Academic literature on the topic 'English language – Usage – South Africa'
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Journal articles on the topic "English language – Usage – South Africa"
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Bolton, Kingsley, David Graddol, and Rajend Mesthrie. "A moving and mystifying target language?" English Today 24, no. 4 (2008): 2. http://dx.doi.org/10.1017/s0266078408000321.
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This issue presents a selection of articles on English in various contexts and settings, with a significant focus on education in the first four. Susan Van Rooy describes the language experiences of South Korean academics and their families in a small town in South Africa, and the consequences of their stay abroad for their English language proficiency. She reminds us that not all EFL learners of English have the ‘Inner Circle’ mainstream as their model: Potchefstroom, South Africa offers a mix between Inner and Outer Circle, probably having more features of the latter. Christian Burrows writes about methodologies of EFL classrooms in Japan, where cultural constraints make TBL (Task-Based Learning) more challenging than its Western proponents realise. The next two articles emphasise the need to pay attention to colloquial spoken language. Manfred Markus writes about the need to focus on phonetic accuracy in EFL teaching, or at least to try and replicate mainstream norms as much as possible. Fan Xianlong contributes a paper on the ever-changing spoken norms of the mainstream, based on his experiences as a visiting scholar in the United States. Although many of the features he describes are well known to Western sociolinguists, the article presents a refreshing perspective of how complex the notion of ‘target language’ must be to users of ESL and EFL. More often it is a moving and mystifying target, with its cultural and political minefields that find their way into everyday usage.
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Rossouw, Ronel, and Bertus van Rooy. "Diachronic changes in modality in South African English." English World-Wide 33, no. 1 (2012): 1–26. http://dx.doi.org/10.1075/eww.33.1.01ros.
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In this paper we aim to contribute to both the synchronic and diachronic description of the grammar of South African English (SAfE) in its written register. In the handful of previous studies on the variety’s grammar (e.g. Bowerman 2004b) the traditional method of pointing out peculiarities has restricted its research potential to a great extent, whereas we now endeavour to move in the opposite direction of full description in the hope of creating a comparative platform with other Southern Hemisphere Englishes (SHEs). A historical corpus of written SAfE is used to trace the path of modality from the 19th to the late 20th century as preserved in letters, newspapers and fictional writing. The findings are, firstly, that modals decline only in the second half of the 20th century, after remaining relatively stable throughout the 19th and first half of the 20th century, and, secondly, that semi-modals do not increase in usage to the same extent as observed for other varieties of English. These patterns are attributed to a number of forces: trade-off relations between different modals to move away from excessive politeness to more direct forms, and developments within particular registers that favoured or disfavoured the use of specific modals.
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de Swaan, Abram. "Bedreigde Talen, Sociolinguïstiek en Taalsentimentalisme." Thema's en trends in de sociolinguistiek 4 70 (January 1, 2003): 15–26. http://dx.doi.org/10.1075/ttwia.70.03swa.
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In sociolinguistics, a recurrent theme is the need not only to document threatened languages, but to ensure somehow that they will continue to be used. The basic trope is that of 'language death', analogous to the extinction of species. In fact, languages do not die but are abandoned by their users, usually for a more widely spoken language. In a basically sentimentalist view, linguistic diversity is believed to increase cultural diversity, while equal treatment of language groups is expected to mitigate inequality between and within these groups. This is not so. On the contrary, the promotion of minority, local and immigrant languages, all too often ill-equipped for contemporary usage, only serves to strengthen the position of the dominant language as the only common idiom: the more languages, the more English. This occurs in post-Apartheid South Africa as well as in the extending European Union.
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Zhong, Ai. "The top 100 Chinese loanwords in English today." English Today 35, no. 3 (2018): 8–15. http://dx.doi.org/10.1017/s026607841800038x.
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On February 17, 2018, the China International Publishing Group (CIPG), an organization under the Chinese Communist Party (CCP) Central Committee, released a report on the most recognized Chinese words in the English-speaking world. The data for ‘A report on the awareness of Chinese discourse overseas’ (中国话语海外认知度调研报告) were obtained from two resources, i.e. (1) a number of articles selected from 50 mainstream media, and (2) questionnaires distributed in eight English-speaking countries, including the US, the UK, Australia, the Philippines, South Africa, Canada, Singapore, and India. It should be noted that the report only investigates the usage and understanding of Chinese words in their Pinyin forms (China Foreign Languages Publishing Administration, 2018).
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Stainbank, Lesley, and Kerry-Lee Gurr. "The use of social media platforms in a first year accounting course." Meditari Accountancy Research 24, no. 3 (2016): 318–40. http://dx.doi.org/10.1108/medar-08-2015-0051.
