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Journal articles on the topic 'English language – Usage – South Africa'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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.

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11

Hibbert, Liesel. "English in South Africa: parallels with African American vernacular English." English Today 18, no. 1 (2002): 31–36. http://dx.doi.org/10.1017/s0266078402001037.

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A comparison between Black English usage in South Africa and the United StatesThere has been a long tradition of resistance in South African politics, as there has been for African-Americans in the United States. The historical links between African Americans and their counterparts on the African continent prompt one to draw a comparison between the groups in terms of linguistic and social status. This comparison demonstrates that Black South African English (BSAfE) is a distinctive form with its own stable conventions, as representative in its own context as African American Vernacular English (AAVE) is in the United States.

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12

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

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13

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

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14

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

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15

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

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16

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

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17

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

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18

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

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19

Prinsloo, Danie J. "Electronic Dictionaries viewed from South Africa." HERMES - Journal of Language and Communication in Business 18, no. 34 (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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20

Rudwick, Stephanie. "Englishes and cosmopolitanisms in South Africa." Human Affairs 28, no. 4 (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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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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22

Khan, Tehmeena, and Shamim Nassrally. "Is fake news contributing to increased Covid-19 BAME deaths?" Acute Medicine Journal 19, no. 2 (2020): 110. http://dx.doi.org/10.52964/amja.0811.

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We write this letter as doctors and proud members of the Black, Asian and Minority Ethnic (BAME) community from a South Asian background. Recent Office for National Statistics (ONS) data suggest that the BAME population is disproportionately affected by Covid-19.1 Observations and experiences from within our family and wider community led us to explore how cultural aspects may account for these figures. Both intrinsic and extrinsic factors are likely to contribute to this unfortunate statistic. Intrinsic factors such as pre-existing health conditions and comorbidities e.g. cardiovascular risk factors, diabetes2 and diet are likely to play a role. Extrinsic factors such as living in overcrowded conditions,3 multigenerational households and a large proportion of this population being key/essential workers,4 which are often less likely to be amenable to remote working. Faith also plays a part and the large congregational gatherings in places of worship may add to the risk in this community, as does the tactile nature of greeting in BAME communities. One factor, which is often not recognised by the Western world is a general lack of trust in the medical profession and those in positions in authority. As in other UK communities, fake news stories and conspiracy theories are rife amongst South Asian communities. Increased usage of social media by older generations helps the spread of this. The recent adoption of these technologies by the older South Asian population may leave them vulnerable to these messages, in comparison to more digitally native younger and tech-savvy populations. One recent theory, amongst many, circulating in the Pakistani community, likely perpetuated by the high number of deaths within this community in London and the Midlands, is that when patients of Pakistani heritage are admitted to hospital, they never leave. The assumed belief is that medical staff want to eliminate this community by administering lethal doses of medication to euthanise these patients.5 The videos circulating amongst the South Asian community often appear authentic, using people with a professional title like doctor or nurse to deliver the message. They appeal to the audience by purporting to be sharing a hidden message not sanctioned by the authorities. It is easy to see how someone would fall into the trap of believing these messages and passing them onto family members and friends out of fear, who would themselves propagate this message, as it has come from a trusted source; their family! These absurd and often ridiculous theories, however, are based on one underlying message; the general distrust of those in positions of authority. Just as some sections of the West African population had a lack of trust in Western medical professionals delivering aid to them during the Ebola crisis,6 we are seeing a similar phenomenon happening in the UK by our own British citizens of South Asian heritage. This could result in patients not seeking help when they desperately require it, hence causing delayed presentations when they are left with no choice but to seek it. Years of prejudice and discrimination can lead to a community behaving in this manner. We can all do a little bit to help this situation from escalating. The government Covid-19 press conferences could be more accessible to those whom English is not their first language. In hospitals we could utilise faith chaplains to help dispel some of these rumours. Community leaders could help dispel some these false narratives and those of us who are able to, can continue to act as quality control for our family social media circles.

