelifa elashiywa nguMqhayi kubemi baseMzantsi Afrika. Kungoko ke imibongo engabantu engama-30 kaMqhayi iza kuthi ikhutshelwe isuka kumaphephandaba akudala, iguqulelwe esiNgesini ze ihlahlelwe. Uninzi lwale mibongo ipapashwe kumaphephandaba akudala kwaye zange iphinde ipapashwe kwenye indawo, kungoko ke ingaziwa kakhulu. Ukukhethwa kwale mibongo ingama-30 kuncediswe nguNjingalwazi uJeff Opland, uNjingalwazi odla umhlala-phantsi weYunivesithi yase-London kwiSikolo seZifundo ngezaseAfrika naseMpumalanga (SOAS). Le mibongo isuka kuluhlu lwakhe athe waluqokelela nolubizwa ngokuba yi-Opland Collection of Xhosa Literature oluse- Godalming, e-United Kingdom. Indlela le mibongo eza kuthi ibhalwe ngayo yileyo uMqhayi wayeyibhale ngayo ngexesha lakhe. Le mibongo ihleliwe kwaye oko kubhaliweyo malunga nayo kuquka indlela apho imibongo kaMqhayi ngobomi babantu kuthi kubonise indlela abonga nabonisa ngayo izinto zoPolitiko, zakudala nezasekuhlaleni ezazisenzeka ngela xesha. Indlela ethi konke oku kuthi kuvele kule mibongo kaMqhayi kwaye kuya kuthi kuvezwe kolu phando. Ukuguqulelwa kwale mibongo esiNgesini kuya kuthi kuncede ukuba nabo bangasithethiyo isiXhosa bakwazi ukufumana le mibongo. Indlela esetyenzisiweyo yoguqulo-lwimi yale mibongo yileyo ivumela ukuba umbhalo uguqulelwe ngokufanayo nombhalo-ntsusa kwaye intsingiselo kumbhalo ekuguqulelwa kuwo ingatshintshi. Lo misebenzi ke ngoko uluphando lwemibongo engabantu ekhethiweyo engama30 ebhalwe nguSEK Mqhayi kumaphephandaba kwimiminyaka u1899 - 1944. Umongo wolu phando kukwenza uhlalutyo - nzulu lwemibongo kaMqhayi eyaleka kuphando - lwazi osele lwenziwe njengoko lucaciswa ziingcali ezithe zazamana nengxoxo yoncwadi lomlomo, ngxoxo leyo ethe yachaphazela ngokumandla umongo wezibongo zikaMqhayi njengembongi yokuqala ukuwela ukusuka kuncwadi lomlomo ukuya kuncwadi olubhaliweyo.
- Full Text:
- Date Issued: 2017
- Authors: Mazwi, Ntombomzi R
- Date: 2017
- Subjects: Mqhayi, S E K -- Criticism and interpretation , Mqhayi, S E K -- Translations , Xhosa language -- Transcription , Xhosa poetry -- History and criticism , Xhosa poetry -- Translations
- Language: English , Xhosa
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/18570 , vital:22356
- Description: During the nineteenth century secular creative literature produced by missionaries and publishers was designed for the educational market and for school children and there was nothing for adults. Works of isiXhosa literature was controlled in content and freely edited by the missionaries to satisfy the demands of educational syllabuses. As a result, students at universities, scholars of literature and academics in higher education are lacking primary documents on this literature and therefore are forced to study the limited and unavailable literature books. This thesis concentrates on the work of a particular isiXhosa writer, namely that of S.E.K. Mqhayi. The earlier writers like S.E.K. Mqhayi, J.J.R. Jolobe, G.B. Sinxo and others made their mark in South African literature and culture. Their works were published in journals and newspapers in isiXhosa by the missionaries. This means isiXhosa literature can be found in abundance in the earlier newspapers. What needs to be addressed is how the South African community and literature scholars mentioned above could have access to that work. Mqhayi is well known as the father of the isiXhosa language because of his substantial literary and linguistic contribution to the development of the language. As already mentioned he made his contribution through written work which was published in various newspapers of his time and unfortunately most people are unable to access this material, hence the focus of this thesis. The vast majority of his journalism remains as yet uncollected. However, scholars like Opland (1983) and Saule (1989) made some effort to bring this information to the public through their extensive research. S.E.K. Mqhayi’s popular poems have been published and analyzed over the last century and more recently (Qangule 1979; Kuse 1979; Opland 1983; Saule 1989 & 1996; Ntuli & Swanepoel 1993 and Opland 2009). However, in terms of quantity and value, these are negligible compared to what Mqhayi has published. There are still numerous of Mqhayi’s poems that would add value to the study and history of isiXhosa literature. The main aim of this research is to carry on from where these scholars left off and to bring to the fore the legacy Mqhayi left to the South African people. Hence, thirty (30) poems on people by S.E.K. Mqhayi have been transcribed from the old newspapers, re- typed, translated into English and analysed. These poems are largely published in newspapers but have never been subsequently republished, and hence they are almost completely unknown. The thirty (30) poems have been selected with the assistance of Professor Jeff Opland, a retired Professor from the University of London’s School of Oriental and African Studies (SOAS). The poems are from his Opland Collection of Xhosa Literature housed in Godalming, United Kingdom. They are presented in the manner in which they appeared originally, that is, in terms of isiXhosa orthography during the times of Mqhayi’s writing (Diplomatic Presentation). The data is analysed and discussed in relation to how Mqhayi’s biographical poems can give insight not only to Mqhayi’s subjects of praise, but into how he uses historical, political and sociocultural contexts in the praises of his subjects, meaning that the discussion revolves around the practice of the Historical-Biographical Criticism. The poems are translated into English to allow for this literature not only to be disseminated among isiXhosa speakers, but also to speakers of other languages who understand English. The translation method chosen is the one believed to produce the originality of the source text and sameness of meaning in the target text which is regarded as equivalence. This thesis therefore is an investigation into 30 poems selected from biographical poems written by S.E.K. Mqhayi in newspapers during the period 1899-1944. In essence this thesis presents an in-depth analysis of Mqhayi’s poems against the backdrop of oral literary theory as expounded by theorists who have grappled with the orality-literacy debate, a debate which directly informs Mqhayi’s poetry as he was the first oral poet to transition between orality and literacy. , Uncwadi oluveliswe kwishumi elinesithoba lamakhulu eminyaka ziimishinari nabapapashi lwalwenzelwe izifundiswa kunye nabantwana besikolo kwaye akukho msebenzi mninzi ofumanekayo owawenzelwe abantu basekuhlaleni. Umsebenzi omninzi