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Purpose The purpose of this exploratory study is to describe the use of social media platforms in a first-year accounting course at a South African university and provide evidence on whether students found these social networking sites useful. Design/methodology/approach The study uses survey research to determine students’ usage of two social media platforms (Facebook and Twitter) and their perceptions of these platforms’ usefulness in a first-year accounting course. Findings The study found that the time spent on the two social media platforms does not detract from the time spent on preparation for the first-year accounting course. Students’ perceptions on the usefulness of these platforms showed support by all students for using social media to provide career information, but not all students perceived the platforms to be useful for communication and teaching and learning. While no statistically significant differences were found in the students’ responses based on gender, a number of statistically significant differences were found when the results were analysed according to language. Students whose home language was not English found the two social media platforms more useful for some aspects of communication, teaching and learning and for career guidance than English-speaking students. Research limitations/implications The questionnaire was only administered to students on one campus who had actually accessed the social media platforms. Therefore, the results are not generalisable beyond this study. Practical implications The study shows that students whose home language is not English perceived the platforms more useful for communication, some teaching and learning aspects and for career guidance in a first-year accounting course. This may be helpful to other accounting teachers faced with student disruptions, large classes or high numbers of international students whose first language is not English, and who need to communicate with all their students. Originality/value The study adds to the discourse on the usefulness of social media platforms in a tertiary education setting, and more particularly, in a first-year accounting course in South Africa.
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Mesthrie, Rajend. "Where does a New English dictionary stop? On the making of the Dictionary of South African Indian English." English Today 29, no. 1 (2013): 36–43. http://dx.doi.org/10.1017/s026607841200048x.
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This paper reflects on the recently published Dictionary of South African Indian English (Mesthrie, 2010, henceforth DSAIE) in terms of the decisions that have to be made over content in a New English variety. ‘New English’ is used in the commonly accepted sense of a variety that has arisen as a second language in a multilingual context, mainly under British colonialism, but which has gained an identity of its own on account of its characteristic linguistic features which differ from those of the erstwhile target language, viz. educated British English. Dictionaries of English outside of England and the United States of America are no longer novel: well-known efforts include the Macquarie Dictionary of Australian English (Butler et al., 2009) and The Dictionary of South African English on Historical Principles (Silva et al., 1996). In the same vein Hobson-Jobson (Yule & Burnell, 1886) recorded the lexis of colonial India, concentrating more on the vocabulary of the British there, though usage characteristic of Indians is also cited. Post-colonial India is still served by lexicographers of British origins: Hanklyn-Janklin (Hankin, 1994) and Sahibs, Nabobs and Boxwallahs (Lewis, 1991) are both true to the Hobson-Jobson tradition in feel and style, whilst being fairly up-to-date. I am unaware of any systematic dictionary work treating of the more colloquial words of Indian English, this 30 years on from Braj Kachru's (1983) article ‘Toward a Dictionary’. The popular guidebook series Lonely Planet has stolen a march on the lexicographers in producing a vibrant, popular book Indian English: Language and Culture (2008), with an emphasis on vocabulary amidst other culture lessons. The new internet era has also provided online dictionaries, the most sophisticated in my experience being the Dictionary of Singlish and Singapore English launched in 2004 (www.singlishdictionary.com).
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van Eeden, René, and Casper H. Prinsloo. "Using the South African Version of the 16PF in a Multicultural Context." South African Journal of Psychology 27, no. 3 (1997): 151–59. http://dx.doi.org/10.1177/008124639702700304.
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The objective of this study was to determine the fairness of the 1992 South African version of the Sixteen Personality Factor Questionnaire (16PF, SA92) for various groups and to contribute to the knowledge on the profiles of specific career groups. The use of this questionnaire was evaluated on employees of a multicultural South African financial institution. The profiles of males and females were compared. So too were the profiles of individuals tested in their first language (Afrikaans or English) and individuals who indicated that their home language is an African language but who were tested in English. A comparison with the general population showed differences in primary and second-order factors, most of which could be explained in terms of the occupational type. Although there did not seem to be a need for specific norms, some cultural and gender-specific trends were found that should be considered when interpreting results on the 16PF, SA92. The factor structures of the total sample and the various subgroups were essentially the same and justified the use of the formulae for the second-order factors given in the manual. However, group-specific trends were also found in the constructs measured and these should be considered for the interpretation and usage of the scores on the primary and second-order traits.
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Robinson, J. P. "Partridge in print and online." English Today 29, no. 3 (2013): 60–62. http://dx.doi.org/10.1017/s0266078413000230.
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Eric Partridge's A Dictionary of Slang and Unconventional English, first published in 1937, ran to 8 editions culminating in 1984 and is widely acknowledged as the definitive record of twentieth-century British slang. The New Partridge Dictionary of Slang and Unconventional English (NPD) maintains the tradition impressively, enhanced by a more conventional approach to citing sources, a broader focus to include examples of colloquial and vernacular vocabulary worldwide and prominence given to usage since 1945. A thousand new entries from the UK, USA, Australia, New Zealand, Canada, India, South Africa, Ireland and the Caribbean, and increased representation of the language of social media, document linguistic innovation and/or reflect more sophisticated lexical data capture since the previous print edition of 2006. The 19 pages of introductory text outline criteria for inclusion, describe the structure of entries and provide a fascinating set of observations on slang drawn from Partridge's many published works. With over 60,000 entries the second edition of NPD is complemented for the first time by Partridge Slang Online (PSO), a resource which offers new ways to access and interrogate the data.