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23

Rooy, A. S. Coetzee-Van. "From the Expanding to the Outer Circle: South Koreans learning English in South Africa." English Today 24, no. 4 (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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24

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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25

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

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26

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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27

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

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28

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

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29

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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30

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

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31

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 (2011): 115–26. http://dx.doi.org/10.2989/16073614.2011.633360.

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32

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 (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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33

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 (2015): 73–79. http://dx.doi.org/10.1080/09751122.2015.11890296.

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34

Chick, J. Keith. "The interactional accomplishment of discrimination in South Africa." Language in Society 14, no. 3 (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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35

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

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36

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

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37

Ntombela, Berrington X. S. "‘The Burden of Diversity’: The Sociolinguistic Problems of English in South Africa." English Language Teaching 9, no. 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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Tom-Lawyer, Oris, and Michael Thomas. "Re-examining the Status of the English Language in Anglophone Western Africa: A Comparative Study of Ghana and Nigeria." English Linguistics Research 9, no. 4 (2020): 6. http://dx.doi.org/10.5430/elr.v9n4p6.

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This paper re-examines the status of English as a Second Language (ESL) in Anglophone Western Africa by comparing its use in Nigeria and Ghana. The research is based on the premise that the medium of instruction impacts the quality of education (Ferguson, 2013). The significance of the research is that it is one of the first studies to compare the standard of English language usage in the two countries to establish whether there is a positive link between the quality of education and the language of instruction (Williams, 2011). Predicated on a critical literature review, some of the issues and perspectives analysed include educational language policies, the attitude of students, the quality of teachers and the prospects of the language in the two countries. Findings indicate that the implementation of educational language policies remains an important challenge in the two countries, as there has been a falling standard of English usage (though Ghana has a higher standard of English language usage) and a dearth of English specialists. In identifying the factors that impact on the quality of education in Nigeria and Ghana, the paper concludes that English has significant potential in both countries, and if relevant strategies for its improvement are adopted, both countries will benefit from the socio-economic gains inherent in its adoption and use.

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de Klerk, Vivian. "Xhosa English as an institutionalised variety of English." English World-Wide 24, no. 2 (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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de Klerk, Vivian, and Gary P. Barkhuizen. "English in the South African Defence Force." English World-Wide 19, no. 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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Ansaldo, Umberto. "Review of Mesthrie (2008): Varieties of English Africa, South and Southeast Asia." English World-Wide 31, no. 1 (2010): 99–102. http://dx.doi.org/10.1075/eww.31.1.07ans.

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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 (1989): 401. http://dx.doi.org/10.2307/3586918.

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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 (2015): 325–33. http://dx.doi.org/10.1080/09751122.2015.11890322.

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Hundt, Marianne, Sebastian Hoffmann, and Joybrato Mukherjee. "The hypothetical subjunctive in South Asian Englishes." English World-Wide 33, no. 2 (2012): 147–64. http://dx.doi.org/10.1075/eww.33.2.02hun.

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This paper studies the distribution and usage patterns in hypothetical if-clauses in a set of South Asian Englishes (SAEs), namely Indian, Pakistani, Bangladeshi and Sri Lankan English on the basis of web-derived newspaper data. Comparative evidence comes from newspaper texts in the British National Corpus (BNC). It looks at the use of subjunctive were, indicative was and modal would as variant verb forms in the if-clause. The qualitative analyses also consider tense sequencing in the main and subordinate clause. In terms of overall frequencies, the SAEs do not cluster together in their use of the subjunctive but form a gradient or cline with British English at one end. Similarities between the SAEs emerge from the qualitative analyses. An additional, serendipitous result of the study concerns the local use in SAEs of the subordinator on if meaning ‘whether’, a pattern that is likely to have its origin in Indian English.

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Wright, Laurence. "English in South Africa: Effective Communication and the Policy Debate." English Academy Review 10, no. 1 (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 (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 (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 (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 (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 (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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