wokubhaliweyo kuncwadi lwesiXhosa wawulawulwa, uhlelwa kwaye ulungiselelwa uqingqo lwezifundo. Oko ke kuye kwabangela ukuba abafundi abakumaziko emfundo ephakamileyo, iimfundi zoncwadi kunye nabahlohli zingabinawo amaxwebhu okwenene oncwadi lwesiXhosa, kwaye loo nto yenza ukuba kufundwe kwaye kwenziwe uphando ngeencwadi ezimbalwa. Olu phando ke ngoko luza kuqwalasela lugxininise kumsebenzi wombhali wesiXhosa onguS.E.K. Mqhayi. Ababhali bangaphambili abafana noo-S.E.K. Mqhayi, J.J.R. Jolobe, G.B. Sinxo nabanye bashiya ifuthe elikhulu kuncwadi nenkcubeko yoMzantsi Afrika. Imisebenzi yabo yayipapashwe ziimishinari ngesiXhosa kuluhlu lwemibhalo namaphephandaba. Oko ke kuthetha ukuthi le misebenzi yesiXhosa iyafumaneka kumaphepha-ndaba angaphambili. Okufuneka kulungisiwe yindlela abemi boMzantsi Afrika kunye nezi mfundi zoncwadi zikhankanywe ngentla zingathi ziwufumane lo msebenzi waba babhali bangaphambili. UMqhayi waziwa ngokuba yinkcuba- buchopho yolwimi lwesiXhosa kwaye udlale indima enkulu kakhulu ekuphuhliseni ulwimi lwesiXhosa. Njengokuba sele ikhankanyiwe ngentla, umsebenzi wakhe upapashwe kumaphephandaba awohlukeneyo wela xesha wayesaphila kwaye kungelishwa ke ukuba abantu abaninzi abakwazi ukuwufumana loo msebenzi. Eminye yemisebenzi yakhe emininzi ke kodwa ayiqokelelwanga. Iingcali ezifana noo-Opland (1983) noSaule (1989) zaye zenza uphando olukhulu zizama ukuzisa olu lwazi eluntwini, kodwa oko akwanelanga. Kwiminyaka edlulileyo imibongo edumileyo ka-S.E.K. Mqhayi sele yapapashwa (Qangule, 1979; Kuse, 1979; Opland, 1983 & 2009; Saule, 1989 & 1996; Ntuli & Swanepoel, 1993). Nangona kunjalo ke isekhona eminye imibongo kaMqhayi engekaveli nenokuthi ibe nenxaxheba kakhulu ekufundeni nasekufundiseni uncwadi lwesiXhosa. Olu phando ke kukuqhubeka apho aba babhali bakhankanyiweyo bayeke khona ukuzisa phambili umsebenzi nelifa elashiywa nguMqhayi kubemi baseMzantsi Afrika. Kungoko ke imibongo engabantu engama-30 kaMqhayi iza kuthi ikhutshelwe isuka kumaphephandaba akudala, iguqulelwe esiNgesini ze ihlahlelwe. Uninzi lwale mibongo ipapashwe kumaphephandaba akudala kwaye zange iphinde ipapashwe kwenye indawo, kungoko ke ingaziwa kakhulu. Ukukhethwa kwale mibongo ingama-30 kuncediswe nguNjingalwazi uJeff Opland, uNjingalwazi odla umhlala-phantsi weYunivesithi yase-London kwiSikolo seZifundo ngezaseAfrika naseMpumalanga (SOAS). Le mibongo isuka kuluhlu lwakhe athe waluqokelela nolubizwa ngokuba yi-Opland Collection of Xhosa Literature oluse- Godalming, e-United Kingdom. Indlela le mibongo eza kuthi ibhalwe ngayo yileyo uMqhayi wayeyibhale ngayo ngexesha lakhe. Le mibongo ihleliwe kwaye oko kubhaliweyo malunga nayo kuquka indlela apho imibongo kaMqhayi ngobomi babantu kuthi kubonise indlela abonga nabonisa ngayo izinto zoPolitiko, zakudala nezasekuhlaleni ezazisenzeka ngela xesha. Indlela ethi konke oku kuthi kuvele kule mibongo kaMqhayi kwaye kuya kuthi kuvezwe kolu phando. Ukuguqulelwa kwale mibongo esiNgesini kuya kuthi kuncede ukuba nabo bangasithethiyo isiXhosa bakwazi ukufumana le mibongo. Indlela esetyenzisiweyo yoguqulo-lwimi yale mibongo yileyo ivumela ukuba umbhalo uguqulelwe ngokufanayo nombhalo-ntsusa kwaye intsingiselo kumbhalo ekuguqulelwa kuwo ingatshintshi. Lo misebenzi ke ngoko uluphando lwemibongo engabantu ekhethiweyo engama30 ebhalwe nguSEK Mqhayi kumaphephandaba kwimiminyaka u1899 - 1944. Umongo wolu phando kukwenza uhlalutyo - nzulu lwemibongo kaMqhayi eyaleka kuphando - lwazi osele lwenziwe njengoko lucaciswa ziingcali ezithe zazamana nengxoxo yoncwadi lomlomo, ngxoxo leyo ethe yachaphazela ngokumandla umongo wezibongo zikaMqhayi njengembongi yokuqala ukuwela ukusuka kuncwadi lomlomo ukuya kuncwadi olubhaliweyo.
- Full Text:
- Date Issued: 2017
A study on the role of the media in identity formation among isiXhosa speaking youth in Grahamstown with focus on SABC’s Yo TV
- Authors: Mabusela, Pumeza
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3661 , http://hdl.handle.net/10962/d1021302
- Description: This study explores the use of African languages, more specifically isiXhosa, in the South African Broadcasting Corporation (SABC). It does this by investigating the YO TV programme and its impact on identity formation amongst isiXhosa speaking youth. The research was conducted in Grahamstown which is located in the Eastern Cape province of South Africa. Young isiXhosa speakers were used as participants for questionnaires and focus group interviews. The location of the study within the Eastern Cape was driven by the fact that Grahamstown consists of mainly isiXhosa speakers, and young people are a big part of the population. Secondly, the participants were chosen in order to look at how isiXhosa and the Xhosa culture are represented in the YO TV programme through the lenses of young people who speak the language, and whether the representation of these two aspects plays a role in the formation of their identity. The goals of the research were to explore the relationship between language and youth identity, and the role of television in the construction of this identity. The research looked at the SABC’s YO TV which is a youth programme targeting South African youth who speak different languages and the role it plays in constructing the identity of isiXhosa speaking youth in relation to language and culture. It also examined for what purpose isiXhosa was used in the YO TV programme. The study further identified and critically analysed the already existing strategies used by the SABC to promote African languages in youth programs. The study made several findings, one of these being that there is a relationship that exists between language, culture and identity. As a result of this relationship, this study found that when one of these aspects is less represented on television, it affects the other(s). Thus, little representation of isiXhosa on YO TV has an impact on the identity formation of young isiXhosa speakers as they believe that language and culture are a part of who they are, their identity. This study also discovered that institutions of power such as the media play a key role in affirming the identity of young people. They play a role in influencing the way young people reason and do things. This study argues that television programmes such as the YO TV programme must use African languages, as well as English because the use of African languages adds value to how young people perceive them. The use of African languages on television will contribute to their growth and development. Moreover, the use of these languages in the media contributes in identity construction of young African language speakers.