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de Klerk, Vivian, and Barbara Bosch. "English in South Africa." English World-Wide 14, no. 2 (1993): 209–29. http://dx.doi.org/10.1075/eww.14.2.03dek.
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Bernsten, Jan. "English in South Africa." Language Problems and Language Planning 25, no. 3 (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.
Dissertations / Theses on the topic "English language – Usage – South Africa"
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Banning, Yvonne. "English language usage in South African Theatre since 1976." Thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/23508.
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Walters, P. S. "English in Africa 2000 : towards a new millennium : inaugural lecture delivered at Rhodes University." Rhodes University, Grahamstown, 1988. http://hdl.handle.net/10962/d1020747.
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Pienaar, Cheryl Leelavathie. "Towards a corpus of Indian South African English (ISAE) : an investigation of lexical and syntactic features in a spoken corpus of contemporary ISAE." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002640.
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There is consensus among scholars that there is not just one English language but a family of “World Englishes”. The umbrella-term “World Englishes” provides a conceptual framework to accommodate the different varieties of English that have evolved as a result of the linguistic cross-fertilization attendant upon colonization, migration, trade and transplantation of the original “strain” or variety. Various theoretical models have emerged in an attempt to understand and classify the extant and emerging varieties of this global language. The hierarchically based model of English, which classifies world English as “First Language”, “Second Language” and “Foreign Language”, has been challenged by more equitably-conceived models which refer to the emerging varieties as New Englishes. The situation in a country such as multi-lingual South Africa is a complex one: there are 11 official languages, one of which is English. However the English used in South Africa (or “South African English”), is not a homogeneous variety, since its speakers include those for whom it is a first language, those for whom it is an additional language and those for whom it is a replacement language. The Indian population in South Africa are amongst the latter group, as theirs is a case where English has ousted the traditional Indian languages and become a de facto first language, which has retained strong community resonances. This study was undertaken using the methodology of corpus linguistics to initiate the creation of a repository of linguistic evidence (or corpus), of Indian South African English, a sub-variety of South African English (Mesthrie 1992b, 1996, 2002). Although small (approximately 60 000 words), and representing a narrow age band of young adults, the resulting corpus of spoken data confirmed the existence of robust features identified in prior research into the sub-variety. These features include the use of ‘y’all’ as a second person plural pronoun, the use of but in a sentence-final position, and ‘lakker’ /'lVk@/ as a pronunciation variant of ‘lekker’ (meaning ‘good’, ‘nice’ or great’). An examination of lexical frequency lists revealed examples of general South African English such as the colloquially pervasive ‘ja’, ‘bladdy’ (for bloody) and jol(ling) (for partying or enjoying oneself) together with neologisms such as ‘eish’, the latter previously associated with speakers of Black South African English. The frequency lists facilitated cross-corpora comparisons with data from the British National Corpus and the Corpus of London Teenage Language and similarities and differences were noted and discussed. The study also used discourse analysis frameworks to investigate the role of high frequency lexical items such as ‘like’ in the data. In recent times ‘like’ has emerged globally as a lexicalized discourse marker, and its appearance in the corpus of Indian South African English confirms this trend. The corpus built as part of this study is intended as the first building block towards a full corpus of Indian South African English which could serve as a standard for referencing research into the sub-variety. Ultimately, it is argued that the establishment of similar corpora of other known sub-varieties of South African English could contribute towards the creation of a truly representative large corpus of South African English and a more nuanced understanding and definition of this important variety of World English.
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Webb, Marie Lynette. "Searching for common ground: developing mathematical reasoning through dialogue." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1132.
