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Journal articles on the topic 'Influence on Afrikaans language'
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1
Van Houwelingen, F., and A. Carstens. "'Nederlandismes' in HAT." Literator 19, no. 2 (April 30, 1998): 1–12. http://dx.doi.org/10.4102/lit.v19i2.518.
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Dutch influence in HAT (1994) Although there is consensus among linguists that Afrikaans and Dutch are related languages, and that Afrikaans originated from 17th century Dutch, the differences between present-day varieties of Afrikaans and Dutch serve as proof that we are dealing with two separate languages. These differences should be clearly visible in descriptive as well as normative sources of the two languages. However, the third edition of Verklarende Handewoordeboek van die Afrikaanse Taal (HAT), one of the leading Afrikaans standard monolingual dictionaries, contains headwords as well as microstructural information that do not agree with the reality of the Afrikaans of today. An empirical investigation conducted among Afrikaans-speaking dictionary users has proven that a significant Dutch influence is still prominent - in the micro- as well as the macrostructure of the dictionary. It is believed that the Dutch "thread" of many Afrikaans dictionaries has indirectly contributed towards the creation of a super-standard norm, which is partially responsible for the estrangement between the cultural language and the vernacular.
2
Banga, Arina, Esther Hanssen, Robert Schreuder, and Anneke Neijt. "How subtle differences in orthography influence conceptual interpretation." Units of Language – Units of Writing 15, no. 2 (August 10, 2012): 185–208. http://dx.doi.org/10.1075/wll.15.2.04ban.
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The present study investigates linguistic relativity. The units of writing investigated are e and en, which are used to represent units of language in Dutch, Frisian, and Afrikaans. Dutch has homographic forms in the plural suffix -en and the linking element of noun-noun compounds en. Frisian does not have homography of this kind, while Afrikaans has a different homography. This raises the question whether second language learners of Dutch consistently interpret the linking en in Dutch noun-noun compounds as plural in the way that native speakers do. Plurality ratings for Dutch modifiers obtained from native Dutch speakers are compared with ratings from Frisian-Dutch bilinguals and Afrikaaners learning Dutch as L2. Significant differences relating to orthography are observed. We therefore argue that differing orthographic conventions in one’s native language (L1) can lead to different interpretations for the same everyday words written in Dutch (L2). Orthography thus provides an example of linguistic relativity. Keywords: linguistic relativity; second language learning; morphology; compounding; linking element; plurality; homography; Dutch; Frisian; Afrikaans
3
Terblanche, Lydie, and Terry Terblanche. "Influence of lecturers’ verbal and non-verbal immediacy behaviour on perceived affective and cognitive learning in a multicultural context." Communicare: Journal for Communication Studies in Africa 23, no. 2 (October 24, 2022): 21–50. http://dx.doi.org/10.36615/jcsa.v23i2.1758.
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The intention of the present study was to determine whether (1) the immediacy behaviourof lecturers whose home language is Afrikaans or English contributes positively to theaffective and cognitive learning of learners whose home language is Afrikaans, Englishor one of the African languages; and (2) whether the form of immediacy behaviourdisplayed by English or Afrikaans lecturers functions differently for learners whose homelanguage is one of the African languages in relation to those whose home language isAfrikaans or English. Data was collected by means of a questionnaire that had separatesections on immediacy behaviour and learning. Positive correlations between theimmediacy behaviour of the lecturers and the affective and cognitive learning of thelearners were observed for the whole test group. The immediacy behaviour displayed bythe lecturers functions differently for learners whose home language is one of the Africanlanguages than for those whose home language is Afrikaans or English. Considering thesefindings, it is imperative that instructional communication in today’s South Africa beincreasingly characterized by a culture-centred approach.
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Greffrath, Wynand, and Theuns Eloff. "Die universiteitswese in Suid-Afrika: ’n Bestekopname van huidige tendense en die vooruitsig vir Afrikaans." Koers - Bulletin for Christian Scholarship 81, no. 3 (December 15, 2016): 48–56. http://dx.doi.org/10.19108/koers.81.3.2258.
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Die doel van hierdie artikel is die identifisering en analitiese omskrywing van die mees prominente politieke tendense wat tans die Suid-Afrikaanse universiteitswese beïnvloed, met spesifieke verwysing na Afrikaanse universiteite en hoër onderwys. Die bydrae neem as vertrekpunt die teoretiese beginsel van transformasie, en die spesifieke en eiesoortige ideologiese toepassing van dié konstruk in Suid-Afrika sedert 1994. Die ingrypende invloed van hierdie ideologiese transformasiebeskouing op openbare instellings in Suid-Afrika word bespreek, insluitend die institusionele en sosio-politiese impak op universiteite. Teen hierdie teoretiese agtergrond word sleutelkwessies bespreek wat betrekking het op die Suid-Afrikaanse universiteitswese en die plek en rol van Afrikaans in besonder, insluitend in ʼn bestekopname van die posisie van Afrikaans in die hoër onderwyssektor; ʼn evaluering van die transformasie van die hoër onderwyssektor; die rasionele argumente en gronde vir die behoud en bevordering van Afrikaans in die sektor; en die reaksie vanuit die Afrikaanssprekende gemeenskap teenoor die marginalisering van die taal by universiteite ʼn Evaluerende toekomsperspektief word gebied waarin die behoud van Afrikaans oorweeg word, met inbegrip van aktivisme, geregtelike strategieë en die uitbouing van Afrikaans deur middel van ʼn privaat hoër onderwysinstelling. The purpose of this article is the identification and analytical description of the most prominent political trends which are at present exerting an influence on the South African university sector, with specific reference to Afrikaans universities in the contect of higher education. The contribution has as its point of departure the theoretical concept of transformation, and the specific ideological application of this construct as it has become current in South Africa since 1994. The radical influence of this ideological vision of transformation on public institutions in South Africa is discussed, as well as the institutional and sociopolitical impact of this on universities. Against this theoretical background key issues are discussed which have an impact on the place and role of the South African university scene and the place and role of Afrikaans more particularly, including a survey of the position of Afrikaans in the higher education sector, an evaluation of the transformation of the higher education sector, the rational arguments and grounds for the retention and promotion of Afrikaans in the sector, and the reaction from the Afrikaans-speaking community to the marginalization of the language at universities. An evaluative future perspective is offered in which the retention of Afrikaans should be considered, with the inclusion of a consideration of activism, legal strategies and the promotion of Afrikaans by means of a private higher education institution.
5
García-Amaya, Lorenzo, and Sean Lang. "FILLED PAUSES ARE SUSCEPTIBLE TO CROSS-LANGUAGE PHONETIC INFLUENCE." Studies in Second Language Acquisition 42, no. 5 (June 18, 2020): 1077–105. http://dx.doi.org/10.1017/s0272263120000169.
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AbstractThis article investigates the effects of long-term bilingualism on the production of filled pauses (FPs; e.g., uh, um, eh, em) in the speech of Afrikaans-Spanish bilinguals from Patagonia, Argentina. The instrumental analysis draws from a corpus of sociolinguistic interviews obtained from three speaker groups: L1-Afrikaans/L2-Spanish bilinguals; L1-Spanish-comparison speakers, also from Patagonia; and L1-Afrikaans-comparison speakers from South Africa. In the data analysis, we examined relative FP usage (categorical outcomes), as well as phonetic measures of vowel quality and segmental duration (continuous outcomes). The results allude to multiple patterns of cross-language influence (e.g., L1-to-L2 influence, L2-to-L1 influence, bidirectional influence), which depend on the phonetic measure explored. Overall, the findings suggest that the patterns of cross-language phonetic influence observed in the L2 learning of traditionally understood lexical items likewise hold in the L2 learning of hesitation markers such as FPs.