- Full Text:
- Date Issued: 2016
- Authors: Mabusela, Pumeza
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3661 , http://hdl.handle.net/10962/d1021302
- Description: This study explores the use of African languages, more specifically isiXhosa, in the South African Broadcasting Corporation (SABC). It does this by investigating the YO TV programme and its impact on identity formation amongst isiXhosa speaking youth. The research was conducted in Grahamstown which is located in the Eastern Cape province of South Africa. Young isiXhosa speakers were used as participants for questionnaires and focus group interviews. The location of the study within the Eastern Cape was driven by the fact that Grahamstown consists of mainly isiXhosa speakers, and young people are a big part of the population. Secondly, the participants were chosen in order to look at how isiXhosa and the Xhosa culture are represented in the YO TV programme through the lenses of young people who speak the language, and whether the representation of these two aspects plays a role in the formation of their identity. The goals of the research were to explore the relationship between language and youth identity, and the role of television in the construction of this identity. The research looked at the SABC’s YO TV which is a youth programme targeting South African youth who speak different languages and the role it plays in constructing the identity of isiXhosa speaking youth in relation to language and culture. It also examined for what purpose isiXhosa was used in the YO TV programme. The study further identified and critically analysed the already existing strategies used by the SABC to promote African languages in youth programs. The study made several findings, one of these being that there is a relationship that exists between language, culture and identity. As a result of this relationship, this study found that when one of these aspects is less represented on television, it affects the other(s). Thus, little representation of isiXhosa on YO TV has an impact on the identity formation of young isiXhosa speakers as they believe that language and culture are a part of who they are, their identity. This study also discovered that institutions of power such as the media play a key role in affirming the identity of young people. They play a role in influencing the way young people reason and do things. This study argues that television programmes such as the YO TV programme must use African languages, as well as English because the use of African languages adds value to how young people perceive them. The use of African languages on television will contribute to their growth and development. Moreover, the use of these languages in the media contributes in identity construction of young African language speakers.
- Full Text:
- Date Issued: 2016
Communication in selected Eastern Cape public healthcare facilities offering termination of pregnancy services: inter/intra-cultural implications
- Authors: Mavuso, Snethemba Fikile
- Date: 2017
- Subjects: Communication in medicine -- South Africa , Medical care -- Communication systems -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/7290 , vital:21239
- Description: This study examines pre-termination of pregnancy (PTOP) counselling, focussing on issues of language and access, and sociocultural influences. This research examines linguistic and cultural aspects of communication between healthcare providers and clients in PTOP contexts. The overarching aim of this research was to identify patterns that indicate miscommunication and to propose ways to bridge any linguistic and cultural gaps. This research examine how social norms related to turn taking guide healthcare providers - clients interaction and how the clients respond to advice offered during the counselling sessions. The study provides an indepth understanding of linguistic and cultural barriers in public healthcare, and further emphasizes the need for implementation of support systems for cross-cultural and effective patient-centred communication in healthcare. The findings in this study are thatpresent that miscommunication occurs within intercultural and intra-cultural medical encounters. Excessive use of medical terminology causes communication difficulties. Clients often provide a positive response to indicate that they understand what the healthcare provider is communicating. Clients sometimes respond positively out of politeness. This practice is common in some cultures; it often occurs when the recipient is interacting with a figure of authority or someone of higher positioning. It is found that healthcare provider’s value systems sometimes have an impact on their professional conduct, influencing the type of PTOP counselling provided to clients. Sometimes the language and communication barriers have a negative impact on the quality of care/PTOP counselling. This study argues that healthcare provider’s communication styles and value systems influence PTOP counselling. Healthcare providers have the power to control the medical discourse; their turns at talk influence those of clients. The manner in which the nurses and counsellors address the clients elicits a certain response. This study thus suggests that healthcare providers need to improve their communicative skills, be mindful of their position as power holders and adopt a patient-centred approach, which is crucial for clinical and cultural competence.
- Full Text:
- Date Issued: 2017
- Authors: Mavuso, Snethemba Fikile
- Date: 2017
- Subjects: Communication in medicine -- South Africa , Medical care -- Communication systems -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/7290 , vital:21239
- Description: This study examines pre-termination of pregnancy (PTOP) counselling, focussing on issues of language and access, and sociocultural influences. This research examines linguistic and cultural aspects of communication between healthcare providers and clients in PTOP contexts. The overarching aim of this research was to identify patterns that indicate miscommunication and to propose ways to bridge any linguistic and cultural gaps. This research examine how social norms related to turn taking guide healthcare providers - clients interaction and how the clients respond to advice offered during the counselling sessions. The study provides an indepth understanding of linguistic and cultural barriers in public healthcare, and further emphasizes the need for implementation of support systems for cross-cultural and effective patient-centred communication in healthcare. The findings in this study are thatpresent that miscommunication occurs within intercultural and intra-cultural medical encounters. Excessive use of medical terminology causes communication difficulties. Clients often provide a positive response to indicate that they understand what the healthcare provider is communicating. Clients sometimes respond positively out of politeness. This practice is common in some cultures; it often occurs when the recipient is interacting with a figure of authority or someone of higher positioning. It is found that healthcare provider’s value systems sometimes have an impact on their professional conduct, influencing the type of PTOP counselling provided to clients. Sometimes the language and communication barriers have a negative impact on the quality of care/PTOP counselling. This study argues that healthcare provider’s communication styles and value systems influence PTOP counselling. Healthcare providers have the power to control the medical discourse; their turns at talk influence those of clients. The manner in which the nurses and counsellors address the clients elicits a certain response. This study thus suggests that healthcare providers need to improve their communicative skills, be mindful of their position as power holders and adopt a patient-centred approach, which is crucial for clinical and cultural competence.
- Full Text:
- Date Issued: 2017
Language and access in the public healthcare system in South Africa with a particular focus on primary public health facilities in Grahamstown and Cofimvaba in the Eastern Cape
- Authors: Mhlauli, Nonceba
- Date: 2017
- Subjects: Health literacy -- South Africa -- Eastern Cape , Patient education -- South Africa -- Eastern Cape , Communication in medicine -- South Africa -- Eastern Cape , Health literacy -- Social aspects -- South Africa -- Eastern Cape , Poor -- Medical care -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/56692 , vital:26817
- Description: The right to language and the right to healthcare services are human rights which are enshrined in the Constitution of the Republic of South Africa. Section 6 (5) of the Constitution and Section 1.3 (b) and (e) of the Eastern Cape Provincial Language Policy provide protection against unfair discrimination on the grounds of language; while sections 30 and 31 (1) of the Constitution refer to people’s rights in terms of cultural, religious and linguistic participation. Section 27 (a) states that ‘everyone has the right to access to healthcare services’. In accordance with the Constitution, in 2011 the National Department of Health passed a Policy on Language Services. This policy aims to facilitate equitable access to government services and information, as well as respect for language rights as spelled out in the Constitution. The Policy on Language Services further aims to promote multilingualism in the National Department of Health and to allow people to access information in a language of their choice, understand important messages and the language necessary for informed and participatory decision making (Department of Health 2011:1). Given the above policy and Constitutional provisions as far as policy commitment is concerned, the crucial issue remains the implementation of such policy to ensure that the right to access to health and language are realised. The study provides an analysis of the Policy on Language Services 2011 as it relates to language rights and the delivery of health services, focusing on the roll out and implementation process and the public awareness of the policy. This study primarily focuses on the role language plays in accessing public healthcare in primary healthcare facilities in the Grahamstown and Cofimvaba. The study looked at communication between patient and healthcare providers and whether healthcare services were provided in the language of the patient or the language the patient knows best. This study further assessed indications of patients’ comprehension of information such as medical instructions on packaged medicine, comprehension of posters, pamphlets and health education sessions in order to fully participate in the process of their health status. The data of this research was collected from healthcare providers and patients in primary healthcare facilities in Grahamstown and Cofimvaba in the Eastern Cape. The research methods used was in-depth interviews, non-participant observations as well as content analysis such as sign/direction posts, medical labels and information boards. These methods were used to determine whether language plays a role in accessing quality healthcare services in these facilities. The research found that the lack of implementation of language and health policy resulted in the perpetuation of language barriers in the healthcare sector. The study therefore argues that adequate healthcare can only be provided if and when healthcare providers and patients are able to communicate with each other in the language they know best or feel most comfortable in. Thus meaning the implementation of the current Constitutional and policy provisions is crucial to language and access to healthcare services.