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In the majority of the schools in the Eastern Cape, South Africa, teaching and learning takes place in the second language, English, of both teachers and learners. The purpose of this research was to elicit the perceptions of teachers in multilingual mathematics classes about language issues that they encounter and to ascertain whether they could experientially learn the theory of dialogic teaching through an intervention in order to introduce dialogue in practice in their classes. The effect of the intervention on teacher practices was qualitatively observed and the effect of the teacher practices on learner reasoning competence, numeracy competence and English language competence was quantitatively tested by using validated pre- and post-tests. The study follows a mixed method concurrent triangulation design with both quantitative and qualitative results. Two cohorts of students/teachers studying for qualifications at Nelson Mandela Metropolitan University centres throughout the Eastern Cape expressed their opinions about language challenges and solutions through questionnaires, reflective writing and poetry. A cohort of BEd Honours (Mathematics and Science) students experienced a semester long intervention on the theory and practice of dialogic teaching, particularly exploratory talk, and were tasked to introduce the practice into their multilingual mathematics classes in the form of reported action research. The next phase of the study focussed on the practices of three teachers and their grade seven multilingual mathematics learners who were observed and tested over a period of nine months. The following year the observations and testing were repeated with one teacher and his grade seven learners to ascertain whether the intervention would result in similar findings. iv The results enhance the validity of the Vygotskian claim concerning the relationship between language use, social interaction and reasoning development. In classes where there was evidence of dialogic practices the learners collaborated in groups using code-switching and their main language. Their reasoning, numeracy and English skills test scores improved statistically significantly. Teachers were able to give voice to their deep-felt emotions through poetry. They felt that the devaluing of isiXhosa had resulted in the loss of learners’ main language literacy competencies and consequent loss of cultural capital; however they considered it necessary to develop English competence in the learners, even if it was at the expense of developing mathematical competence. The introduction of exploratory talk in their home languages served the dual purpose of promoting the value of isiXhosa in an academic environment as well as enhancing mathematical reasoning. It appears that when teachers focus on developing language as a tool for reasoning, significant improvements in learners’ problem solving competences occur. When the language used is the main language of both teachers and learners both mathematical understanding and cultural identity are enhanced. The study concludes with a suggestion for a model for future interventions to train teachers to introduce dialogic practices in multilingual mathematics classes.
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Montjane, Raesibe Oniccah. "The influence of English on mother-tongue in learning and teaching in secondary schools (Fet Band) with specific reference to Sepedi in Mankweng Circuit in the Limpopo Province." Thesis, University of Limpopo, 2013. http://hdl.handle.net/10386/1287.
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Thesis (MA. (Translation Studies and Linguistics)) -- University of Limpopo, 2013<br>The study sought to investigate the challenges that the learners and educators encountered in learning and teaching when they use English as a medium of instruction. The study reveals that African languages, along with their culture are being dominated by English. Most of Pedis’ learners cannot speak Sepedi without mixing it with English, and most of African people usually read English books and neglecting the Indigenous books.
In addition, the study shows that learners performed better when they were taught in Sepedi than in English. The educators’ responses showed that learners have difficulties in understanding English as the medium of instruction and that they code-switch from English to Sepedi to enhance understanding.
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Coetzee, Wena. "Language errors in the use of English by two different dialect groups of Afrikaans first language-speakers employed by Nedbank : an analysis and possible remedy." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2063.
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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2009.<br>ENGLISH ABSTRACT: The financial sector of South Africa is increasingly under pressure to ensure
that the language used in all communication is aligned with international best
practice and, furthermore, that the correct business terminology is applied.
Standards of language proficiency and usage have, however, deteriorated over
the past few years. This appears to be due mainly to lack of good language
education at school level. In Nedbank, specifically, the language used by
employees in written external communication is not always on par as is evident
from the documentation that Nedbank Editorial and Language Services (Nels),
the “language custodian” of the bank, has to edit and translate. Nels decided
six years ago that, instead of rewriting all these documents, which is not timeor
cost-efficient, to rather give business-writing training across the bank to
enable Nedbank employees to increase their general writing proficiency of
English. This study aims to establish whether there are discrepancies in the
type of error made in English as used by Coloured Afrikaans mother tongue
speakers and White Afrikaans mother tongue speakers in order to determine
how to customise the business-writing training materials to the benefit of each
cultural grouping in Nedbank.<br>AFRIKAANSE OPSOMMING: Die finansiële sektor in Suid-Afrika is toenemend onder druk om te verseker dat
die taal wat in alle kommunikasie gebruik word in ooreenstemming is met
internasionale “beste praktyk”, en verder dat die korrekte besigheidsterminologie
gebruik word. Taalvaardigheids- en taalgebruiksvlakke het egter
oor die afgelope aantal jare verswak, waarskynlik a.g.v. onvoldoende
taalonderrig op skool. In Nedbank is die taalgebruik van werknemers in
geskrewe eksterne kommunikasie nie altyd van ’n aanvaarbare standaard nie,
soos duidelik blyk uit die dokumentasie wat Nedbank Editorial and Language
Services (Nels), die bank se “taalbewaarder”, moet redigeer en vertaal. Nels het
ses jaar gelede besluit om besigheidskryfkursusse vir die hele groep aan te
bied, eerder as om al die eksterne kommunikasie oor te skryf, wat nie tyd- en
koste-effektief is nie. Sodoende kan werknemers hulle algemene
skryfvaardighede in Engels verbeter. Hierdie studie probeer vasstel of daar
moontlike verskille is in die soort foute wat in Engels deur gekleurde
Afrikaans-moedertaalsprekers en wit Afrikaans-moedertaalsprekers gemaak
word, in ‘n poging om doeltreffende opleidingsmateriaal te ontwikkel vir elke
kulturele groepering in Nedbank.