6
Van Coller, H. P., and J. C. Steyn. "Die Afrikaanse letterkunde in ’n amptelik Engels-eentalige Suid-Afrika." Literator 13, no. 1 (May 6, 1992): 29–40. http://dx.doi.org/10.4102/lit.v13i1.721.
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In this article the situation of Afrikaans literature in an officially English monolingual South Africa is discussed. The growth and decline of languages are influenced by so many factors and processes that it is impossible to predict precisely how loss of official status and the concomitant loss of important legal and conventional language rights presently enjoyed by Afrikaans speakers would affect Afrikaans. Nevertheless it is certain that at least three areas will be affected. Firstly, loss of recognition and the anglicization of tertiary education will bring about a decline in Afrikaans as a scientific language, resulting in a loss in diversity and the decay of certain registers. The anglicization of the electronic mass media will deprive Afrikaans of a crucial function of a modem language - serving its community as the medium of information and recreation. Vie role of radio and TV in providing an example of standard language use will disappear Secondly, with English the sole official language, it is very probable that a language shift from Afrikaans will take place, a major catastrophe for any language. A dwindling body of readers affects any literature or publishing industry directly. Thirdly: loss of status will have economic repercussions, making it increasingly difficult for the Afrikaans community to buy and for publishers to produce books.
7
Hamans, Camiel. "Afrikaans: a language where ideology and linguistics meet." Scripta Neophilologica Posnaniensia 21 (December 15, 2021): 15–92. http://dx.doi.org/10.14746/snp.2021.21.02.
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This paper summarizes the discussion about the origin and the status of Afrikaans. Two schools appear to be opposed to each other: the philological school and a creolistic view. The philological school tried to demonstrate with meticulous research of sources that Afrikaans is a full daughter of 17th century Dutch, which set foot ashore with van Riebeeck in 1652 at the Cape of Good Hope. Linguists who thought of a pattern of creolization in the formation of Afrikaans point to the influence of the languages of slaves brought to South Africa and to the influence of the original inhabitants, the Khoi and the San. This contribution mainly outlines the ideological background of these two schools of thought. For the philological school this is the system of Apartheid, while for the Creolist view the emphasis is more on decolonization.
8
Jansen, Carel, Robert Schreuder, and Anneke Neijt. "The influence of spelling conventions on perceived plurality in compounds." Constraints on Spelling Changes 10, no. 2 (December 31, 2007): 185–94. http://dx.doi.org/10.1075/wll.10.2.02jan.
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Dutch compounds with ‘e’ or ‘en’ as linking element between modifier and head were presented to mother tongue speakers of Afrikaans in an experimental setting that explored the possibility that these different spelling formats would suggest a singular or plural meaning of the modifier. The participants appeared to interpret ‘en’ in the linking element as an indication for singular, and ‘e’ as signifying plural. This outcome supported the findings in comparable studies on Dutch, which also revealed a tendency to understand the spelling of the linking schwa in relation to conventions for the spelling of the plural suffix. In Afrikaans the spelling of the plural forms is ‘e’, whereas in Dutch the spelling of plural forms is ‘en’. This explains why the results of the Dutch and Afrikaans experiments, while using the same materials, are each other’s mirror image.
9
Prinsloo, P. J. J. "Die rol van die Saamwerk-Unie in die beslaggewing van Afrikaanse taaleksamens in Natal, 1917-1928." Literator 16, no. 2 (May 2, 1995): 225–45. http://dx.doi.org/10.4102/lit.v16i2.632.
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The role of the Co-operative Union in establishing Afrikaans language examinations in Natal, 1917-1928This article deals with the role of Afrikaner Nationalists who had striven to develop the selfassertiveness of their compatriots by means of promoting Afrikaans. Their attempt was aimed at obtaining an equal position to the deeply-rooted British tradition in Natal. The Co-operative Union (“Saamwerk-Unie") consequently had taken up position in the midst of the language problems. The Union made a deliberate attempt at promoting the development of Afrikaans by means of establishing the first language examinations in Afrikaans. This examination system evoked greater interest with every passing year and resulted in a clash between the Co-operative Union and the South African Language Union. The Language Union, with its Dutch language examinations, was the embodiment of the Dutch influence, while the Co-operative Union promoted Afrikaans at grass roots level. A compromise between the two organisations thus had to be made. A joint Examination Commission was therefore established in 1928. Consequently, the new cultural pattern which had been launched by the Co-operative Union was acknowledged in the ranks of the Afrikaner.
10
Verhoef, M. "Taalgesindhede teenoor Afrikaans - ’n verkenning vanuit taalteoretiese perspektief." Literator 16, no. 2 (May 2, 1995): 39–62. http://dx.doi.org/10.4102/lit.v16i2.611.
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Language attitudes towards Afrikaans - a reconnaisance from a theoretical point of viewThe main aim of this article is to investigate the language attitude issue from a viewpoint embedded in the theory of language planning. This study was initiated by the fact that, although the public debate regarding Afrikaans is articulated in a lively way, it seems as if it does not benefit the official status of the language. The statement that this hampering effect on Afrikaans is partially caused by negative language attitudes and a lack of language loyalty by the primary and secondary speech communities serves as point of departure for this article. By looking at language attitudes departing from a theoretical language planning framework, the investigator is enabled to derive scientifically clear conclusions regarding the language attitudes of speech communities. This article also discusses the different components of language attitudes in general and the methodology regarding the investigation of language attitudes. The second part of the article presents a brief discussion of language attitude studies undertaken in South Africa, especially those dealing with Afrikaans. The article concludes with the statement that language planners must give considerable attention to language attitudes and their influence on language planning efforts. When this problematic issue is ignored the outcome of language planning projects will show a low success rate. This is of particular importance for the survival of Afrikaans in the multilingual South African society.
11
Klingenberg, Jana. "De Burger-Leeskring: a Brief History of South Africa’s First Commercial Book Club and its Effect on Afrikaans Literature." Quaerendo 49, no. 2 (August 7, 2019): 158–79. http://dx.doi.org/10.1163/15700690-12341440.
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Abstract This paper investigates the history of the De Burger-Leeskring and the impact it had on Afrikaans literature and cultural development. It places the development of Nasionale Pers and the Afrikaans language within the context of South Africa’s history and the development of language, politics and culture, as well as considering book clubs or readers’ circles and their purpose within this context. This paper uses Bourdieu’s classification of different kinds of capital—specifically cultural capital and financial capital—to evaluate the success of this Leeskring [Reader’s Circle]. It was found that although not financially successful, the Leeskring’s influence on Afrikaans literature was vast.
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De Ruyter, C., and E. F. Kotzé. "Oor Austro-Nederlands en die oorsprong van Afrikaans." Literator 23, no. 3 (August 6, 2002): 139–60. http://dx.doi.org/10.4102/lit.v23i3.347.