- Full Text:
- Date Issued: 2017
- Authors: Mhlauli, Nonceba
- Date: 2017
- Subjects: Health literacy -- South Africa -- Eastern Cape , Patient education -- South Africa -- Eastern Cape , Communication in medicine -- South Africa -- Eastern Cape , Health literacy -- Social aspects -- South Africa -- Eastern Cape , Poor -- Medical care -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/56692 , vital:26817
- Description: The right to language and the right to healthcare services are human rights which are enshrined in the Constitution of the Republic of South Africa. Section 6 (5) of the Constitution and Section 1.3 (b) and (e) of the Eastern Cape Provincial Language Policy provide protection against unfair discrimination on the grounds of language; while sections 30 and 31 (1) of the Constitution refer to people’s rights in terms of cultural, religious and linguistic participation. Section 27 (a) states that ‘everyone has the right to access to healthcare services’. In accordance with the Constitution, in 2011 the National Department of Health passed a Policy on Language Services. This policy aims to facilitate equitable access to government services and information, as well as respect for language rights as spelled out in the Constitution. The Policy on Language Services further aims to promote multilingualism in the National Department of Health and to allow people to access information in a language of their choice, understand important messages and the language necessary for informed and participatory decision making (Department of Health 2011:1). Given the above policy and Constitutional provisions as far as policy commitment is concerned, the crucial issue remains the implementation of such policy to ensure that the right to access to health and language are realised. The study provides an analysis of the Policy on Language Services 2011 as it relates to language rights and the delivery of health services, focusing on the roll out and implementation process and the public awareness of the policy. This study primarily focuses on the role language plays in accessing public healthcare in primary healthcare facilities in the Grahamstown and Cofimvaba. The study looked at communication between patient and healthcare providers and whether healthcare services were provided in the language of the patient or the language the patient knows best. This study further assessed indications of patients’ comprehension of information such as medical instructions on packaged medicine, comprehension of posters, pamphlets and health education sessions in order to fully participate in the process of their health status. The data of this research was collected from healthcare providers and patients in primary healthcare facilities in Grahamstown and Cofimvaba in the Eastern Cape. The research methods used was in-depth interviews, non-participant observations as well as content analysis such as sign/direction posts, medical labels and information boards. These methods were used to determine whether language plays a role in accessing quality healthcare services in these facilities. The research found that the lack of implementation of language and health policy resulted in the perpetuation of language barriers in the healthcare sector. The study therefore argues that adequate healthcare can only be provided if and when healthcare providers and patients are able to communicate with each other in the language they know best or feel most comfortable in. Thus meaning the implementation of the current Constitutional and policy provisions is crucial to language and access to healthcare services.
- Full Text:
- Date Issued: 2017
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:
- Date Issued: 2013
- 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:
- Date Issued: 2013
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
Development of part-of-speech tagger for Xhosa
- Authors: Delman, Xolani
- Date: 2016
- Subjects: Computational linguistics -- Methodology Natural language processing (Computer science) Linguistic models
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/11872 , vital:39114
- Description: Part-of-Speech (POS) tagging is a process of assigning an appropriate part of speech or lexical category to each word in a given sentence of a particular natural language. Natural languages are languages that human beings use to communicate with one another be it Xhosa, Zulu, English etc. POS tagging plays a huge and important role in natural language processing applications. The main applications of POS tagging include machine translation, parsing, text chunking, spell checkiXhosa (sometimes referred to as isiXhosa) is one of the eleven official languages of South Africa and is spoken by over 8 million South Africans. The language is mainly spoken in the Eastern Cape and Western Cape provinces of the country. It is the second most widely spoken native language in South Africa after Zulu (sometimes called isiZulu). Although the number of speakers might seem to be high, Xhosa is considerably under-resourced. There are very few publications in Xhosa, very few books have been published in the language and also the domains that use the language as a medium of instruction are very limited. However, the language is finding momentum nowadays. An Oxford approved Xhosa dictionary has been developed recently, and Xhosa newspapers that did not exist in the recent past are now published. Text from previously mentioned sources can then be combined to formulate a larger text that can be used to train the tagger. This work aims to develop an effective POS tagger for Xhosa. g and grammar. This thesis presents/describes the work that needed to be done to produce an automatic POS tagger for Xhosa. A tagset consisting of 36 POS tags/labels for the language were used for this purpose. These are listed. A total of 5000 words were manually tagged/labelled for the purpose of training the tagger. Another 3000 words were used for testing the tagger and these were disjoint from the manually tagged training data. The open source Stanford CoreNLP toolkit was used to create the tagger. The toolkit implements a Maximum Entropy machine learning model which was applied in the development of the tagger presented in this thesis. The thesis describes the implementation and testing processes of the model in detail. The results show that the development of the Xhosa POS tagging model was successful. This model managed to obtain a tagging accuracy of 87.71 percent.
- Full Text:
- Date Issued: 2016
- Authors: Delman, Xolani
- Date: 2016
- Subjects: Computational linguistics -- Methodology Natural language processing (Computer science) Linguistic models
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/11872 , vital:39114
- Description: Part-of-Speech (POS) tagging is a process of assigning an appropriate part of speech or lexical category to each word in a given sentence of a particular natural language. Natural languages are languages that human beings use to communicate with one another be it Xhosa, Zulu, English etc. POS tagging plays a huge and important role in natural language processing applications. The main applications of POS tagging include machine translation, parsing, text chunking, spell checkiXhosa (sometimes referred to as isiXhosa) is one of the eleven official languages of South Africa and is spoken by over 8 million South Africans. The language is mainly spoken in the Eastern Cape and Western Cape provinces of the country. It is the second most widely spoken native language in South Africa after Zulu (sometimes called isiZulu). Although the number of speakers might seem to be high, Xhosa is considerably under-resourced. There are very few publications in Xhosa, very few books have been published in the language and also the domains that use the language as a medium of instruction are very limited. However, the language is finding momentum nowadays. An Oxford approved Xhosa dictionary has been developed recently, and Xhosa newspapers that did not exist in the recent past are now published. Text from previously mentioned sources can then be combined to formulate a larger text that can be used to train the tagger. This work aims to develop an effective POS tagger for Xhosa. g and grammar. This thesis presents/describes the work that needed to be done to produce an automatic POS tagger for Xhosa. A tagset consisting of 36 POS tags/labels for the language were used for this purpose. These are listed. A total of 5000 words were manually tagged/labelled for the purpose of training the tagger. Another 3000 words were used for testing the tagger and these were disjoint from the manually tagged training data. The open source Stanford CoreNLP toolkit was used to create the tagger. The toolkit implements a Maximum Entropy machine learning model which was applied in the development of the tagger presented in this thesis. The thesis describes the implementation and testing processes of the model in detail. The results show that the development of the Xhosa POS tagging model was successful. This model managed to obtain a tagging accuracy of 87.71 percent.