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Dommisse, Anne. "Criteria in English language assessment : a South African perspective." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/17078.
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Bibliography: pages 181-186.<br>The study recorded in this dissertation was undertaken in the School of Education at the University of Cape Town (UCT) during the period 1986-1990. It was motivated by perceived anomalies in the administration of State regulations for endorsement of teachers' diplomas in respect of ability in English (E/e). The study commences with an analysis of the relevant requirements of the regulations for teacher bilingualism, as set out in sections 10 and 11 of Criteria for the Evaluation of South African Qualifications for Employment in Education, 1988. Theoretical and practical problems of evaluation and endorsement identified at UCT are considered in relation to the concept of test failure, as opposed to testee failure. Responses to a questionnaire sent to other teacher training centres indicate similar concerns elsewhere. Arising from a review of recent literature on language testing, and against the background of the multilingual target groups tested at UCT, a proposition is put forward for a distinction between communicative competence and language proficiency as criteria in language assessment, depending on whether English is the medium (communicative competence), or the subject (proficiency), of instruction. Assuming that English will remain a medium of instruction in a changing socio-political dispensation, at least in the short and medium terms, the study then focuses on test design, construction and scoring, where the objective is to test communicative competence in English, rather than proficiency. The role of English in the curriculum in a future South Africa is discussed briefly. It is concluded that current regulations for language endorsement are in urgent need of review. The following recommendations are made in this regard: that the relevant requirements for teachers in State schools be reformulated to account for one level, rather than two, of endorsement in English as the medium of instruction; that such endorsement be required only in the case of non-English medium graduates, thereby recognising the integrity of the English medium teachers' diploma itself; that procedures for assessment for the purpose of diploma endorsement be standardised; and that the State support further research in this area.
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Butler, Ian. "'People's English' in South Africa : theory and practice." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003574.
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Communicative Language Teaching, an approach to language teaching currently widely prescribed, has been criticised for its unquestioning acceptance of the cultural and political norms of the target language. People's English (an aspect of the larger People's Education movement), on the other hand, offers a philosophy and methodology that takes an actively critical view of language and its relationship to power. In the context of South African society, this stance has had clear political implications. Although still imprecisely defined , the concepts of People's Education and People's English have been debated and discussed by various ant-apartheid movements in recent years. Attempts have also been made to translate the evolving theory into practice through the development of materials and methodologies. This has been achieved on a relatively small scale, with varying degrees of success. Recent reform measures by the South African government have, however, prompted the proponents of People's Education to reassess their position. This thesis presents a historical overview and critical assessment of the development of People's English in South Africa.
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Krause, Lara-Stephanie. "Relanguaging language in English(ing) classrooms in Khayelitsha South Africa." Doctoral thesis, Faculty of Humanities, 2019. https://hdl.handle.net/11427/31726.
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Institutional language teaching is built on the assumption that languages exist as homogeneous entities and is aimed at the mastery of standardised codes. In this view, English teaching in South African township schools is failing. Learners (and teachers) underperform in standardised English tests and are repeatedly described – by stakeholders in schooling and by scholars of language in education – as ‘ cut off’ from standard linguistic norms needed for success beyond the township. But is linguistic deficit all we can find in township English classrooms, given that the day-to-day language practices in these settings are known to be heterogeneous, flexible and creative? I begin here by taking this local linguistic heterogeneity seriously, asking: What does language education in Khayelitsha look like through a lens that is not a priori structured by separate, homogenised languages? In the first part of this thesis I develop such an analytical lens. I begin by committing not to use some key linguistic terms that imply a view of languages as discrete, homogeneous entities. I then engage with (trans)languaging literature and the inchoative sociolinguistic notion of ‘spatial repertoires’, conceptualising ‘languaging’ for my purposes as a spatial practice, with which speakers draw on and transform elements of spatial repertoires. This spatial perspective doesn’t allow for surface-level categorisation of linguistic phenomena. It demands instead fine-grained, situated analyses that I conduct with tools from Bantu linguistics, conversation analysis and ethnography, on data from participant observation, recorded classroom talk, a learners’ writing task and teacher interviews. Rather than training the spotlight on the alleged lack of Standard English, I show the Khayelitshan English classroom to be a space of specific linguistic possibilities, ordered by teachers through a linguistic sorting practice I call relanguaging. This practice instantiates teachers’ negotiations of Khayelitshan heterogeneous linguistic realities, and the demands of a centralised curriculum and testing system, in the classroom. Learners are also shown to be ‘relanguagers’, who display complex linguistic sorting processes in their writing, juggling what I find to be an oversupply rather than an undersupply of standard linguistic norms. My empirical findings and my conceptualisation of relanguaging, which develops and complexifies throughout this thesis, allow me to systematically unsettle a construction of linguistic hetero- and homogeneity as mutually exclusive. This comes with a theoretical critique of ‘translanguaging’ as a linguistic descriptor that, in my view, reifies a dichotomy between fluid languaging and fixed standard languages. As a result, it makes us overlook the relationality in practice regarding these two dimensions of language and the complexities that result therefrom. With the dichotomy between languaging and languages dissolved, I end by proposing ways of testing for Standard English beyond its own confines, i.e. to test for increasingly sophisticated linguistic sorting skills instantiated in emergent englishing.
