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Journal articles on the topic 'English language south africa accents'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Álvarez-Mosquera, Pedro, and Alejandro Marín-Gutiérrez. "Implicit Language Attitudes Toward Historically White Accents in the South African Context." Journal of Language and Social Psychology 37, no. 2 (August 11, 2017): 238–48. http://dx.doi.org/10.1177/0261927x17718349.

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This study explores the use of Implicit Association Test as an effective research tool to investigate language attitudes in South Africa. We aim to show how Standard South African English and Afrikaans-accented English are cognitively managed by young L1 South African indigenous language speakers. Results corroborate (a) participants’ statistically significant negative attitudes toward Afrikaans-accented English speakers, (b) the indexical nature of accents in triggering language attitudes, and (c) a main effect of modality when processing visual versus audio inputs.

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Álvarez-Mosquera, Pedro. "Young Coloureds’ implicit attitudes towards two historically White English accents in the South African context." English World-Wide 40, no. 3 (September 24, 2019): 325–44. http://dx.doi.org/10.1075/eww.00034.alv.

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Abstract This study explores the implicit language attitudes of a sample of 84 young Coloured South Africans towards two historically White accents in the country: the Standard South African English accent and Afrikaans-accented English. In order to shed light on the role of language in the process of social categorization among the younger generations, I present a mixed-methodological approach that investigates the interrelation between the results of an Implicit Association Test (IAT) towards the two selected accents and the participants’ linguistic background, language exposure, and social distance levels. Within the target demographic, the data confirm the existence of an overall positive implicit attitude towards Standard South African English, although positive attitudes towards Afrikaans-accented English were not uncommon. Correlations between IAT effect and the variables “social distance levels with Whites” and “places of residence” provide potential explanations and valuable sociolinguistic information about the language dynamics in this diverse ethnic group.

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Kang, Okim, Meghan Moran, Hyunkee Ahn, and Soon Park. "PROFICIENCY AS A MEDIATING VARIABLE OF INTELLIGIBILITY FOR DIFFERENT VARIETIES OF ACCENTS." Studies in Second Language Acquisition 42, no. 2 (October 17, 2019): 471–87. http://dx.doi.org/10.1017/s0272263119000536.

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AbstractFactors that affect comprehension of accented English (e.g., Harding, 2011) have been well studied, but little research examines how listeners’ proficiency affects their sensitivity to second language (L2) accent. The current study investigated the effect of test takers’ English proficiency on their comprehension ratings and ability to correctly transcribe different World Englishes accents. Ten speakers from six countries with different L1 backgrounds (i.e., North American, British, Indian, South African, Chinese, and Spanish) with varying degrees of intelligibility provided speech samples. Ninety-two listeners from South Korea at three different proficiency levels listened to speech stimuli and determined their comprehension of the content as well as the intelligibility of the speech. The results showed that listeners were differentially affected by nonnative English accented varieties, based on both the intelligibility level of the speaker and the proficiency level of the listener. These findings have implications for the assessment and instruction of listening skills in global contexts.

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4

Goatley-Soan, Sean, and John R. Baldwin. "Words Apart: A Study of Attitudes Toward Varieties of South African English Accents in a United States Employment Scenario." Journal of Language and Social Psychology 37, no. 6 (September 18, 2018): 692–705. http://dx.doi.org/10.1177/0261927x18800129.

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This study investigates Americans’ attitudes toward the four major accents of South African English (SAfE) and several of their subvarieties in a hypothetical U.S. employment scenario. Participants perceived that SAfE accents possess positive language personality traits in comparison with standard American English; however, respondents identify SAfE speakers as foreign and perceive specific SAfE-accented varieties to be superior and more dynamic (e.g., General/Cultivated White SAfE and Indian SAfE) in relation to other SAfE-accented speakers (e.g., Mesolect Black SAfE and Cape Flats SAfE), even when they do not correctly identify the speaker’s country of origin.

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Álvarez-Mosquera, Pedro, and Alejandro Marín-Gutiérrez. "A sociolinguistic approach to implicit language attitudes towards historically white English accents among young L1 South African indigenous language speakers." International Journal of the Sociology of Language 2019, no. 260 (November 26, 2019): 131–53. http://dx.doi.org/10.1515/ijsl-2019-2051.