- Full Text:
- Date Issued: 2016
Making South African tertiary education multilingual: the implementation, monitoring and evaluation of SANTED Multilingualism Projects 2007 – 2010
- Authors: Nosilela, Bulelwa
- Date: 2020
- Subjects: South Africa-Norway Tertiary Education Development Programme , Language policy -- South Africa , Multilingual education -- South Africa , Language and education -- South Africa , Education, Higher -- Social aspects -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PHD
- Identifier: http://hdl.handle.net/10962/140513 , vital:37895
- Description: This thesis focuses on multilingualism as it applies to education, particularly higher education in South Africa. The thesis suggests that language must be seen as critical in education (Obanya, 2004; Wolff, 2006). This thesis also suggests that there is a link between a person’s general competence in an educational environment, and that person’s language competence. In support of other scholars, this thesis also finds that learners from low social classes in society have a restricted linguistic code and therefore the learners from these social classes lack the ability to express themselves in an elaborative manner in a cognitive situation while learners from upper social class have an elaborate linguistic repertoire in the language of instruction, namely English. Even though general policy in South Africa and Africa as a whole recognises this relationship between language and education, this thesis finds that very little is being done to implement these well-meaning policies. The SANTED (South Africa-Norway-Tertiary-Education) programme, which forms the focus of this thesis, is seen as an exception. While there is an increase in the number of learners and students accessing centres of learning, especially those from historically-disadvantaged backgrounds (CHE Higher Education Monitor, 2008), there is at the same time rigorous debate in South Africa at the moment as to whether these learners and students benefit optimally from knowledge offered in centres of learning, and are therefore, not accomplishing success expected from them (Boughey, 2008). This thesis suggests that at the centre of this debate is the understanding that, while there are a variety of factors that might affect their success, for example social and economic status, schooling background in case of students in higher education, language plays a pivotal role. This thesis analyses the challenges and successes which faced the SANTED programme at a number of South African institutions where language issues were brought to the centre of the learning process. The thesis also assesses best practices in various African countries and makes recommendations regarding language-use in Higher Education, as part of a transformationprocess. The collaboration between the South African and Norwegian governments provided impetus to policy implementation. It also had other focus areas such as capacity building, access, success and retention and collaboration with Southern African Developing Countries (SADC). This thesis shows, through a critical analysis of SANTED, that it represented an important intervention regarding the promotion of multilingualism.
- Full Text:
- Date Issued: 2020
- Authors: Nosilela, Bulelwa
- Date: 2020
- Subjects: South Africa-Norway Tertiary Education Development Programme , Language policy -- South Africa , Multilingual education -- South Africa , Language and education -- South Africa , Education, Higher -- Social aspects -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PHD
- Identifier: http://hdl.handle.net/10962/140513 , vital:37895
- Description: This thesis focuses on multilingualism as it applies to education, particularly higher education in South Africa. The thesis suggests that language must be seen as critical in education (Obanya, 2004; Wolff, 2006). This thesis also suggests that there is a link between a person’s general competence in an educational environment, and that person’s language competence. In support of other scholars, this thesis also finds that learners from low social classes in society have a restricted linguistic code and therefore the learners from these social classes lack the ability to express themselves in an elaborative manner in a cognitive situation while learners from upper social class have an elaborate linguistic repertoire in the language of instruction, namely English. Even though general policy in South Africa and Africa as a whole recognises this relationship between language and education, this thesis finds that very little is being done to implement these well-meaning policies. The SANTED (South Africa-Norway-Tertiary-Education) programme, which forms the focus of this thesis, is seen as an exception. While there is an increase in the number of learners and students accessing centres of learning, especially those from historically-disadvantaged backgrounds (CHE Higher Education Monitor, 2008), there is at the same time rigorous debate in South Africa at the moment as to whether these learners and students benefit optimally from knowledge offered in centres of learning, and are therefore, not accomplishing success expected from them (Boughey, 2008). This thesis suggests that at the centre of this debate is the understanding that, while there are a variety of factors that might affect their success, for example social and economic status, schooling background in case of students in higher education, language plays a pivotal role. This thesis analyses the challenges and successes which faced the SANTED programme at a number of South African institutions where language issues were brought to the centre of the learning process. The thesis also assesses best practices in various African countries and makes recommendations regarding language-use in Higher Education, as part of a transformationprocess. The collaboration between the South African and Norwegian governments provided impetus to policy implementation. It also had other focus areas such as capacity building, access, success and retention and collaboration with Southern African Developing Countries (SADC). This thesis shows, through a critical analysis of SANTED, that it represented an important intervention regarding the promotion of multilingualism.
- Full Text:
- Date Issued: 2020
A historical sociolinguistic study on the conceptualisation and application of justice and law kwisizwe samaXhosa as documented in and extracted From SEK Mqhayi And W.W. Gqoba’s selected writings
- Authors: Ntshingana, Sanele
- Date: 2019
- Subjects: Gqoba, William Wellington , Mqhayi, S. E. K. , Xhosa literature -- History and criticism , Law in literature , Justice in literature
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/115339 , vital:34115
- Description: This study seeks to investigate the original meanings contained in lexical terms relating to law (umthetho) and justice (ubulungisa) and their application in the precolonial Xhosa social society as they make appearance in SEK Mqhayi’s novel Ityala lamawele (1914) and WW Gqoba’s Isizwe esinembali, (1873-188/2015). Both of these works were written and initially published at the early point of contact of amaXhosa with the art of writing, and so are set in a ‘traditional’ setting (in the case of Mqhayi) and at early contact with European societies in Eastern Nguni region. This academic endeavour is undertaken by employing critical discourse theoretical framework. The purpose is to investigate the conceptualisation of law and justice amongst amaXhosa, and the extent to which this conceptualisation reflects the philosophical worldview of amaXhosa, as embedded in their language. The paper makes inferences about conceptualisation of law and justice in precolonial Xhosa social settings, and offers proposals on what this conceptual understanding could mean if its potential contribution to the contemporary understanding and application of law and justice in South Africa could be tapped into. The motivation for this study emanates from the current intellectual contestations in higher education that today’s curricula present western knowledge systems as universal while marginalising indigenous epistemologies in teaching, learning and research practices. At the centre of these debates is how research, social and scientific thinking in humanities, is profoundly shaped by imported, racist, western “canonical” texts and theories. The arguments presented by various scholars argue that this enterprise firmly roots the collective imagination of students about the past and present in racist Eurocentric schematic frames, thus creating a problem of identity loss, and an intentional distortion of historical truths. The space for knowledge systems and experiences reflecting African memory and imagination is not only neglected, but distorted too. In this context, the study seeks to delve deeper into how African languages can be used to reconstruct knowledge systems that reflect African ways of understanding society as part of creating a curriculum that depicts “multiversal” ways of knowing (Tisani 2000; Santos, 2014). This study makes several findings, chief amongst which is that the legal and justice systems of the precolonial Xhosa society was both corrective as opposed to today’s punitive court system that South Africa inherited, largely from the West. It seeks to prove that AmaXhosa’s precolonial legal and justice system was focused more on reintegrating the offender back into society. The study further will show how the precolonial amaXhosa justice system was embedded in the concepts of ubulungisa (correct and re-intergrate) and isohlwayo (that which brings one to basics). Through discourse analysis of the early literary isiXhosa texts, the thesis discovers that the application of ubulungisa amongst amaXhosa back then was consistent with the philosophies embedded in the concepts. By exposing the collaboration networks between the white missionaries and the colonial administrators of the nineteenth century, the thesis will show how conspiracies were directed at erasing and displacing these indigenous epistemologies and to replacing them with colonial memories. To this end, missionary accounts, explorer diary entries and reports and early lexicographic material were produced and archived. Furthermore, this study makes a proposition that early written Xhosa texts be entrenched in the today’s curricula in order inform the process of making sense of the social experiences and knowledge systems of the indigenous people of South Africa, from the precolonial-past to the present. Throughout the study, the thesis presents a proposition these early Xhosa texts be studied in relation to their intellectual contributions. This, it is hoped, will boldly challenge the canonised knowledge and racist assumptions about the African knowledge systems and experiences.