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Distiller, Natasha. "Shakespeare in South Africa : literary theory and practice." Doctoral thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/10346.
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Bibliography: leaves 237-256.<br>This thesis explores the development of a "South African Shakespeare". Relying on post-colonial theory as primary framework, it views colonised culture not as secondary and responsive, but as primary and creative. The main work of the thesis is to trace the role played by "Shakespeare", as a set of texts and as an icon, in a particular trajectory of writing in English in South Africa in the first half of the twentieth century.
Books on the topic "English language – Usage – South Africa"
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Adey, David. The new word power: The South African handbook of grammar, style, and usage. Ad Donker Publishers Ltd, 1996.
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Shabangu, Thos M. Isihlathululimezwi: An English-South Ndebele dictionary. Maskew Miller Longman, 1989.
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Jenkins, Elwyn. South Africa in English-language children's literature, 1814-1912. McFarland, 2002.
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The politics of English: South Asia, Southeast Asia and the Asia Pacific. John Benjamins Publishing Company, 2013.
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Santry, Petre Ann. The way South Vietnamese pronounce English. Wissenschaftliche Buchhandlung T. Hector, 1997.
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Levinsohn, James Alan. Globalization and the returns to speaking English in South Africa. National Bureau of Economic Research, 2004.
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The lexicographer's dilemma: The evolution of proper English, from Shakespeare to South Park. Walker & Co., 2009.
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Smit, Ute. A new English for a new South Africa?: Language attitudes, language planning and education. Braumüller, 1996.
Find full textBook chapters on the topic "English language – Usage – South Africa"
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Webb, Victor. "English and Language Planning for South Africa." In Varieties of English Around the World. John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/veaw.g15.12web.
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Land, Sandra. "11. English Language as Siren Song: Hope and Hazard in Post-Apartheid South Africa." In English Language as Hydra, edited by Vaughan Rapatahana and Pauline Bunce. Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697516-017.
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Mukuka, Dominic Mulenga. "The Usage of English Language as a Challenge for Students to Access and Succeed in Zambian Higher Education." In The Education Systems of Africa. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_51-1.
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Mukuka, Dominic Mulenga. "The Usage of English Language as a Challenge for Students to Access and Succeed in Zambian Higher Education." In The Education Systems of Africa. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_51.
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Pascoe, Michelle, Olebeng Mahura, Jane Le Roux, et al. "1. Speech Development in Three-year-old Children Acquiring isiXhosa and English in South Africa." In Crosslinguistic Encounters in Language Acquisition, edited by Elena Babatsouli, David Ingram, and Nicole Müller. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783099092-005.
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Alexander, Neville. "Chapter 4. The Impact of the Hegemony of English on Access to and Quality of Education with Special Reference to South Africa." In Language and Poverty, edited by Wayne Harbert, Sally McConnell-Ginet, Amanda Miller, and John Whitman. Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847691200-006.
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Makalela, Leketi. "Rethinking the Role of the Native Language in Learning to Read in English as a Foreign Language: Insights from a Reading Intervention Study in a Rural Primary School in South Africa." In International Perspectives on Teaching English to Young Learners. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137023230_8.
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Lass, Roger. "South African English." In Language in South Africa. Cambridge University Press, 2002. http://dx.doi.org/10.1017/cbo9780511486692.006.
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De Klerk, Vivian, and David Gough. "Black South African English." In Language in South Africa. Cambridge University Press, 2002. http://dx.doi.org/10.1017/cbo9780511486692.019.
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Branford, William. "ENGLISH IN SOUTH AFRICA." In The Cambridge History of the English Language. Cambridge University Press, 1994. http://dx.doi.org/10.1017/chol9780521264785.010.
Full textConference papers on the topic "English language – Usage – South Africa"
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Mfeka, Hlengiwe, and Tracey Butchart. "USING GAME-BASED LEARNING TO IMPROVE SECOND LANGUAGE ENGLISH SKILLS IN SOUTH AFRICA." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2205.
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Mphahlele, Mampa, Charles Mann, and Madikwa Segabutla. "DEVIATION OF THE STRUCTURE OF SHORT MESSAGE SERVICE LANGUAGE FROM STANDARD ENGLISH IN UNIVERSITY STUDENTS’ ACADEMIC WRITING, IN SOUTH AFRICA." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1491.
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Hass, Atrimecia, and Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.
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The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.
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Phindane, Pule. "PERCEPTIONS AND PREFERENCES OF ENGLISH STUDENT TEACHERS ON THE ASSESSMENT PRACTICES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end029.