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Abstract This study investigates the potential role of context-relevant sociolinguistic factors in explaining young L1 indigenous South African language speakers’ IAT (Implicit Association Test) scores towards two varieties largely associated with the white group: Standard South African English and Afrikaans accented English. To this end, a post-IAT sociolinguistic survey on participants’ linguistic background, language exposure and intergroup social distance levels (among other social factors) was used. Separate ANOVAS were performed using the IAT reaction times as a dependent variable and sociolinguistic variables as factors. Notably, the sociolinguistic approach revealed that more positive attitudes towards Afrikaans accented English are correlated with the language range of participants, the dominant languages spoken in their places of origin, and the type of school they have attended.

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de Klerk, Vivian, and Barbara Bosch. "English in South Africa." English World-Wide 14, no. 2 (January 1, 1993): 209–29. http://dx.doi.org/10.1075/eww.14.2.03dek.

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7

Bernsten, Jan. "English in South Africa." Language Problems and Language Planning 25, no. 3 (December 31, 2001): 219–35. http://dx.doi.org/10.1075/lplp.25.3.02ber.

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In a departure from language policy in most other African countries, the 1996 South African Constitution added nine indigenous languages to join English and Afrikaans as official languages. This policy was meant to provide equal status to the indigenous languages and promote their use in power domains such as education, government, media and business. However, recent studies show that English has been expanding its domains at the expense of the other ten languages. At the same time, the expanded use of English has had an impact on the varieties of English used in South Africa. As the number of speakers and the domains of language use increase, the importance of Black South African English is also expanding. The purpose of this paper is to analyze current studies on South African Englishes, examining the way in which expanded use and domains for BSAE speakers will have a significant impact on the variety of English which will ultimately take center stage in South Africa.

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8

Simo Bobda, Augustin. "The formation of regional and national features in African English pronunciation." English World-Wide 24, no. 1 (May 9, 2003): 17–42. http://dx.doi.org/10.1075/eww.24.1.03sim.

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Serious studies on English pronunciation in Africa, which are only beginning, have so far highlighted the regional and sociolinguistic distribution of some features on the continent. The present paper revisits some aspects of these studies and presents a sort of pronunciation atlas on the basis of some selected features. But more importantly, the paper examines how these features are formed. It considers, but goes beyond, the over-used theory of mother-tongue interference, and analyses a wide range of other factors: colonial input, shared historical experience, movement of populations, colonial and post-colonial opening to other continents, the psychological factor, speakers’ attitudes towards the various models of pronunciation in their community, etc. For example, the Krio connection accounts for some striking similarities between Nigerian, Sierra Leonean and Gambian Englishes despite the wide geographical distance between them. The positive perception of their accent, which they judge superior to the other West African accents, has, in the past three decades, shaped the English pronunciation of Ghanaians in a particular way. The northward movements of populations have disseminated to East Africa some typically Southern African features. Links between Southern and East Africa, and Asia, are reflected in the presence of some Asian features in East and Southern African Englishes. The paper shows how African accents of English result from the interaction between the influence of indigenous languages and Africans’ exposure to several colonial and post-colonial Englishes.

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9

Louw, Philippa, and Febe de Wet. "The perception and identification of accent in spoken Black South African English." Southern African Linguistics and Applied Language Studies 25, no. 1 (April 2007): 91–105. http://dx.doi.org/10.2989/16073610709486448.

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10

KADT, ELIZABETH. "Attitudes towards English in South Africa." World Englishes 12, no. 3 (November 1993): 311–24. http://dx.doi.org/10.1111/j.1467-971x.1993.tb00032.x.

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11

Juengeling, Fritz. "Bibliography of English in South Africa (Revisited)." Language Matters 30, no. 1 (January 1999): 197–98. http://dx.doi.org/10.1080/10228199908566153.

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12

McArthur, Tom. "English in the world, in Africa, and in South Africa." English Today 15, no. 1 (January 1999): 11–16. http://dx.doi.org/10.1017/s0266078400010646.

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13

Ndebele, Njabulo S. "The English Language and Social Change in South Africa." English Academy Review 29, sup1 (June 2012): 49–64. http://dx.doi.org/10.1080/10131752.2012.695475.