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On Austro-Dutch and the origin of Afrikaans A widely accepted view of the origin of Afrikaans holds that the new language developed autochthonously, after 1652 when the language of the early Cape settlers was influenced by imported slaves speaking Malay and Portuguese, and by the pidgin talk of the Cape Khoikhoi. This “autochthonous hypothesis”, however, does not take cognizance of the fact that shortened (deflected) Dutch verb forms found in Afrikaans, for instance, are also found in loan words in the Ceylon-Portuguese creole, as well as in Indonesian, and Malay-influenced languages of Indonesia. Moreover, large numbers of Dutch East India Company sojourners, who had acquired an “adapted” form of Dutch during their stay in the East, spent a significant time at the Cape on their return voyage. The argument is put forward that they brought with them a number of language features clearly comparable with “distinctive features” in incipient (and developed) Afrikaans, such as the shortened verb and the use of the perfect instead of imperfect verb forms to indicate a simple past tense. The variety of Dutch spoken by them is called Austro-Dutch, which, it is argued, forms the basis of an “oceanic hypothesis” to add a new dimension to theories about the formation of Afrikaans.
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Steyn, J. C. "Afrikaans as universiteitstaal: Onlangse ontwikkelinge in historiese en internasionale perspektief." Literator 15, no. 1 (May 2, 1994): 33–58. http://dx.doi.org/10.4102/lit.v15i1.650.
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A study of the history of South African universities from 1918 to 1948 showed that six factors influenced the use of a particular language as a language medium at a university, namely economic and political power, as well as the number of people in the language community (which determines matters such as the official status of the language and the availability of money for universities), lecturers' and students ’ knowledge of the language, its position as scholarly language, language loyalty and attitudes toward other languages and the support enjoyed by language and related ideologies. Whereas these factors were reasonably favourable for Afrikaans universities in the past, they currently pose a threat to the survival of Afrikaans-medium universities. The standpoint is defended that retaining Afrikaans as educational and scholarly language should be an important factor when making decisions on universities. The tension between internationalisation and retention of the own language and culture is also topical in Europe, and steps have been taken to try to protect the retention of Dutch as language medium at Dutch and Flemish universities.
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Augustinus, Liesbeth, and Cora Cavirani-Pots. "Give it a try!" Tijdschrift voor Nederlandse Taal- en Letterkunde 136, no. 2 (January 1, 2020): 77–104. http://dx.doi.org/10.5117/tntl2020.2.001.augu.
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Abstract This paper compares the different possibilities of verbal complementation of the Dutch verb proberen ‘try’ and its Afrikaans cognate probeer ‘try’. In Dutch, proberencan take three complement types: an om te infinitive, a te infinitive and a bare infinitive. In Afrikaans, probeer can only take two complements: an om te infinitive and a bare infinitive. There are no semantic differences among the complemen-tation patterns. We conducted a corpus study for both languages to investigate which factors influence the choice of the complement. In Dutch there is a clear influence of region (Netherlandic Dutch versus Belgian Dutch). Furthermore, the length of the object and the type of clause (main or embedded) have a significant influence on the choice of the complement. In the Afrikaans data the presence of the object as well as its length significantly influence the choice between an om te and a bare infinitive.
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Volkov, Yu A., N. A. Dronova, R. G. Guseva, and O. I. Basherov. "Afrikaans and English: Language Policy in the South African Education System." Bulletin of the Academy 1, no. 68 (2022): 105–18. http://dx.doi.org/10.36871/v.a.2022.03.01.013.
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Purpose of work. The article examines the linguistic situation in modern South Africa after the end of Apartheid. One question is the importance of a concept of mother tongue education in the RSA. What difficulties Afrikaans speakers, mainly the Afrikaners and the Coloureds, have regarding the use of their mother tongue in education and how such challenges can be addressed; does this provide a basis for building a new common cultural, national identity. Materials and methods. The author analyzes several aspects and measures taken by the South African government, by universities and various public organizations in the sphere of education that affect the status and functioning of the Afrikaans language in modern conditions in order to determine the degree of their influence on the linguistic situation in the country. Results. The study showed that the measures taken by the government in the field of language policy, especially with regard to Afrikaans, are clearly at variance with the Constitution, guaranteeing the right to education in the mother tongue, Since the government’s goal is not to support Afrikaans and other language speakers in their desire to preserve linguistic identity, but to impose the English language, the minority language on the multilingual country, which in turn causes discontent among the Afrikaans speakers, that leads to the establishment of civil society organizations and movements for the defense of the mother tongue and the development of secessionist activities among Afrikaners and other linguistic communities among the country. Conclusion. Based on the facts provided, the author concludes that without joint efforts and cohesion of the Afrikaners and the Coloureds, without a shared perception of their linguistic and cultural identity, Afrikaans in the long run will simply become just a home language with further complete and utter oblivion.
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Verhoef, M. "Politieke determinante in die hedendaagse gesprek oor Afrikaans." Literator 17, no. 3 (May 2, 1996): 29–44. http://dx.doi.org/10.4102/lit.v17i3.620.
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The influence of political determinants on the recent language debate concerning Afrikaans Public language debates are identified by issues which have little in common with real language issues but which are determined by political parameters. This article focuses on the particular political determinants which played a major role in the recent language debate concerning Afrikaans. The apparent trends of the debate are interpreted against the background of key concepts such as ideology, hegemony, power and rhetoric and the underlying principles of research paradigms such as Critical Linguistic Study and Language Planning. Subsequently the trends which have become apparent from the media debate as well as the implication of the general direction of this debate are evaluated.
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Kruger, E. "Imagologie en die bestudering van literêre stereotipes in die onderrig van Afrikaans as addisionele taal." Literator 23, no. 3 (August 6, 2002): 197–220. http://dx.doi.org/10.4102/lit.v23i3.350.
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Imagology and the study of literary stereotypes in die teaching of Afrikaans as additional language Imagology is the study of national and ethnic stereotypes as represented in literature. These stereotypes are represented in literary images of identity and alterity when intercultural contact is portrayed in texts. The main concepts of Imagology are discussed to provide educators with a scientific framework in the teaching of Afrikaans as additional language, with specific reference to literature teaching. Learners from various cultural backgrounds bring with them their own stereotypes. Studying literary youth texts that portray images of national stereotypes can facilitate the process of intercultural understanding and reconciliation. Learners can be exposed to the representation of Self and Other in prescribed Afrikaans literary texts without their self-image being threatened, yet discovering the relativity of values, and learning respect for their own culture as well as for that of the target language. The background, scientific approach and principles of Imagology are described, as well as important concepts. By using Imagology as a literary tool in studying Afrikaans texts in the additional language classroom, literature teaching will include looking at the narrative and functions of youth literature to discern psychological and ideological focalisation, together with its influence on negative and positive representations of Self and Other.
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Van Zyl, D. "Afstand en vereenselwiging: Perspektiewe op die veranderende betekenisse van boer en Boer in die Afrikaanse poësie." Literator 21, no. 3 (April 26, 2000): 1–22. http://dx.doi.org/10.4102/lit.v21i3.492.
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Distance and identification: Perspectives on the changing connotations of boer and Boer in Afrikaans poetry A comparison of various lemmas on boer/Boer in a number of dictionaries, as well as research on the application of these terms in a variety of poetic (and other) texts written during the 19th and 20th century, reveals interesting similarities and dissimilarities regarding both the definition and the utilization of the terms in Afrikaans and Dutch texts. In Afrikaans and in Afrikaans poetry, where Boer (and sometimes boer, under influence of the values attributed to Boer) is often used as an ethnonym, different meanings of the term correspond with the historical, sociological and ideological context. Alternatively, both terms are employed negatively, suggesting a perspective of distance, and positively, implying proximity and identification. The option selected depends on the specific intent and the context, but the terms are often used ambiguously, reflecting a multiplicity of meaning(s).