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Comprehending the role of assessment and the differential effects on developing students’ learning processes is still one of the most explored areas in higher education. The aim of this quantitative study is to investigate English student teachers ’perceptions and preferences on the assessment practices (i.e., formative). The participant were student teachers sampled from the Department of Social Sciences and Language Education, Central University of Technology, Free State, South Africa. The outcomes showed that the assessment practices used by lecturers had an indispensable impact on students’ motivation, preparation for future learning tasks, and evaluation of study progress. The data obtained also revealed that while peer assessment is one of the least preferred assessment methods, presentations, self-assessments and research papers were the top preferences. The study outcome relates to previous research while also providing a better understanding into the link between individual differences in the assessment preferences and the learning strategies used by students throughout the years of specialization which might offer lecturers way forward for improving their educational practices.
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Widyaningsih, Vitri, and Bhisma Murti. "Antenatal Care and Provision of Basic Immunization in Children Aged 12-23 Months: Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.125.
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ABSTRACT Background: Among the leading causes of global child morbidity and mortality are vaccine-preventable diseases, especially in low-and middle-income countries (LMICs). A complete basic immunization for children contains one BCG, three DPT-HB-Hib immunizations, four polio immunizations, and one measles immunizations. Antenatal care visit contributes an important to complete the basic immunization. This study aimed to estimate the effect of antenatal care on the completeness of basic immunization in children aged 12-23 months in Africa using meta-analysis. Subjects and Method: A meta-analysis and systematic review was conducted to examine the effect of antenatal care on the basic immunization completeness in children aged 12-23 months. Published articles in 2015-2020 were collected from PubMed and Google Scholar databases. Keywords used “immunization coverage” OR “vaccination coverage” OR “complete immunization” OR “complete vaccination” OR “full immunization” OR “full vaccination” AND children OR “child immunization” OR “child immunization coverage” NOT “incomplete immunization” OR “incomplete vaccination”. The inclusion criteria were full text, in English language, and using cross-sectional study design. The selected articles were analyzed by Revman 5.3. Results:6 studies from Senegal, Nigeria, Ethiopia, and South Africa showed that antenatal care increased basic immunization completeness in children aged 12-23 months (aOR=1.19; 95% CI= 1.06 to 1.36; p<0.001) with I2 = 95%). Conclusion: Antenatal care increases basic immunization completeness in children aged 12-23 months. Keywords: basic immunization, antenatal care, children aged 12-23 months Correspondence: Farida. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutarmi 36A, Surakarta 57126, Central Java. Email: faridariza9232@gmail.com. Mobile: 085654415292 DOI: https://doi.org/10.26911/the7thicph.03.125
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Faujiah, Irfa Nur, Bhisma Murti, and Hanung Prasetya. "The Effect of Prenatal Stresson Low Birth Weight: A Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.123.
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ABSTRACT Background: Low birth weight remains a major public health concern of neonatal mortality rate, especially in developing countries. The mother’s psychological stress during pregnancy was reported as one of the causes of low birth weight in children. This study aimed to determine the effect of prenatal stress on low birth weight. Subjects and Method: This was a meta-analysis and systematic review. This study was conducted by collecting articles from PubMed, Google Scholar, Science Direct, Directory of Open Access (DOAJ), Springer Link databases, from 2006-2020. Keywords used “Prenatal Stress” AND “Low Birth Weight”. The inclusion criteria were open access and full text articles, using English or Indonesia language, pregnant women with stress, using cohort study design, and reporting adjusted odds ratio (aOR). The articles were selected by PRISMA flow chart. The quantitative data were analyzed using random effect model run on Revman 5.3. Results: 5 studies from United States, Suriname, Macao, Israel, and South Africa reported that prenatal stress increased the risk of low birth weight (aOR= 1.94; 95% CI= 1.33 to 2.81; p<0.001), with I2= 0%; p= 0.45. Conclusion: Prenatal stress increases the risk of low birth weight. Keywords: prenatal stress, low birth weight Correspondence: Irfa Nur Faujiah. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: irfanurfaujiah@gmail.com. Mobile: +6282127200347. DOI: https://doi.org/10.26911/the7thicph.03.123
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Soemanto, RB, and Bhisma Murti. "Relationship between Intimate Partner Violence and The Risk of Postpartum Depression." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.109.