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14

Ndebele, Njabulo S. "The English Language and Social Change in South Africa." English Academy Review 4, no. 1 (January 1987): 1–16. http://dx.doi.org/10.1080/10131758785310021.

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15

Mesthrie, Rajend. "English Language Studies and Social History in South Africa." English Academy Review 10, no. 1 (December 1993): 134–46. http://dx.doi.org/10.1080/10131759385310141.

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16

Butler, Guy. "English and the English in the New South Africa." English Academy Review 3, no. 1 (January 1985): 163–76. http://dx.doi.org/10.1080/10131758585310141.

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17

Prinsloo, Danie J. "Electronic Dictionaries viewed from South Africa." HERMES - Journal of Language and Communication in Business 18, no. 34 (March 8, 2017): 11. http://dx.doi.org/10.7146/hjlcb.v18i34.25798.

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The aim of this article is to evaluate currently available electronic dictionaries from a South African perspective for the eleven ofﬁcial languages of South Africa namely English, Afrikaans and the nine Bantu languages Zulu, Xhosa, Swazi, Ndebele, Northern Sotho, Southern Sotho, Tswana, Tsonga and Venda. A brief discussion of the needs and status quo for English and Afrikaans will be followed by a more detailed discussion of the unique nature and consequent electronic dictionary requirements of the Bantu languages. In the latter category the focus will be on problematic aspects of lemmatisation which can only be solved in the electronic dictionary dimension.

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18

Rudwick, Stephanie. "Englishes and cosmopolitanisms in South Africa." Human Affairs 28, no. 4 (October 25, 2018): 417–28. http://dx.doi.org/10.1515/humaff-2018-0034.

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AbstractAgainst the background of South Africa’s ‘official’ policy of multilingualism, this study explores some of the socio-cultural dynamics ofEnglish as a lingua franca(ELF) in relation to how cosmopolitanism is understood in South Africa. More specifically, it looks at the link between ELF and cosmopolitanism in higher education. In 2016, students at Stellenbosch University (SU) triggered a language policy change that enacted English (as opposed to Afrikaans) as the primary medium of teaching and learning. English has won recognition astheacademic lingua franca for at least two socio-political reasons: First, English is considered more ‘neutral’ than Afrikaans (which continues to be strongly associated with Afrikanerdom), and second, English is arguably associated with cosmopolitanism and an international institutional status. Despite English being the academic lingua franca, it continues to be caught in an ambivalent climate with tensions among policy planners, language practitioners, higher education managers, academic staff and students. Ultimately, this paper argues that ambiguity is one of the most defining features of English in South Africa and that a complex range of Cosmopolitan, Afropolitan and glocal African identity trajectories reflect the power dynamics of English in the country.

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19

Lee, Ju Seong. "The role of informal digital learning of English and a high-stakes English test on perceptions of English as an international language." Australasian Journal of Educational Technology 36, no. 2 (May 15, 2020): 155–68. http://dx.doi.org/10.14742/ajet.5319.

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This study investigated the relationship among informal digital learning of English (IDLE) practice, a high-stakes English test, English productive skills, and perceptions of English as an international language (EIL). Eighty-nine English as a foreign language (EFL) undergraduate students across three South Korean cities participated in the study. The participants submitted their scores in the Test of English for International Communication (TOEIC, South Korea’s most popular high-stakes English test), took English speaking and productive vocabulary-level tests, and completed surveys that measured the frequency of their IDLE activities and EIL perceptions. Results of the hierarchical multiple regression analyses showed that IDLE practice and TOEIC scores were significant predictors of EIL perceptions. The structural equation modelling analysis further revealed that IDLE practice partially mediated the relationship between TOEIC scores and EIL perceptions. This indicates that students with higher TOEIC scores tended to practise IDLE activities more frequently, which enabled them to experience diverse accents and users of English and, in turn, help increase their EIL perceptions. It also suggests that more proficient EFL speakers may not necessarily become competent EIL users. These findings are discussed with consideration of South Korea’s socio-educational contexts, followed by pedagogical implications for English language educators and test developers.

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20

Kamwangamalu, Nkonko M. "14. SOCIAL CHANGE AND LANGUAGE SHIFT: SOUTH AFRICA." Annual Review of Applied Linguistics 23 (March 2003): 225–42. http://dx.doi.org/10.1017/s0267190503000291.