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den Besten, Hans. "KHOEKHOE SYNTAX AND ITS IMPLICATIONS FOR L2 ACQUISITION OF DUTCH AND AFRIKAANS." Journal of Germanic Linguistics 14, no. 1 (March 2002): 3–56. http://dx.doi.org/10.1017/s1470542702046020.
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A provisional typological comparison demonstrates that Khoekhoe, Dutch, and Afrikaans are highly similar with respect to a couple of minor features. Therefore, Cape Dutch Pidgin (CDP), which came about as a relexified and pidginized version of Khoekhoe, could often develop compromises between Dutch and Khoekhoe syntax. Exceptions were the use of SOV without V2 and (possibly) the use of certain postpositions. Furthermore, there is evidence showing that CDP and Orange River Afrikaans (ORA) are diachronically related. An investigation of the sentential structure of Khoekhoe, however, shows that the second position (P2) phenomenon differs considerably from V2 in Dutch: P2 is symmetric and is applied in all clause types. Yet, except for a temporary pro-drop phenomenon in wh-clauses, P2 did not really affect the pidgin. Once finite verbs were acquired, the picture changed, and new (optional) subordinate V2 and V1 patterns could be introduced into Cape Dutch and Afrikaans under the influence of Khoekhoe Dutch/Afrikaans.
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Kruger, Alet. "Translation, self-translation and apartheid-imposed conflict." Translation and the Genealogy of Conflict 11, no. 2 (June 8, 2012): 273–92. http://dx.doi.org/10.1075/jlp.11.2.06kru.
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Translation has played a major role alongside original literature in each of the South African languages in aiding the construction of their cultural and literary identities. Because of apartheid (literally, ‘apartness’), Afrikaans carried a political burden and literary authors in this language were considered the protectors of Afrikaner cultural and national identity. After outlining the historical origins and the consolidation of apartheid, this paper charts the emergence of a versetliteratuur (‘protest literature’) movement among disillusioned Afrikaans authors during the apartheid era. Growing censorship and the first banning of an Afrikaans novel under the 1974 Publications and Entertainment Act led to translation and self-translation (into English) being used as a tool of resistance by Afrikaans writers against the ideology of apartheid. The paper moves on to explore the effects of apartheid-imposed conflict on other authors such as South African authors writing in English. It then focuses on the ideological agenda informing the language policy-makers’ and Africanists’ selection of books to be translated into African languages, as part of the government’s attempts to promote mother tongue education in African schools and thus perpetuate the segregation of black South Africans. The concluding section discusses how changes in political life since 1990 have influenced the use of translation in South African literature.
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Hendricks, Frank. "The nature and context of Kaaps: a contemporary, past and future perspective." Multilingual Margins: A journal of multilingualism from the periphery 3, no. 2 (November 7, 2018): 6–39. http://dx.doi.org/10.14426/mm.v3i2.38.
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In this contribution, which serves as orientation for this special edition, the accent falls chiefly on the contemporary manifestation of Kaaps as colloquial variety of Afrikaans, but also on its historic roots and the challenges regarding its future. Besides a reflection on the name “Kaaps” and other alternative names, this language form is described with reference to its origin, traditional speakers, geographic situation, sociolectic nature, linguistic character and its contextual usages. Kaaps is presented as a variety of the dialect group Southwestern Afrikaans which as a form of colloquial Afrikaans refers back historically to the seventeenth century influence of slaves on the formation of Afrikaans and which is currently chiefly manifested as a sociolect associated with the working class of the Cape Peninsula. The social assessment, lingua-political treatment and survival potential of this variety are also reviewed.
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Roos, H. "Verskyningsvorme van die Simbolisme in die ouer Afrikaanse vertelkuns." Literator 11, no. 1 (May 6, 1990): 13–34. http://dx.doi.org/10.4102/lit.v11i1.791.
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As the Symbolist movement has primarily been linked to the poetic mode, the association of symbolism with prose writing, and particularly with traditional Afrikaans prose, raises many questions, From the writings of older critics it appears that whereas they did identify symbolic patterns in the work of contemporaries, the presence of a specific Symbolist influence is either not recognized at all, or played down and evaluated negatively. However, several of the early authors themselves, e.g. Leipoldt, Grosskopf and Marais, referred to, or admitted to being influenced by the great 19th-century Symbolist poets. The most marked example of Symbolist writing is evident in the short stories of Marais (“Die Reënbul”) and Van Melle (Denker kom kyk). In all the cases where the symbolist influence can be traced, several common characteristics are evident: the authors remained outside the mainstream of traditional Afrikaans prose writing, the lyrical tone and a decadent mood dominate, and in these early works signs of the innovative “Sestiger” prose are already evident.
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Le Cordeur, Michael. "Kaaps: Time for the language of the Cape Flats to become part of formal schooling." Multilingual Margins: A journal of multilingualism from the periphery 3, no. 2 (November 7, 2018): 86–103. http://dx.doi.org/10.14426/mm.v3i2.43.
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Throughout the centuries, language has always been a prerequisite for tuition andlearning. This contribution is based on the universal theme of language as bearer ofcultural identity and the role it plays in South African education, specifically regardingliteracy. The focus falls on especially one variant of Afrikaans, known as Kaaps, and therole that it plays regarding the individual and group identity of the group of peoplewho were classified as Coloureds during apartheid1 and marginalized by poverty, placeof residence and race. The research question is whether Kaaps can make a contributionto the successful delivery of the school curriculum in those schools which are mainlyattended by the so-called ‘Coloureds’ on the Cape Flats. The methodology chieflyentails a literature review. From a socio-historical perspective the article reflects onthe history of Kaaps since the early 1600s, and what role it plays in the developmentof Afrikaans. The literature study supplies the theoretical framework for reflectionon Kaaps. The focus is on the influence of Kaaps on its speakers’ perception of theiridentity; the conflict of Kaaps with Standard Afrikaans; the current status of Kaapsin the Coloured population; the restandardization of Afrikaans, and to what extent,if any, Kaap comes into its own in South African schools. The study comes to theconclusion that learners who grew up with Kaaps, are disadvantaged at school and thatthe language should be utilized more inclusively.
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Igartua, Iván. "Loss of grammatical gender and language contact." Diachronica 36, no. 2 (July 22, 2019): 181–221. http://dx.doi.org/10.1075/dia.17004.iga.
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Abstract Despite its alleged relative stability, grammatical gender has nevertheless been completely lost in a number of languages. Through the analysis of three case studies (Afrikaans, Ossetic, and Cappadocian Greek) and a brief survey of similar developments in other languages, this article investigates the link between the loss of gender and language contact, which appears to be a key factor in the decline of gender systems. Drawing on recent research within the framework of sociolinguistic typology, I focus on the specific influence that a particular type of language contact (namely, non-native or imperfect learning) usually exerts on the grammar of the languages being acquired. I also discuss the diachronic asymmetry between the loss and the development of gender in language contact settings: while gender loss seems to be contact-related in quite a number of cases, replication or borrowing of gender turns out to be a rather restricted or even rare phenomenon.
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Kruger, E. "Die gebruik van humor om kreatiewe skryf in die onderrig van Afrikaans te stimuleer: ’n gevallestudie." Literator 28, no. 2 (July 30, 2007): 21–48. http://dx.doi.org/10.4102/lit.v28i2.158.