- Full Text:
- Date Issued: 2019
- Authors: Ntshingana, Sanele
- Date: 2019
- Subjects: Gqoba, William Wellington , Mqhayi, S. E. K. , Xhosa literature -- History and criticism , Law in literature , Justice in literature
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/115339 , vital:34115
- Description: This study seeks to investigate the original meanings contained in lexical terms relating to law (umthetho) and justice (ubulungisa) and their application in the precolonial Xhosa social society as they make appearance in SEK Mqhayi’s novel Ityala lamawele (1914) and WW Gqoba’s Isizwe esinembali, (1873-188/2015). Both of these works were written and initially published at the early point of contact of amaXhosa with the art of writing, and so are set in a ‘traditional’ setting (in the case of Mqhayi) and at early contact with European societies in Eastern Nguni region. This academic endeavour is undertaken by employing critical discourse theoretical framework. The purpose is to investigate the conceptualisation of law and justice amongst amaXhosa, and the extent to which this conceptualisation reflects the philosophical worldview of amaXhosa, as embedded in their language. The paper makes inferences about conceptualisation of law and justice in precolonial Xhosa social settings, and offers proposals on what this conceptual understanding could mean if its potential contribution to the contemporary understanding and application of law and justice in South Africa could be tapped into. The motivation for this study emanates from the current intellectual contestations in higher education that today’s curricula present western knowledge systems as universal while marginalising indigenous epistemologies in teaching, learning and research practices. At the centre of these debates is how research, social and scientific thinking in humanities, is profoundly shaped by imported, racist, western “canonical” texts and theories. The arguments presented by various scholars argue that this enterprise firmly roots the collective imagination of students about the past and present in racist Eurocentric schematic frames, thus creating a problem of identity loss, and an intentional distortion of historical truths. The space for knowledge systems and experiences reflecting African memory and imagination is not only neglected, but distorted too. In this context, the study seeks to delve deeper into how African languages can be used to reconstruct knowledge systems that reflect African ways of understanding society as part of creating a curriculum that depicts “multiversal” ways of knowing (Tisani 2000; Santos, 2014). This study makes several findings, chief amongst which is that the legal and justice systems of the precolonial Xhosa society was both corrective as opposed to today’s punitive court system that South Africa inherited, largely from the West. It seeks to prove that AmaXhosa’s precolonial legal and justice system was focused more on reintegrating the offender back into society. The study further will show how the precolonial amaXhosa justice system was embedded in the concepts of ubulungisa (correct and re-intergrate) and isohlwayo (that which brings one to basics). Through discourse analysis of the early literary isiXhosa texts, the thesis discovers that the application of ubulungisa amongst amaXhosa back then was consistent with the philosophies embedded in the concepts. By exposing the collaboration networks between the white missionaries and the colonial administrators of the nineteenth century, the thesis will show how conspiracies were directed at erasing and displacing these indigenous epistemologies and to replacing them with colonial memories. To this end, missionary accounts, explorer diary entries and reports and early lexicographic material were produced and archived. Furthermore, this study makes a proposition that early written Xhosa texts be entrenched in the today’s curricula in order inform the process of making sense of the social experiences and knowledge systems of the indigenous people of South Africa, from the precolonial-past to the present. Throughout the study, the thesis presents a proposition these early Xhosa texts be studied in relation to their intellectual contributions. This, it is hoped, will boldly challenge the canonised knowledge and racist assumptions about the African knowledge systems and experiences.
- Full Text:
- Date Issued: 2019
Bilingual teaching practices in South African higher education : making a case for terminology planning
- Authors: Mawonga, Sisonke
- Date: 2015
- Subjects: Language and education -- South Africa , Native language and education , Language policy -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3653 , http://hdl.handle.net/10962/d1017894
- Description: When the apartheid government was in power universities in South Africa were segregated according to a race and language. After apartheid, the democratic government came into power and its vision was abolition of segregation. There was also equal and equity of access to public institutions which were set aside for certain people to have access to. Access to universities was equalized and students with different racial, social, cultural and linguistic backgrounds were allowed access to universities which they used not to have access to before. The students‟ access to all universities led to diversity within these institutions. Even though this was the case, there were no changes in the system prevalent during apartheid. English, for example, continued to be the language of learning and teaching (LoLT) while the numbers of students who speak languages other than English (LOTE) as home languages was also increasing. The Constitution of South Africa (Section 6, Act 108 of 1996) acknowledges the previous marginalization of indigenous languages in the country and encourages the development and use of these languages as official languages. The right of access to educational institutions, and accessing education in one‟s language, if that language is one of the official languages, is also encouraged by the Constitution. There are other supporting legislative documents such as the Languages Bill (2011), the Higher Education Act (1997) and the national Language Policy for Higher Education (LPHE) (2002) that support multilingualism, the equal promotion of the official languages as well as use of multiple languages in higher education institutions (HEIs) to support learning. The above mentioned policies and legislations may exist to ensure equality and equity, and even though HEIs have become heterogonous, that does not guarantee that the students enrolled in these institutions have equal access to knowledge offered by the HEIs in SA. This research uses the theories of languages and conceptualization; language and learning as well as language planning to show that the students‟ first languages in learning can assist to facilitate cognition. Terminology development, as part of corpus planning which is the body of language planning is introduced in this study in the form of bilingual glossaries as an intervention especially for students‟ whose mother tongue is not English as language used for learning at university for different disciplines tend to be abstract. The data for this research was collected from the 2014 first year students registered in the Extended Studies Unit (ESU) in the Humanities Faculty at Rhodes University. Research methods such as questionnaires, participant observations, interviews as well as content analysis were used to collect the data. These methods were used to look at the students‟ use and perceptions of bilingual glossaries as additional resource materials which can assist them in learning. A Political Philosophy I module offered by the Political Science department was used for this research. This thesis presents a model which can be used for the development of bilingual glossaries in order to facilitate learning. The thesis recommends the use of corpus extraction tools such as WordSmith Tools (WST) that can be used to generate and extract terms and illustrates the use of this tool by extracting terms from an English Political Philosophy textbook. These terms are defined and these are then translated into isiXhosa to provide a sample of the bilingual glossary. This glossary has been designed to illustrate how the bi/multilingual glossaries with terms and definitions can be developed in order for use by students to facilitate learning them. The study also presents a terminology list which consists of Political Philosophy terms that have been generated during the corpus extraction process. It is recommended that further research looks into the development of bi/multilingual glossaries using the suggested model so that the students who are speakers of LOTE can also be able to understand abstract terms which are used at university
- Full Text:
- Date Issued: 2015
- Authors: Mawonga, Sisonke
- Date: 2015
- Subjects: Language and education -- South Africa , Native language and education , Language policy -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3653 , http://hdl.handle.net/10962/d1017894