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Studies of social change and language maintenance and shift have tended to focus on minority immigrant languages (e.g., Fishman, 1991; Gal, 1979; Milroy, 2001; Stoessel, 2002). Very little is known about language shift from a demographically dominant language to a minority but economically dominant one (e.g., Bowerman, 2000; de Klerk, 2000; Kamwangamalu, 2001, 2002a,b, & in press; Reagan, 2001). This chapter contributes to such research by looking at the current language shift from majority African languages such as Sotho, Xhosa, and Zulu to English in South Africa. In particular, it examines to what extent the sociopolitical changes that have taken place in South Africa (i.e., the demise of apartheid and its attendant structures) have impacted everyday linguistic interaction and have contributed to language shift from the indigenous African languages to English, especially in urban Black communities. It argues that a number of factors, among them the economic value and international status of English, the perceived lower status of the indigenous African languages, the legacy of apartheid-based Bantu education, the new multilingual language policy, the linguistic behaviors of language policy makers, etc., interact in complex ways to accelerate language shift in urban Black communities. In conclusion, the chapter explores ways in which the observed language shift can be curbed to prevent what Skutnabb-Kangas (2000) has termed “linguistic genocide,” particularly in a country that has a well-documented history of this phenomenon (Lanham, 1978; Prabhakaran, 1998).

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21

Rooy, A. S. Coetzee-Van. "From the Expanding to the Outer Circle: South Koreans learning English in South Africa." English Today 24, no. 4 (November 7, 2008): 3–10. http://dx.doi.org/10.1017/s0266078408000333.

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ABSTRACTLearners of English from ‘Expanding Circle’ countries like South Korea find new opportunities of advancing their English. There is a considerable body of knowledge about the experiences of students who go abroad to continue to learn their language of choice in a natural setting where it is the dominant language. The current position of English as the most dominant international language results in a new phenomenon related to language learning abroad. It is reported that children, and sometimes families, travel abroad to countries where they believe they could improve their English proficiency. This phenomenon seems to be particularly true for learners of English in traditional Expanding Circle contexts, for example, South Korea, where the increase in the status of English is widely reported in academic.

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22

Barkhuizen, Gary P., and David Gough. "Language Curriculum Development in South Africa: What Place for English?" TESOL Quarterly 30, no. 3 (1996): 453. http://dx.doi.org/10.2307/3587693.

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23

Correia, Maisa. "Youth Tourism in South Africa: The English Language Travel Sector." Tourism Review International 15, no. 1 (January 1, 2011): 123–33. http://dx.doi.org/10.3727/154427211x13139345020453.

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24

Wood, Naomi. "South Africa in English-Language Children's Literature, 1814-1912 (review)." Lion and the Unicorn 27, no. 2 (2003): 268–71. http://dx.doi.org/10.1353/uni.2003.0028.

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Ntlhakana, Pearl. "People's English." English Today 16, no. 2 (April 2000): 11–17. http://dx.doi.org/10.1017/s0266078400011561.

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26

van der Walt, Christa. "English as a Language of Learning in South Africa: Whose English? Whose Culture?" Language Awareness 6, no. 2-3 (January 1997): 183–97. http://dx.doi.org/10.1080/09658416.1997.9959927.

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27

Klop, Daleen, and Monique Visser. "Using MAIN in South Africa." ZAS Papers in Linguistics 64 (August 31, 2020): 207–10. http://dx.doi.org/10.21248/zaspil.64.2020.575.

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South Africa is a country marked by cultural and linguistic diversity with 11 official languages. The majority of school children do not receive their formal schooling in their home language. There is a need for language assessment tools in education and rehabilitation contexts to distinguish between children with language learning problems and/or SLI, and language delay as a result of limited exposure to the language of learning. The Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) provides clinicians and researchers with an appropriate and culturally relevant tool to assess bilingual children in both languages. So far MAIN has been widely used in Afrikaans- English bilingual children. However, translating and adapting MAIN to our other nine official languages to achieve functional and cultural equivalence is more challenging.

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28

PARMEGIANI, ANDREA. "Gender and the ownership of English in South Africa." World Englishes 36, no. 1 (October 14, 2016): 42–59. http://dx.doi.org/10.1111/weng.12214.