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The use of humour to stimulate creative writing in the teaching of Afrikaans: a case study This article reports on of a qualitative research programme in which humouristic material was used as part of an Afrikaans language teaching programme. The primary participants in this programme were education students at Stellenbosch University who intend to teach Afrikaans in secondary schools. The ways in which humour can influence the classroom atmosphere and form part of cultural experience are also discussed. Specific attention is given to the use of humouristic material to facilitate creative writing as part of the relevant teaching programme. The humour of adolescents is discussed, especially the use of sarcasm and non-sense humour which can possibly contribute to discipline problems in the classroom. Finally, the researcher reports on the analysis of one of the students’ parodies as a case study. Analysis and interpretation of the parodic text revealed several forms of creativity – parody as burlesque, dialogue between codes, postmodern metafiction, manifestation of divergent thinking, and play with words and boundaries.
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Van Olmen, Daniël, Adri Breed, and Ben Verhoeven. "A corpus-based study of the human impersonal pronoun ('n) mens in Afrikaans." Languages in Contrast 19, no. 1 (June 5, 2018): 79–105. http://dx.doi.org/10.1075/lic.17004.van.
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Abstract This article compares the grammaticalizing human impersonal pronoun ('n) mens in Afrikaans to fully grammaticalized men and non-grammaticalized een mens in Dutch. It is shown that 'n mens and een mens can still be used lexically, unlike mens and men, and that ('n) mens and een mens are restricted to non-referential indefinite, universal-internal uses while men exhibits the whole range of (non-) referential indefinite ones. Despite the latter’s presence in the earliest Afrikaans data, it is argued not to have influenced the development of ('n) mens. This pronoun and Dutch een mens are also found to have syntactic functions other than subjecthood, unlike men. The contrast is attributed to their different degrees of grammaticalization. Lastly, the Afrikaans ‘man’-pronoun is shown to differ from its Dutch counterparts in relying on the second person singular for suppletion, though forms of ('n) mens are found to occasionally occur instead.
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Mahlangu, KS. "Language contact and linguistic change: The case of Afrikaans and English influence on isiNdebele." South African Journal of African Languages 36, no. 1 (June 2016): 25–31. http://dx.doi.org/10.1080/02572117.2016.1186892.
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Barkhuizen, Gary, and Ute Knoch. "Macro-Level policy and Micro-Level planning." Australian Review of Applied Linguistics 29, no. 1 (January 1, 2006): 3.1–3.18. http://dx.doi.org/10.2104/aral0603.
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This article reports on a study which investigated the language lives of Afrikaans-speaking South African immigrants in New Zealand. Particularly, it focuses on their awareness of and attitudes to language policy in both South Africa and New Zealand, and how these influence their own and their family’s language practices. Narrative interviews with 28 participants living in towns and cities across New Zealand reveal that while living in South Africa they were generally aware of macro-level language policies in the country, and were able to articulate how these policies influenced language practices at work and within their families. The absence of an explicit national language policy in New Zealand means that these immigrants, on arrival in New Zealand, base their understanding of the linguistic context in the country on the language practices that they observe in their day-to-day lives. It is these observations which guide their decision-making with regard to their own and their family’s language practices.
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Barkhuizen, Gary, and Ute Knoch. "Macro-Level policy and Micro-Level planning." Australian Review of Applied Linguistics 29, no. 1 (2006): 3.1–3.18. http://dx.doi.org/10.1075/aral.29.1.01bar.
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This article reports on a study which investigated the language lives of Afrikaans-speaking South African immigrants in New Zealand. Particularly, it focuses on their awareness of and attitudes to language policy in both South Africa and New Zealand, and how these influence their own and their family’s language practices. Narrative interviews with 28 participants living in towns and cities across New Zealand reveal that while living in South Africa they were generally aware of macro-level language policies in the country, and were able to articulate how these policies influenced language practices at work and within their families. The absence of an explicit national language policy in New Zealand means that these immigrants, on arrival in New Zealand, base their understanding of the linguistic context in the country on the language practices that they observe in their day-to-day lives. It is these observations which guide their decision-making with regard to their own and their family’s language practices.
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Fandrych, Ingrid. "The importance of English communication skills in multilingual settings in Southern Africa." English Today 25, no. 3 (July 30, 2009): 49–55. http://dx.doi.org/10.1017/s0266078409990277.
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ABSTRACTAn account of the need for appropriate language skills in a developing multilingual context.Language issues in Southern Africa have always been marked by political struggle. In South Africa, these were sometimes violent, as with, for example, the 1976 Soweto uprisings, in which protests over the medium of education were prominent. One of the priorities of the first democratically elected government of 1994 was to democratise the situation by making eleven languages official, in contrast to the two prior to that, namely Afrikaans and English. In other Southern African countries, language issues have also been characterised by debates and struggles. A prime example is the decision by the Namibian government to make English the official language of the country, even though English had never even been a colonial language in Namibia. Another example is Lesotho, a former British protectorate, with two official languages, English and Sesotho. In the last two decades, there have been numerous debates about the status of English as a subject necessary for a pass in schools and as a prerequisite for admission to university. Kramsch's observation that ‘[l]inguistic wars are always also political and cultural wars’ captures the situation well. Language issues are still on many speakers' minds and influence their sense of self and identity. As Baugh observes, ‘[i]n societies like the United States and South Africa, where race and language development have strongly been influenced by racial strife, many students do not aspire to “talk like Whites”’.
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Coetser, J. L. "KWU-werkersklasdramas in Afrikaans (ca. 1930 - ca. 1950)." Literator 20, no. 2 (April 26, 1999): 59–76. http://dx.doi.org/10.4102/lit.v20i2.470.
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GWU working class theatre in Afrikaans (ca. 1930 - ca. 1950)In 1984 Elsabé Brink drew attention to plays, prose and poetry written between 1930 and 1950 in Afrikaans by members of the Garment Workers’ Union (GWU). Scholars such as Stander and Willemse (1992), Van Niekerk (1996) and Van Wyk (1995, 1997) have also referred to GWU plays. Apart from these overviews, GWU plays as such have not yet received the attention they deserve. This article presents a revaluation, initially by providing an overview of their contents, followed by an examination of cultural, economic and political influences. It is argued that - retrospectively - the GWU plays reflected a unique cultural specificity from the framework established by Sitas (1986) for more contemporary working class theatre.
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Dyers, Charlyn. "The conceptual evolution in Linguistics: Implications for the study of Kaaps." Multilingual Margins: A journal of multilingualism from the periphery 2, no. 2 (November 8, 2018): 57. http://dx.doi.org/10.14426/mm.v2i2.72.
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As an academic discipline, Linguistics – the scientific study of language – is associated with a range of concepts. Students of Linguistics are traditionally introduced to these concepts in their first year of study, and everything that follows builds on knowledge of these concepts. But language, as Blommaert (2011) notes, is the most visible sign of social change. Currently, much critical thinking is said to be philosophical outflows of a late or post-modern era, characterized by an intensification of three characteristics that have been part of human history for some time: globalization, migration and the dominant position of English, accompanied by the growth of new hybrid languages in urban spaces. In terms of the ongoing vitality of other languages and the influence of a number of dominant language ideologies (Weber and Horner 2012), these three characteristics have sparked discourses of endangerment, revitalization, commodification and carnivalisation (Duchêne en Heller, 2007; Heller, 2010). At the same time, there has been a steady evolution in our understanding of many linguistic concepts, particularly those emanating from particular language ideologies and hierarchical political powers. This paper addresses this issue and its implications for the study and treatment of the colloquial variety of Afrikaans known as Kaaps.