- Description: When the apartheid government was in power universities in South Africa were segregated according to a race and language. After apartheid, the democratic government came into power and its vision was abolition of segregation. There was also equal and equity of access to public institutions which were set aside for certain people to have access to. Access to universities was equalized and students with different racial, social, cultural and linguistic backgrounds were allowed access to universities which they used not to have access to before. The students‟ access to all universities led to diversity within these institutions. Even though this was the case, there were no changes in the system prevalent during apartheid. English, for example, continued to be the language of learning and teaching (LoLT) while the numbers of students who speak languages other than English (LOTE) as home languages was also increasing. The Constitution of South Africa (Section 6, Act 108 of 1996) acknowledges the previous marginalization of indigenous languages in the country and encourages the development and use of these languages as official languages. The right of access to educational institutions, and accessing education in one‟s language, if that language is one of the official languages, is also encouraged by the Constitution. There are other supporting legislative documents such as the Languages Bill (2011), the Higher Education Act (1997) and the national Language Policy for Higher Education (LPHE) (2002) that support multilingualism, the equal promotion of the official languages as well as use of multiple languages in higher education institutions (HEIs) to support learning. The above mentioned policies and legislations may exist to ensure equality and equity, and even though HEIs have become heterogonous, that does not guarantee that the students enrolled in these institutions have equal access to knowledge offered by the HEIs in SA. This research uses the theories of languages and conceptualization; language and learning as well as language planning to show that the students‟ first languages in learning can assist to facilitate cognition. Terminology development, as part of corpus planning which is the body of language planning is introduced in this study in the form of bilingual glossaries as an intervention especially for students‟ whose mother tongue is not English as language used for learning at university for different disciplines tend to be abstract. The data for this research was collected from the 2014 first year students registered in the Extended Studies Unit (ESU) in the Humanities Faculty at Rhodes University. Research methods such as questionnaires, participant observations, interviews as well as content analysis were used to collect the data. These methods were used to look at the students‟ use and perceptions of bilingual glossaries as additional resource materials which can assist them in learning. A Political Philosophy I module offered by the Political Science department was used for this research. This thesis presents a model which can be used for the development of bilingual glossaries in order to facilitate learning. The thesis recommends the use of corpus extraction tools such as WordSmith Tools (WST) that can be used to generate and extract terms and illustrates the use of this tool by extracting terms from an English Political Philosophy textbook. These terms are defined and these are then translated into isiXhosa to provide a sample of the bilingual glossary. This glossary has been designed to illustrate how the bi/multilingual glossaries with terms and definitions can be developed in order for use by students to facilitate learning them. The study also presents a terminology list which consists of Political Philosophy terms that have been generated during the corpus extraction process. It is recommended that further research looks into the development of bi/multilingual glossaries using the suggested model so that the students who are speakers of LOTE can also be able to understand abstract terms which are used at university
- Full Text:
- Date Issued: 2015
Implementation of multilingualism in South African higher education : exploring the use of isiXhosa in teaching and learning at Rhodes University
- Authors: Gambushe, Wanga
- Date: 2015
- Subjects: Language and education -- South Africa , Multilingual education -- South Africa , Native language and education -- South Africa , Education, Higher -- South Africa , Language policy -- South Africa , Cytology -- Study and teaching (Higher) -- South Africa , Xhosa (African people) -- Education (Higher)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3649 , http://hdl.handle.net/10962/d1017890
- Description: This study explores the implementation of multilingualism at Rhodes University (RU), by examining the teaching and learning practices of lecturers, demonstrators and students within the Cell Biology module, offered by the Biological Sciences and Botany departments at RU. This examination is in line with RU’s Language Policy (2005/2014), which recognises multilingualism and the development of isiXhosa as an academic/scientific language. The study and the choice for the location of the study within RU was motivated by what seemed to be a pattern of under achievement of LOTE speaking students studying Cell Biology. This pattern necessitated a further inquiry into the language aspect of the teaching and learning of Cell Biology. The goals of this research were to investigate spaces where LOTE students use their home languages and the motivations behind their usage of those languages. Due to the varying proficiencies of LOTE students in their mother tongue, this study sought to investigate the language capabilities of LOTE students in their home languages. The perceptions of the main role players in the Cell Biology module were sought, in order to get an idea of what students, lecturers and demonstrators thought about multilingualism in teaching and learning practices in the Cell Biology module. This study has discovered that there is a disparity in achievement between LOTE and English speaking students, with English students outperforming LOTE students consistently in the period investigated. On the language capabilities of LOTE students in their mother tongue, it was discovered that they have enough linguistic capital for a mother tongue intervention to succeed. There were mixed views about the use of LOTE in HE, but students were mostly in favour of the use of LOTE. A number of recommendations are made as to how multilingualism can be implemented in Cell Biology. In this study I argue that there is a need to use the mother tongue of LOTE students in order to support learning, the mother tongue intervention is supported by scholars such as Paxton (2007, 2009; Madiba 2011, 2012, 2014). The use of the mother tongue to support learning should be a short-term measure while the process of the development of African languages is underway, because languages develop as they are used, and form follows function (Madiba 2008). Ultimately, African languages should be developed and use as academic languages in HE not only in order to fulfil the legislative imperatives such as the Constitution and the Language Policy Higher Education but also to increase access and success among LOTE students.
- Full Text:
- Date Issued: 2015
- Authors: Gambushe, Wanga
- Date: 2015
- Subjects: Language and education -- South Africa , Multilingual education -- South Africa , Native language and education -- South Africa , Education, Higher -- South Africa , Language policy -- South Africa , Cytology -- Study and teaching (Higher) -- South Africa , Xhosa (African people) -- Education (Higher)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3649 , http://hdl.handle.net/10962/d1017890
- Description: This study explores the implementation of multilingualism at Rhodes University (RU), by examining the teaching and learning practices of lecturers, demonstrators and students within the Cell Biology module, offered by the Biological Sciences and Botany departments at RU. This examination is in line with RU’s Language Policy (2005/2014), which recognises multilingualism and the development of isiXhosa as an academic/scientific language. The study and the choice for the location of the study within RU was motivated by what seemed to be a pattern of under achievement of LOTE speaking students studying Cell Biology. This pattern necessitated a further inquiry into the language aspect of the teaching and learning of Cell Biology. The goals of this research were to investigate spaces where LOTE students use their home languages and the motivations behind their usage of those languages. Due to the varying proficiencies of LOTE students in their mother tongue, this study sought to investigate the language capabilities of LOTE students in their home languages. The perceptions of the main role players in the Cell Biology module were sought, in order to get an idea of what students, lecturers and demonstrators thought about multilingualism in teaching and learning practices in the Cell Biology module. This study has discovered that there is a disparity in achievement between LOTE and English speaking students, with English students outperforming LOTE students consistently in the period investigated. On the language capabilities of LOTE students in their mother tongue, it was discovered that they have enough linguistic capital for a mother tongue intervention to succeed. There were mixed views about the use of LOTE in HE, but students were mostly in favour of the use of LOTE. A number of recommendations are made as to how multilingualism can be implemented in Cell Biology. In this study I argue that there is a need to use the mother tongue of LOTE students in order to support learning, the mother tongue intervention is supported by scholars such as Paxton (2007, 2009; Madiba 2011, 2012, 2014). The use of the mother tongue to support learning should be a short-term measure while the process of the development of African languages is underway, because languages develop as they are used, and form follows function (Madiba 2008). Ultimately, African languages should be developed and use as academic languages in HE not only in order to fulfil the legislative imperatives such as the Constitution and the Language Policy Higher Education but also to increase access and success among LOTE students.