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29

Posel, Dorrit, and Jochen Zeller. "Home language and English language ability in South Africa: Insights from new data." Southern African Linguistics and Applied Language Studies 29, no. 2 (June 2011): 115–26. http://dx.doi.org/10.2989/16073614.2011.633360.

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30

Finchilescu, Gillian, and Gugu Nyawose. "Talking about Language: Zulu Students' Views on Language in the New South Africa." South African Journal of Psychology 28, no. 2 (June 1998): 53–61. http://dx.doi.org/10.1177/008124639802800201.

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The post-apartheid South African government has in principle instituted a new language policy, which changes the country from one with two official languages to one in which there are eleven. The previously ignored indigenous languages are to have equal status with English and Afrikaans. This paper explores the views of some members of an indigenous language group about the language question. Two focus groups were conducted, with Zulu-speaking students at the University of Cape Town. One group contained only male students and the other female students. The discussions of the focus group were translated into English by the second researcher. The translations were thematically analysed. Some of the themes that emerged in the discussions were issues such as the practicality of the language policy, the multiple versus single language debate, ‘tribalism’, the meaning of language and its role in identity. In general, three major positions on the language issue were apparent, one favouring the increased status of the Zulu language, one favouring the pre-eminence of the English language, and one supporting a diglossia position.

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Tshotsho, Baba, Madoda Cekiso, and Lydy Mumbembe. "English Language Grammar Challenges Facing Congolese International Students in South Africa." International Journal of Educational Sciences 9, no. 1 (April 2015): 73–79. http://dx.doi.org/10.1080/09751122.2015.11890296.

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32

Mayr, Robert, Llian Roberts, and Jonathan Morris. "Can you tell by their English if they can speak Welsh? Accent perception in a language contact situation." International Journal of Bilingualism 24, no. 4 (October 29, 2019): 740–66. http://dx.doi.org/10.1177/1367006919883035.

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Aims: The purpose of this research was to gain a better understanding of accent perception in language contact situations in which monolingual speakers of a contact variety and bilinguals live in the same community. Design: We investigated the English accents of monolinguals and bilinguals from the same area in South-West Wales, and listeners’ perceptions thereof, in three inter-related studies. Data: In Study 1, an accent perception experiment, participants from four different listener groups were asked to differentiate English monolinguals and Welsh–English bilinguals on the basis of short English speech samples. In Study 2, the same participants’ views about differences between the accentual features of monolinguals and bilinguals were examined in individual structured interviews. Finally, in Study 3, the speech samples from the accent perception experiment were analysed phonetically based on the accentual features mentioned in Study 2. Findings: Study 1 revealed that monolinguals and bilinguals can be identified above chance based on their English accent, but performance was unexceptional. Identification was better with greater accent familiarity, but unrelated to the listener’s ability to speak Welsh. Study 2 revealed the specific segmental and suprasegmental features that the listeners considered indicative of monolingual and bilingual speakers’ English accents, while Study 3 showed that only some of the listeners’ views are consistent with the production data from Study 1. Originality: This paper is the first to examine whether monolinguals and bilinguals from a bilingual area with historical language contact can be identified on the basis of their majority language accent, and on what grounds these identifications are made. Implications: This research shows that settings in which minority-language features originate from both historical language contact and individual bilingualism yield subtle accentual differences in the majority language between monolinguals and bilinguals to which even listeners from the same accent background may not be responsive.

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33

Chick, J. Keith. "The interactional accomplishment of discrimination in South Africa." Language in Society 14, no. 3 (September 1985): 299–326. http://dx.doi.org/10.1017/s0047404500011283.

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ABSTRACTIn this paper I attempt to show what a micro approach involving fine-grained sociolinguistic analyses has to contribute to the understanding of the causes of discrimination on grounds of race in South Africa. I present analyses of intra- and intercultural encounters involving native speakers of English and Zulu which suggest that differences in sociocultural background and discourse conventions contribute to misinterpretation of intent and misjudgement of attitude and ability. Repeated stressful encounters of this kind, I suggest, generate negative cultural stereotypes. Finally, I sketch how the larger, structural, historically given forces, which are the concern of macro studies, combine with the results of intercultural encounters to achieve a negative cycle of socially created discrimination. (Interactional sociolinguistics, culture-specific discourse conventions. intercultural communication failure and prejudice, South African English)

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34

GOUGH, DAVID. "The English of white Eastern Cape farmers in South Africa." World Englishes 15, no. 3 (November 1996): 257–65. http://dx.doi.org/10.1111/j.1467-971x.1996.tb00113.x.