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Van Huyssteen, G. B. "The sexist nature of sexual expressions in Afrikaans." Literator 17, no. 3 (May 2, 1996): 119–36. http://dx.doi.org/10.4102/lit.v17i3.625.
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Cognitive metaphor theories indicate that sexual metaphors are metaphors in which a taboo domain of knowledge is described in terms of a non-taboo domain of knowledge. Data from the Afrikaans language substantiate the idea that mappings between these two domains are motivated on cognitive as well as on pragmatic grounds. In this article, it will be attempted to indicate how sexism is sustained by sexual metaphors in the Afrikaans-speaking community. The fact that sexism is underlaid by sex role stereotypes, leads to the conclusion that sexism is also sustained by means of the use of metaphors. The fact that different metaphors exist in different sub-culture groups indicates that metaphorical mappings are strongly influenced by culture and ideology. Data from feminist communities substantiate this assumption. Finally, the possibility of metaphor transformation as a mechanism of purification with regard to sexism and stereotyping is investigated.
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Van Rensburg, F. I. J. "Afrikaanse oorlogspoësie na Sestig." Literator 15, no. 1 (May 2, 1994): 73–96. http://dx.doi.org/10.4102/lit.v15i1.652.
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The period after World War II was characterised by regional wars in various parts of the world. During this time South Africa experienced its own regional war: the onslaught on the apartheid system, and the defence against it. Following a phase of internal strife of relatively low intensity, a hot war developed on both sides of the northern and eastern borders of the country with the Angolan war as the major flashpoint. The latter war exerted a marked influence on the local scene, where a civil war of low intensity developed. This article and its sequel record the ways in which Afrikaans poetry reacted to this many-faceted war. Facets highlighted are the way in which the military aspects of the war is portrayed, the manifestations of the struggle on the local scene, especially in the townships, the impact of the war on the spirit of the soldier and the civilian, and the moral stance adopted by poets towards the war. In conclusion, the characteristics of the war poem of this period are compared with those of the period preceding it. In this article the attention is focused on the war outside and within the borders of the country.
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Mesthrie, Rajend. "Ethnicity, substrate and place: The dynamics of Coloured and Indian English in five South African cities in relation to the variable (t)." Language Variation and Change 24, no. 3 (October 2012): 371–95. http://dx.doi.org/10.1017/s0954394512000178.
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AbstractThis paper presents information on the regional characteristics of two of South Africa's five major varieties of English: viz. those of its Coloured and Indian communities in five cities: Johannesburg, Cape Town, Durban, Port Elizabeth, and Kimberley. It proposes that as far as the variable (t) is concerned, and by extension (d), these two “interior” social groupings show regional variation of a more robust kind than that of the Black majority and formerly politically dominant White group (the “exterior” groups). The paper describes the relationship between the two interior groups, showing considerable similarities between them for the variable (t), which has two main stop variants, an alveolar and a more fronted (or dental) one. Parallel developments are outlined for (th) (or /θ/ in IPA terms) by a study of word list style, showing similarities between the two groups in four of the cities. These linguistic features are assessed against outsiders' and local speakers' attitudes to and beliefs about their varieties. Finally, the paper considers the origins of the fronted variant, assessing whether it is a spontaneous development or a contact feature associated with Afrikaans-English bilinguals of varied backgrounds. It concludes that while multiple substrate influences are at work, the most likely source is from 17th- and 18th-century Malay and related languages, showing a double substratum, first into Afrikaans, then into English, without a significant period of Malay-English bilingualism.
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Spies, Lina. "Die poësie van Olga Kirsch: Tuiskoms in vreemdelingskap / The Poetry of Olga Kirsch: Homecoming in Exile." Werkwinkel 9, no. 2 (November 1, 2014): 73–98. http://dx.doi.org/10.2478/werk-2014-0013.
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Abstract In writing my article on the poetry of Olga Kirsch I proceed from each poet’s consciousness of the relationship of tension between his humanity and the art he practises. In the case of Olga Kirsch this inner discord was rendered in her humanity. As second recognised Afrikaans woman poet, after Elisabeth Eybers, she was Jewish by birth and English-speaking, although by her own claim Afrikaans, through her environment and school, was stronger than the English of her parental home. In Olga Kirsch’s debut volume Die soeklig (1944) she professes the youthful heart’s restless longing for romantic love in poems still far too trapped in clichéd language. I linger extensively at these so that the great breakthrough of her talent in her second volume, Mure van die hart (1948), can be clearly evident. In strong, stripped-down poems she expresses the Zionistic longing of the Jew in the diaspora for the lost homeland, intensified by the Jewish suffering in the Second World War, with specific reference to the Holocaust in “Die wandelende Jood” and “Koms van die Messias.” After Kirsch’s emigration to Israel in 1948 a silence of twenty-four years followed which was unexpectedly interrupted with the 1972 publication of a thin volume, Negentien gedigte, which impressed especially with “Vyf sonette aan my vader,” which I discuss in detail. In 1975 she visited her native land again and the direct contact with Afrikaans and with the country acted as stimulus for her volume Geil gebied of 1976. The “geil gebied” (fertile area) is a metaphor for the rich subsoil of the poem and for the poem itself. In my discussion of Negentien gedigte and Geil gebied I concentrate on her inner dividedness as being inherently part of her human nature, enhanced by the knowledge that she remained irrevocably attached to her native land and to her Jewish homeland. I point out that the only way she can be healed of this dividedness is by writing her another self in her poems in which she arrives home in both countries, the omnipresence of God and the presence of the beloved husband. Lastly I indicate Olga Kirsch’s enduring place in the Afrikaans tradition of poetry through her procreative influence on other poets or by the way they relate to her poetry.
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Odendaal, B. J. "Is T.T. Cloete ’n Calvinistiese digter?" Literator 18, no. 2 (April 30, 1997): 1–24. http://dx.doi.org/10.4102/lit.v18i2.538.
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Is T.T. Cloete a Calvinist poet?T.T. Cloete has had a strong influence on contemporary Afrikaans poetry, particularly as a religious poet with a fanerotic world view. Some critics have characterized him as a Calvinist poet, and the validity of such a description is discussed in this article. It is pointed out that Cloete's Biblical orientation as well as the importance given to the so-called general or creational revelation of God in his poetry, is typically Calvinist. The panentheistic trend in his view of the relation between God and cosmos, the aesthetic mysticism that distinguishes his experience of God and the consequent discomfort in his poems about the meaningful ness of death in the dispensation of God, are, however, indicated as motives deviating from a typically Calvinist world view. In these respects his views, as expressed in his poetry, show similarities with those of the Catholic tradition, even with those of the Eastern Christian church.
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Bonthuys, Marni. "’n Interseksionele ondersoek: Godsdiens, feminisme, identiteit en behoort in geselekteerde digbundels." Tydskrif vir Letterkunde 61, no. 1 (June 26, 2024): 66–80. http://dx.doi.org/10.17159/tl.v61i1.16403.