- Full Text:
- Date Issued: 2015
Codeswitching online: a case study of a bilingual online maths programme for grade 7 learners in Diepsloot, Johannesburg
- Authors: von Witt, Nathalia
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3983 , vital:20577
- Description: There is an education crisis in South Africa. Mathematics and literacy are at the forefront of the problem, as particularly evidenced by Annual National Assessment results (Department of Basic Education, 2014; Spaull, 2014). This research is motivated by the unequal access to quality learning which stems from learners learning through a poorly-understood second language with little to no cognitive academic language proficiency. The vast majority of South African learners learn through their second language, English, from Grade 4 onwards. English is the language of South Africa’s political economy and is a global lingua franca; however, the understanding of concepts and content learnt at school is vital if one is to have any hope of putting one’s English to good use. This research aimed to find a way to equip learners both with English proficiency and mathematical understanding simultaneously. This was done by implementing and evaluating an experimental bilingual course in an existing mathematics programme in the township of Diepsloot in Johannesburg, South Africa. This research used design-based research methodology, using both qualitative and quantitative research methods. This methodology was chosen as it allows theory and practice to intersect in a real-life setting, and for the successes and shortcomings of this intersection to be evaluated. This study encompasses both the evaluation and creation of the bilingual online mathematics course. The course is made bilingual through the creation of bilingual videos with the use of translanguaging and the creation of a bilingual glossary of terms. The videos were created using a translanguaging ‘model’ informed by theories of basic interpersonal communication skills and cognitive academic language proficiency (Cummins, 1981), common underlying proficiency (Cummins, 1991), codeswitching (Setati, 1998; Ncoko et al., 2000) and translanguaging (Makalela 2015; Creese and Blackledge, 2010a). The aim of this research was to create a successful translanguaging model which facilitates learners’ ability to conceptualise in their first language and then discuss and understand the concept in their second language.
- Full Text:
- Date Issued: 2016
- Authors: von Witt, Nathalia
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3983 , vital:20577
- Description: There is an education crisis in South Africa. Mathematics and literacy are at the forefront of the problem, as particularly evidenced by Annual National Assessment results (Department of Basic Education, 2014; Spaull, 2014). This research is motivated by the unequal access to quality learning which stems from learners learning through a poorly-understood second language with little to no cognitive academic language proficiency. The vast majority of South African learners learn through their second language, English, from Grade 4 onwards. English is the language of South Africa’s political economy and is a global lingua franca; however, the understanding of concepts and content learnt at school is vital if one is to have any hope of putting one’s English to good use. This research aimed to find a way to equip learners both with English proficiency and mathematical understanding simultaneously. This was done by implementing and evaluating an experimental bilingual course in an existing mathematics programme in the township of Diepsloot in Johannesburg, South Africa. This research used design-based research methodology, using both qualitative and quantitative research methods. This methodology was chosen as it allows theory and practice to intersect in a real-life setting, and for the successes and shortcomings of this intersection to be evaluated. This study encompasses both the evaluation and creation of the bilingual online mathematics course. The course is made bilingual through the creation of bilingual videos with the use of translanguaging and the creation of a bilingual glossary of terms. The videos were created using a translanguaging ‘model’ informed by theories of basic interpersonal communication skills and cognitive academic language proficiency (Cummins, 1981), common underlying proficiency (Cummins, 1991), codeswitching (Setati, 1998; Ncoko et al., 2000) and translanguaging (Makalela 2015; Creese and Blackledge, 2010a). The aim of this research was to create a successful translanguaging model which facilitates learners’ ability to conceptualise in their first language and then discuss and understand the concept in their second language.
- Full Text:
- Date Issued: 2016
An overview of language policy implementation in the City of Tswane Metropolitan Municipality with a focus on translation as an activity of language policy implementation
- Seshoka, Keaobaka Omphile Precious
- Authors: Seshoka, Keaobaka Omphile Precious
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/932 , vital:20004
- Description: The South African Municipality Systems Act (2000) states that language should not act as a barrier of access for citizens with no or limited proficiency in English to municipal services, or in ensuring the right of citizens to participate in, and contribute to the social, cultural, intellectual, economic and political life of South African society. In that regard, it recommends that South African municipalities develop a culture of public participation by providing services in a language preferred and used by citizens within their municipality through translation, amongst other things. This study examines how the translation services, as articulated in the language policy and plan of the City of Tshwane Metropolitan Municipality, is used as a language implementation strategy and in facilitating public participation. It further assesses the quality of the translated information accessed by the different residents of the City of Tshwane Metropolitan Municipality against theories of translation appraisal. The main focus area of this research is on extent of the use of translation as an activity of corpus planning, to facilitate language policy implementation in the City of Tshwane Municipality to enable better public participation. It is hoped that the study will be able to give policy makers and those tasked with implementation, especially at government municipalities‘ strategies to assess and determine the state of translation services to improve functionality, quality and the extent to which translation activities contribute to corpus planning.
- Full Text:
- Date Issued: 2016
- Authors: Seshoka, Keaobaka Omphile Precious
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/932 , vital:20004
- Description: The South African Municipality Systems Act (2000) states that language should not act as a barrier of access for citizens with no or limited proficiency in English to municipal services, or in ensuring the right of citizens to participate in, and contribute to the social, cultural, intellectual, economic and political life of South African society. In that regard, it recommends that South African municipalities develop a culture of public participation by providing services in a language preferred and used by citizens within their municipality through translation, amongst other things. This study examines how the translation services, as articulated in the language policy and plan of the City of Tshwane Metropolitan Municipality, is used as a language implementation strategy and in facilitating public participation. It further assesses the quality of the translated information accessed by the different residents of the City of Tshwane Metropolitan Municipality against theories of translation appraisal. The main focus area of this research is on extent of the use of translation as an activity of corpus planning, to facilitate language policy implementation in the City of Tshwane Municipality to enable better public participation. It is hoped that the study will be able to give policy makers and those tasked with implementation, especially at government municipalities‘ strategies to assess and determine the state of translation services to improve functionality, quality and the extent to which translation activities contribute to corpus planning.
- Full Text:
- Date Issued: 2016
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:
- Date Issued: 2013
- 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:
- Date Issued: 2013
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