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35

Kamwangamalu, Nkonko M. "English in South Africa at the millennium: challenges and prospects." World Englishes 21, no. 1 (March 2002): 161–63. http://dx.doi.org/10.1111/1467-971x.00238.

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36

Ntombela, Berrington X. S. "‘The Burden of Diversity’: The Sociolinguistic Problems of English in South Africa." English Language Teaching 9, no. 5 (April 5, 2016): 77. http://dx.doi.org/10.5539/elt.v9n5p77.

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<p>At the emergence of democracy in South Africa the government corrected linguistic imbalances by officialising eleven languages. Prior to that only English and Afrikaans were the recognised official languages. The Black population had rejected the imposition of Afrikaans as the medium of instruction. However, such rejection did not mean the adoption of indigenous languages as media of instruction; instead English was supposedly adopted as a unifying language among linguistically diverse Africans. Such implicit adoption of the English language has created a stalemate situation in the development of African languages to the level of English and Afrikaans. Although there is a widespread desire to promote indigenous languages to the level of being media of instruction, the desire is peripheral and does not carry the urgency that characterised the deposition of Afrikaans in the 1976 uprisings. On the other hand this paper argues that the hegemony of English language as a colonial instrument carries ambivalence in the minds of Black South Africans. Through ethnographic thick description of two learners, this hegemony is illustrated by the ‘kind’ of English provided to most Black South African learners who do not have financial resources to access the English offered in former Model C schools. The paper concludes that Black South Africans do not only need urgency in the promotion and development of indigenous languages, but further need to problematize, in addition to the implicit adoption of English language, the quality of the language they have opted. The paper therefore suggests that this is possible through a decolonised mindset.</p>

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37

de Klerk, Vivian. "Xhosa English as an institutionalised variety of English." English World-Wide 24, no. 2 (December 5, 2003): 221–43. http://dx.doi.org/10.1075/eww.24.2.05dek.

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This paper aims to examine the English of Xhosa speakers (a significant proportion of speakers of Black South African English, since Xhosa is the second largest indigenous black language in South Africa), in terms of Williams’ (1987) criteria for Non-native Institutionalised Varieties of English (NIVEs). Using a corpus-based approach, the article reports on the results of analyses of a range of linguistic features in the newly-developed corpus of spoken Xhosa English (over 500 000 words), in an effort to go some way towards providing the evidence so necessary for the endorsement of newly established norms, and to counteract the pull of native English norms, “which tend to result in the stigmatisation of some of the major indexical markers of the non-native varieties” (Bamgbose 1998:3).

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38

de Klerk, Vivian, and Gary P. Barkhuizen. "English in the South African Defence Force." English World-Wide 19, no. 1 (January 1, 1998): 33–60. http://dx.doi.org/10.1075/eww.19.1.04dek.

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The article reports on research carried out at an army camp in the Eastern Cape Province of South Africa in 1996; it aimed to examine language use at the camp across all levels and in all contexts, in order to assess the degree to which South Africa's new multilingual language policy of 1994 has taken root, and in particular to ascertain the extent to which English was being used, and what troops and staff felt about its use. Questionnaires, interviews and observation techniques were used to provide a full description of linguistic practices, views and attitudes at all levels and in a wide range of activities in the camp. Results suggest that despite the national language policy, and despite a very low number of L1 English speakers in the camp, English is playing a very significant role across all levels as lingua franca for efficient communication, and this is matched with a pervasively positive view about its continued use.

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39

Ansaldo, Umberto. "Review of Mesthrie (2008): Varieties of English Africa, South and Southeast Asia." English World-Wide 31, no. 1 (January 14, 2010): 99–102. http://dx.doi.org/10.1075/eww.31.1.07ans.

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40

Peirce, Bronwyn Norton. "Toward a Pedagogy of Possibility in the Teaching of English Internationally: People's English in South Africa." TESOL Quarterly 23, no. 3 (September 1989): 401. http://dx.doi.org/10.2307/3586918.