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Religion is a common theme in Afrikaans literature. Religious references are used in many ways—during the anti-apartheid struggle it was (for instance) employed to protest the actions of the government in literary texts such as poetry. Similarly, women poets use religion, which is usually associated with patriarchy, as a metaphor for struggles with identity and belonging. Spirituality and organised religion are also shown to be differing concepts with organised religion being the product of society which influences the position of different genders within its stuctures. Spirituality refers to something inherently human related to the individual’s personal belief system. In this article, religious reflections in poetry by three very different female poets will be explored as musings on how religion and belonging to a religious tradition are experienced. This will be done from the perspective of postsecular feminism, which does not revert to binary oppositions when discussing religion, but grapples with it in an intersectional way, as argued by Nandini Deo. An intersectional feminist approach will therefore be utilised to analyse selected poems of Lynthia Julius in Uit die kroes (From the kroes) (2020), of Corné Coetzee in nou, hier (now, here) (2017) and of Radna Fabias in Habitus (2018). Julius, a young black woman, and Coetzee, an older white woman, are Afrikaans poets whose work can be viewed as containing feminist ideas while also exploring the role of religion. Fabias, a black Dutch poet from Curaçao, represents a transnational example where similar themes are explored as in the work of the two Afrikaans poets, albeit from a very different intersectional position. In this article, intersections of, not just gender and race, but also culture, language, politics, nationality, age, ethnicity and identity are considered when understanding a woman’s sense of belonging to a religion.
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Kruger, E. "Die gebruik van Wit oemfaan (F.A. Venter) in ’n imagologiese raamwerk vir die onderrig van Afrikaans as addisionele taal." Literator 24, no. 3 (August 1, 2003): 57–84. http://dx.doi.org/10.4102/lit.v24i3.301.
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The use of Wit oemfaan (F.A. Venter) in an imagological framework for the teaching of Afrikaans as additional language The multicultural additional-language classroom has its own characteristics and requirements. An important element to keep in mind is that learners come from different cultures and all of them have their own perceptions of themselves, their own and other cultures. These perceptions can lead to conflict – something the educator has to deal with. Opportunities can be provided to work through the conflict and thereby facilitate intercultural understanding. Learners can be encouraged to become aware of their own stereotypes of the Other, which are influenced by historical and social realities and based on misperceptions. In order to grow in intercultural understanding, learners have to let go of their stereotypes and become willing to integrate the Other into their own identity. This article attempts to indicate why and how learners can be made aware of national and ethnic stereotypes in a youth text such as Wit oemfaan (1965) by F.A. Venter. The main aim is to train teacher educators at tertiary level to facilitate the learning process in an integration model for literature teaching by using imagology as theoretical framework. The teaching strategies aim to make the learner aware of the narrative voice and focalisation in the representation of stereotypes. The learner is guided to be confronted with the Self in the story, who is in unusual contact with the Other. This intercultural encounter in the secondary world of the literary text leads eventually to the maturation of the main character and can facilitate the maturation process of the additional-language learner of Afrikaans in the Further Education and Training phase at school.
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Kruger, Haidee, and Bertus van Rooy. "Syntactic and pragmatic transfer effects in reported-speech constructions in three contact varieties of English influenced by Afrikaans." Language Sciences 56 (July 2016): 118–31. http://dx.doi.org/10.1016/j.langsci.2016.04.003.
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Drwal, Malgorzata. "The Garment Workers’ Union’s Pageant of Unity (1940) as manifestation of transnational working-class culture." Tydskrif vir Letterkunde 59, no. 1 (April 8, 2022): 75–87. http://dx.doi.org/10.17159/tl.v59i1.8842.
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In this article, I examine the Garment Workers’ Union’s theatre as a manifestation of transnational working-class culture in the 1940s. Analysing Pageant of Unity (1940), a play in which Afrikaans and English alternate to express the equality of Afrikaans- and English-speaking workers in the face of exploitation, I offer an attempt to escape the confines of a national literature as linked to a single language. I demonstrate how the political pageant—a genre typical of socialist propaganda and international trade unionism—was adapted to a South African context. This drama is, therefore, viewed as a product of cultural mobility between Europe, the United States, and South Africa. Assuming the ‘follow the actor’ approach of Bruno Latour’s Actor-Network Theory, I identify a network of interconnections between the nodes formed by human (drama practitioners and theoreticians, socialist organisers) and nonhuman actors (texts representing socialist drama conventions, in particular agitprop techniques). Tracing the inspirations and adaptations of conventions, I argue that Pageant of Unity most evidently realises the prescriptions outlined by the Russian drama theoretician Vsevolod Meyerhold whose approach influenced Guy Routh, one of the pageant’s creators. Thus, I focus on how this propaganda production utilises certain features of the Soviet avant-garde theatre, which testifies to the transnational character of South African working-class culture.
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Sonn, Tamara. "Islamic Studies in South Africa." American Journal of Islam and Society 11, no. 2 (July 1, 1994): 274–81. http://dx.doi.org/10.35632/ajis.v11i2.2436.
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Background of South African IslamIn 1994, South Africans will celebrate three centuries of Islam inSouth Africa. Credit for establishing Islam in South Africa is usuallygiven to Sheikh Yusuf, a Macasser prince who was exiled to South Africafor leading the resistance against the Dutch colonization of Malaysia. Thefitst Muslims in South Africa, however, were actually slaves who hadbeen imported, beginning in 1677, mainly from India, the Indonesianarchipelago, Malaysia, and Sri Lanka, by the Dutch colonists living in theCape. The Cape Muslim community, popularly but inaccurately knownas "Malays" and known under apattheid as "Coloreds," is the oldest Muslimcommunity in South Africa. The other major Muslim community wasestablished over a century later by indentured laborers and tradespeoplefrom northern India, a minority of whom weae Muslims. The majority ofSouth African Indian Muslims, classified as "Asians" or "Asiatics," nowlive in Natal and Tramvaal. The third ethnically identifiable group, classifiedas "Aftican" or "Black," consists mainly of converts or theirdescendants. Of the entire South African Muslim population, roughly 49percent are "Coloreds," nearly 47 pement are "Asians," and, although statisticsregarding "Africans" ate generally unreliable, it is estimated thatthey are less than 4 percent. Less than 1 percent is "White."Contributions to South African SocietyAlthough Muslims make up less that 2 petcent of the total population,their presence is highly visible. There ate over twenty-five mosques inCape Town and over one hundred in Johannesburg, making minarets asfamiliar as church towers Many are histotic and/or architectuml monuments.More importantly, Muslims ate uniquely involved in the nation'scultwe and economy. The oldest extant Afrikaans-language manuscriptsare in the Arabic script, for they ate the work of Muslim slaves writingin the Dutch patois. South African historian Achrnat Davids has tracedmany linguistic elements of Afrikaans, both in vocabulary and grammar,to the influence of the Cape Muslims. Economically, the Indian Muslimsaxe the most affluent, owing primarily to the cirmmstances under whichthey came to South Africa. Muslim names on businesses and buildingsare a familiar sight in all major cities and on those UniveAty campusesthat non-Whites were allowed to attend during apartheid ...
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Deumert, Ana. "Praatjies and boerenbrieven." Creole Language in Creole Literatures 20, no. 1 (June 1, 2005): 15–51. http://dx.doi.org/10.1075/jpcl.20.1.04deu.
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From the 1820s humorous representations of the local vernacular began to appear in the periodical press of the Cape Colony. These popular texts developed into a highly productive genre and influenced the formation of an early Afrikaans written norm by shaping expectations of social, linguistic and local authenticity. Whereas the early vernacular representations fall largely into the category of racist parodies or ‘mock language’ (Hill 1995), later texts were intended as projections of the colonists' own ‘voice’. Using LePage's concept of linguistic focusing (cf. LePage & Tabouret-Keller 1985), Coupland's (2001) notion of stylization, and Gal and Irvine's (2000) semiotic principles of iconization and erasure, this paper argues that linguistic forms which were propagated as ‘authentic’ representations of local speech in the popular literature came to be used as conventionalized ideological resources in non-literary texts and contributed to the gradual formation and diffusion of a written norm at the Cape. The data basis for the analysis includes early literary texts (1828–1889), theCorpus of Cape Dutch Correspondence(1880–1922, cf. Deumert, 2001, 2004) as well as a small, pragmatically cohesive corpus of application letters for the position of a nanny in the house of Colin Steyn (1923/1924).