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ABSTRACT Background: Intimate partner violence (IPV) refers to any behavior in an intimate relationship that causes physical, psychological or sexual harm to those in the relationship. IPV is associated with fatal and non-fatal health effects, including homicide and suicide, as well as negative health behaviours during pregnancy, poor reproductive outcomes and adverse physical and mental consequences. This study aimed to examine relationship between intimate partner violence and the risk of postpartum depression. Subjects and Method: This was a meta-analysis and systematic review. The study was conducted by collecting articles from Pubmed, Google Scholar, and Science Direct databases, which published from 2010 to 2020. “Intimate Partner Violence” OR “IPV” AND “Postpartum Depression” OR “Postnatal Depression” was keywords used for searching the articles. The study population was postpartum mothers. The intervention was intimate partner violence with comparison no intimate partner violence. The study outcome was postpartum depression. The inclusion criteria were full text cross-sectional study, using English language, using Edinburgh Postnatal Depression Scale (EPDS) to measure depression. The articles were selected by PRISMA flow chart and Revman 5.3. Results: 8 articles from Turki, Ethiopia, Mexico, Malaysia, Israel, South Africa, and Sudan were reviewed for this study. This study reported that intimate partner violence increased the risk of postpartum depression (aOR = 3.39; 95% CI= 2.17 to 5.30). Conclusion: Intimate partner violence increased the risk of postpartum depression. Keywords: intimate partner violence, postpartum depression Correspondence: Ardiani. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: dhiniardiani@gmail.com. Mobile: 085337742831. DOI: https://doi.org/10.26911/the7thicph.03.109
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Pratami, Yustika Rahmawati, and Nurul Kurniati. "Sex Education Strategy for Adolescents: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.27.
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Background: Comprehensive Sexuality Education (CSE) plays an important role in preparing safe and productive lives of adolescents through understanding about HIV/ AIDS, sexually transmitted infections, unintended pregnancy, gender-based violence, and gender disparity. This scoping review aimed to investigate the appropriate method of sex education and information for adolescents. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included PubMed, ScienceDirect, Wiley Online Library, ProQuest, and EBSCO databases. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 460 articles was obtained from the searched database. After the review process, twenty articles were eligible for this review. The data were reported by the PRISMA flow chart. Results: Eleven articles from developing countries (Nigeria, Thailand, Iran, California, Vietnam, Spain, South Africa, Indonesia) and nine articles from developed countries (USA, England, Australia) met the inclusion criteria with quantitative (cross-sectional, quasi-experiments, cohort, RCT) and qualitative design studies. The findings discussed available sources of sex education for adolescents including peers, school, media, and other adults. Digital media (internet and TV) contributed as preferable sources for adolescents. The parents and teacher’s involvement in providing sex education remained inadequate. Inappropriate sources of sex education like invalid information from the internet and other adults caused negative consequences on the sexual and reproductive health of children and adolescents. Conclusion: Parents-school partnership strategies play an important role in delivering appropriate information about sex education for children and adolescents. Keywords: digital media, sex education, parents, schools, adolescents Correspondence: Yustika Rahmawati Pratami. Jl. Siliwangi No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: yustikarahmawati068@gmail.com. Mobile: +6282198915596. DOI: https://doi.org/10.26911/the7thicph.02.27
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Kurniati, Nurul. "Analysis of Factors and Management of Hepatitis B Virus Screening in Mothers and Infants: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.67.
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ABSTRACT Background: The importance of screening for HBV infection is to identify the risk of perinatal transmission from infected mothers. People infected with HBV during infancy or childhood are more likely to suffer chronic infection to cirrhosis of the liver and liver cancer. Early detection and prompt treatment are essential for HBV infection. This study aimed to review the factors and management of hepatitis B virus screening in mothers and infants. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The search included PubMed, ScienceDirect, Wiley Online Library, and Scopus databases. The inclusion criteria were English/ Indonesian-language and full-text articles (scoping review, meta-analysis, systematic review)/ documents/ reports/ policy brief/ guidelines from WHO/ other organizations published between 2009 and 2019. The data were selected by the PRISMA flow chart. Results: The searched database obtained a total of 27.862 articles. After screening, 27.325 articles were excluded because of unmet the inclusion criteria. After conducting critical appraisal for the remaining 537 articles, only 11 articles were eligible for further review. The selected articles obtained from developing countries (China, South Africa, and Tanzania) and developed countries (Netherlands, Japan, Denmark, Northern Europe, and Canada) with quantitative studies design (cross-sectional, case series, and cohort) met the inclusion criteria. The findings emphasized on four main topics around hepatitis B virus screening in mothers and infants, namely demographic factors, risk factors, post-screening benefit, and challenges in screening uptake. Conclusion: Early detection of HBV infection with prenatal screening reduce the HBV prenatal transmission, especially from infected pregnancy. Screening plays an important role in the administration of universal infant HBV vaccination and postexposure prophylaxis with hepatitis B immune globulin (HBIG) at birth. Keywords: pregnant women, hepatitis B virus, perinatal transmission, screening Correspondence: Setianingsih. Universitas ‘Aisyiyah Yogyakarta. Jl. Siliwangi (Ringroad Barat) No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: nsetia580@gmail.com. Mobile: 082242081295. DOI: https://doi.org/10.26911/the7thicph.03.67
Reports on the topic "English language – Usage – South Africa"
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.
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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.