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41

Cekiso, Madoda, Baba Tshotsho, and Rose Masha. "English Language Proficiency as a Predictor of Academic Achievement among Primary English First Additional Language Learners in South Africa." International Journal of Educational Sciences 9, no. 3 (June 2015): 325–33. http://dx.doi.org/10.1080/09751122.2015.11890322.

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42

Wright, Laurence. "English in South Africa: Effective Communication and the Policy Debate." English Academy Review 10, no. 1 (December 1993): 1–13. http://dx.doi.org/10.1080/10131759385310031.

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Gray, S. "Some problems of writing historiography in Southern Africa." Literator 10, no. 2 (May 7, 1989): 16–24. http://dx.doi.org/10.4102/lit.v10i2.826.

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In this article, the author has come to the conclusion that the established literary definitions no longer serve to define the nature of the South African literary system, and that current literary criteria are no longer functional in determining the merit of a South African literary text. Not only do the traditional categories of Afrikaans, White English, and Black English texts have to be reconsidered, but the concept of the “true” South African writer has to be revaluated. Historiography, therefore, is not a science that demands rigid adherence to fixed categories or rules, but an art that needs to address the structural imbalance that plagues our literary system today.

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Walicek, Don E. "Review of Mesthrie (2008): Varieties of English. 4, Africa, South and Southeast Asia." Journal of Pidgin and Creole Languages 24, no. 2 (August 21, 2009): 381–85. http://dx.doi.org/10.1075/jpcl.24.2.10wal.

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Theron, Francois. "Training beyond Literacy Some thoughts on teaching English in a future South Africa." Language Matters 24, no. 1 (January 1993): 76–90. http://dx.doi.org/10.1080/10228199308566070.

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Titlestad, Peter. "People's English, codification, function, and logic." English Today 18, no. 2 (April 2002): 14–20. http://dx.doi.org/10.1017/s0266078402002031.

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A response to Pearl Ntlhakana, ‘People's English’, on the language situation in South Africa, in ET62 (16:2), Apr 2000.If you have a non-standard local form of English, what do you do with it?Pearl Ntlhakana gives a bold answer, supporting her arguments by reference to an article by Chick and Wade (1997), also on the South African situation. By “People's English”, Ntlhakana means what is usually referred to as Black South African English (BSAE), the English that is said to be characteristic of the indigenous African population of South Africa. What she suggests is that “a restandardised variety would actually replace the current standard (White South African English with Southern British English as its model), performing the whole range of formal functions”.

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Mesthrie, Rajend. "‘Death of the mother tongue’ – is English a glottophagic language in South Africa?" English Today 24, no. 2 (June 2008): 13–19. http://dx.doi.org/10.1017/s0266078408000151.

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ABSTRACTThis article reflects on the spread of English in South Africa, especially in the wake of the large-scale changes following the collapse of apartheid in the early 1990s. These changes allowed freer mixing of young South Africans of all backgrounds than had been hitherto possible in a segregated society. In particular, schools formerly reserved for Whites, opened their doors to initially small, then increasing numbers of pupils from other race groups: viz. Black, Coloured and Indian (this group is sometimes described as black in the general sense, in lower case, or non-whites in former apartheid-speak). The term Coloured in South Africa denotes communities of multiple ancestry, whose background encompasses the now obsolescent indigenous Khoe-San languages of the country as well as Bantu, European and Asian languages.

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KAMWANGAMALU, NKONKO, and ALLA TOVARES. "English in language ideologies, attitudes, and educational practices in Kenya and South Africa." World Englishes 35, no. 3 (May 16, 2016): 421–39. http://dx.doi.org/10.1111/weng.12207.

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Deumert, Ana. "The unbearable lightness of being bilingual: English–Afrikaans language contact in South Africa." Language Sciences 27, no. 1 (January 2005): 113–35. http://dx.doi.org/10.1016/j.langsci.2004.10.002.

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KAMWANGAMALU, NKONKO M. "One language, multi-layered identities: English in a society in transition, South Africa." World Englishes 26, no. 3 (August 2007): 263–75. http://dx.doi.org/10.1111/j.1467-971x.2007.00508.x.

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