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Furlong, Patrick J. "Indigenous “Africans” and transnational “PanNetherlanders”: Past and present in the “re-construction” of post-1994 Afrikaner identity." New Contree 65 (December 30, 2012): 19. http://dx.doi.org/10.4102/nc.v65i0.314.
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This article explores two strategies to “re-imagine” Afrikaner identity in a post-apartheid South Africa in which white Afrikaners, once politically and culturally dominant, have become increasingly marginalized. One, using the early meaning of “Afrikaner” as “African”, claims “indigenous” status, pressing for limited autonomy as an African “tribe,” championing language rights for all Afrikaans-speakers regardless of color, or embracing a larger “African” identity, even joining the ruling African National Congress (ANC). The other seeks to rebuild old links, broken under apartheid, to Flemish and especially Dutch cousins, joined in a pan-Netherlandic community. The article explores how, although in recent times the parochial and essentialist “official” Afrikaner nationalist understanding of Afrikaner “ethnogenesis” had stressed its shaping by the “original” “white” settlers’ struggles with Africans and British latecomers, denying multiracial ancestry and even downplaying broader, European (particularly Low Country) influences, a closer examination shows that that this narrower model long contended with more multicultural and transnational approaches. The evolution of these rival views of Afrikaner identity and responses from the Low Countries and some ANC leaders to these alternative models suggest that such ethnic “re-construction” could help recast Afrikaner self-definition in promising contemporary yet historically grounded terms, provided in the case of pan-Netherlandism that it is not hijacked by the extreme Right, but instead presents Afrikaners as a bridge between Europe and Africa.
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Miller, Samantha. "Minority-Language Publishing." Logos 33, no. 1 (July 18, 2022): 23–35. http://dx.doi.org/10.1163/18784712-03104030.
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Abstract Afrikaans is regarded as a peripheral language in the global polysystem of language, as well as a minority language in terms of the proportion of South Africa’s people who speak this language. In order to expand the market for Afrikaans trade books and to position Afrikaans literature internationally, there needs to be more visibility and resourcing, translation rights need to be sold, and South African publishing to be positively rebranded. This article explores the challenges and opportunities of Afrikaans publishing, applies polysystems theory as a theoretical framework, undertakes a comprehensive literature review, and discusses findings from interviews with trade publishers and observations at the Frankfurt Book Fair.
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Du Plessis, H. "Die konsolidasie van die Afrikaanse taalgemeenskap." Literator 13, no. 2 (May 6, 1992): 69–75. http://dx.doi.org/10.4102/lit.v13i2.742.
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Without trying to distinguish between the subject Afrikaans and the language Afrikaans, and without denying the metaphoric meaning of a statement like ‘Afrikaans is oppressive’, this article investigates the position of Afrikaans among the other ten main languages of South Africa. The idea that Afrikaans is a mere minority language in South Africa is repudiated. Statistical figures indicate that Afrikaans is the language with the largest number of speakers and the third largest mother longue in South Africa. The question as to why Afrikaans is regarded as a minority language - even by its own users - is also touched upon. In this article it is argued that the political system of apartheid has split the language community into two parts and that therefore this community has never been a unity. The future role of Afrikaans in a democratic South Africa will also be determined by the users of Afrikaans, given that the Afrikaans language community could be consolidated. This article argues that the lack of unity within the Afrikaans speech community is mainly the reason for the belief that Afrikaans is, in a statistical sense, a minority language. I f the Afrikaans speech community can be consolidated, Afrikaans will be able to take its natural place among the other ten languages of South Africa. Such a consolidation, however, has to be brought about by those who form this community.
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Wissing, Daan P. "Afrikaans." Journal of the International Phonetic Association 50, no. 1 (October 26, 2018): 127–40. http://dx.doi.org/10.1017/s0025100318000269.
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Of the official languages of South Africa, Afrikaans has the widest geographical, demographic and racial distribution (Webb 2003). According to the latest South African census of 2011 (StatsSA 2012), Afrikaans as first language is spoken by 13.5% of the country's inhabitants, only surpassed in numbers by Zulu (22.7%) and Xhosa (16%). In neighbouring Namibia, 10.4% of the population has Afrikaans as their first language. A noteworthy number of recent emigrants to United Kingdom, Australia, Europe and North America are likely to be Afrikaans speakers as well.1 A handful of elderly persons in Patagonia still speak Afrikaans; they are descendants of some 600 Afrikaans speakers who settled in Patagonia at the beginning of the 20th century (Du Toit 1995, Coetzee et al. 2018).
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Pieterse, Henning. "Alternative Afrikaans." Language Matters 26, no. 1 (January 1995): 59–84. http://dx.doi.org/10.1080/10228199508566091.
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Grebe, H. P. "Oosgrensafrikaans: ’n te eksklusiewe begrip?" Literator 20, no. 1 (April 26, 1999): 51–66. http://dx.doi.org/10.4102/lit.v20i1.446.
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Eastern Cape Afrikaans (Oosgrensafrikaans): as concept too exclusive?Based upon historic-geographical considerations Van Rensburg (1984:514; 1989:436-467; 1990:66-67) distinguishes three early varieties of Afrikaans, i.e. Eastern Cape Afrikaans (Oosgrensafrikaans), Cape Afrikaans (Kaapse Afrikaans) and Orange River Afrikaans (Oranjerivierafrikaans). Standard Afrikaans is then considered to be based upon Eastern Cape Afrikaans. In the light of especially this last claim, the theoretical status of Eastern Cape Afrikaans becomes of paramount importance in any study delving into the development of the Afrikaans language.This article discusses the outcome of a critical analysis of relevant literature dealing with particularly Eastern Cape Afrikaans. The outcome of this analysis has indicated that the theoretical basis upon which the positing of Eastern Cape Afrikaans as an early separate variety of Afrikaans has been based, has serious theoretical flaws. A critical shortcoming of the present hypothesis bears upon the assumed geographical positioning of Eastern Cape Afrikaans. A culturally and numerically important component of the Cape Colony's burger population is seemingly not accounted for.It is suggested that the possibility of broadening the geographical base of Eastern Cape Afrikaans should be considered. Serious empirical research should also be undertaken before any claim regarding the genealogy of Standard Afrikaans could be considered at all.
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Van der Schijff, H. P. "Afrikaans in Botany after 75 years of “Akademie” activities." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 4, no. 2 (March 18, 1985): 52–59. http://dx.doi.org/10.4102/satnt.v4i2.1025.
Full textAbstract:
Just like the Afrikaans language itself, the use of Afrikaans as a technical language in Botany made meaningful progress during the last 75 years. It cannot, however, be divorced from the general use of Afrikaans by the Afrikaner in his daily contact with his non-Afrikaans speaking compatriots in all other spheres of activities, such as business, sports or politics. Unless Afrikaans as a spoken language can hold its own in a growing English-speaking community and world, it will not survive as a technical scientific language in Botany. As a technical language only, no language can hold its own. The publishing of scientific papers in international journals by Afrikaans-speaking scientists cannot be attributed to selfishness or a lack of appreciation for their mother tongue. It must also be seen as a means of enhancing the scientific image of his country and of the Afrikaner.