Relevant bibliographies by topics / IsiXhosa

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'IsiXhosa'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "IsiXhosa"

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Kaschula, Russell Harold. "Intellectualisation of isiXhosa literature: the case of Jeff Opland." Tydskrif vir Letterkunde 54, no. 2 (September 4, 2017): 5–25. http://dx.doi.org/10.17159/2309-9070/tvl.v.54i2.413.

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The origins of the intellectualisation of written isiXhosa literature are often attributed to the missionaries John Ross and John Bennie. They set up a printing press in the Tyhume Valley which later became known as Lovedale Press. They introduced written isiXhosa in 1823 and for this they are acknowledged as the first to write and publish in isiXhosa. This article attempts to trace this intellectualisation process of isiXhosa literature, concentrating on a critique and assessment of the life-long work of Professor Jeff Opland, who has contributed enormously to the present understanding of both oral and written isiXhosa literature. It is argued in this article that his corpus of books and academic articles require some contextualisation within the broader debate of the continued intellectualisation of isiXhosa language and literature. Reference is also made to the Opland isiXhosa literature archive and its contribution to the further intellectualisation of isiXhosa literature. It is suggested in this article that Opland is one of the greatest contributors to academic debates concerning isiXhosa literature and history. Izibongo or oral poems written by, and about Jeff Opland are analysed to further enhance the context of his contribution.
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Deumert, Ana, and Sibabalwe Oscar Masinyana. "Mobile language choices — The use of English and isiXhosa in text messages (SMS)." English World-Wide 29, no. 2 (April 23, 2008): 117–47. http://dx.doi.org/10.1075/eww.29.2.02deu.

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This paper looks at language choice and use in South African SMS communication (texting) among bilingual (isiXhosa / English-speaking) users. Although English is the preferred language for most of the 22 participants (aged between 18 and 27), SMSes also create a forum for isiXhosa literacy (either in isiXhosa messages or in mixed English-isiXhosa messages). The English-language SMSes produced by these bilingual speakers share many of the features which have been reported for English SMS communication internationally (abbreviations, paralinguistic restitutions, non-standard spellings), and provide evidence for what one might call a global English SMS standard. At the same time, however, their SMSes also contain local linguistic features and, in particular, local, cultural content. The isiXhosa messages differ markedly from the writers’ English-language messages in that they contain no abbreviated material, non-standard spellings or paralinguistic restitutions and thus violate the sociolinguistic maxims of SMS / texting as postulated by Thurlow (2003). These bilingual writers thus communicate in the electronic medium using two different languages as well as two, non-overlapping sets of sociolinguistic norms.
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Feely, J. M. "Isixhosa Name for Leopard." African Zoology 47, no. 2 (October 2012): 345–47. http://dx.doi.org/10.3377/004.047.0210.

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Feely, J. M. "isiXhosa name for leopard." African Zoology 47, no. 2 (April 2012): 345–47. http://dx.doi.org/10.1080/15627020.2012.11407544.

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Andrason, Alexander, and Marianna Visser. "Precipitation constructions in isiXhosa." South African Journal of African Languages 39, no. 1 (January 2, 2019): 16–28. http://dx.doi.org/10.1080/02572117.2019.1572307.

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BYLUND, EMANUEL, and PANOS ATHANASOPOULOS. "Language and thought in a multilingual context: The case of isiXhosa." Bilingualism: Language and Cognition 17, no. 2 (October 18, 2013): 431–41. http://dx.doi.org/10.1017/s1366728913000503.

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Situated within the grammatical aspect approach to motion event cognition, this study takes a first step in investigating language and thought in functional multilinguals by studying L1 isiXhosa speakers living in South Africa. IsiXhosa being a non-aspect language, the study investigates how the knowledge and use of additional languages with grammatical aspect influence cognition of endpoint-oriented motion events among L1 isiXhosa speakers. Results from a triads-matching task show that participants who often used aspect languages and had greater exposure to English in primary education were less prone to rely on endpoints when categorising motion events.
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Ntshinga, Thabazi. "Recurrent themes in isiXhosa songs." Muziki 7, no. 1 (July 2010): 161–68. http://dx.doi.org/10.1080/18125980.2010.484589.

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Rabie, Stephan, and Anthony V. Naidoo. "Validating the adaptation of the first career measure in isiXhosa: the South African Career Interest Inventory–isiXhosa version." South African Journal of Psychology 49, no. 1 (April 23, 2018): 109–21. http://dx.doi.org/10.1177/0081246318772419.

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South African career counselling practices have predominantly been informed by vocational theories and models developed in the United States and Europe. In view of South Africa’s peculiar history and its unique cultural and linguistic environment, the indiscriminate application of Western career models has become increasingly contentious, as the majority of these models fail to account for culture-specific values that influence an individual’s career interests, decision-making, and development. The South African Career Interest Inventory was developed to address this contention, through operationalising John Holland’s vocational personality theory in South Africa. This study adapted and translated the South African Career Interest Inventory into isiXhosa, in the process constructing the first career interest inventory in a South African indigenous language. Subsequently, we investigated the structural validity of the South African Career Interest Inventory, and therefore Holland’s model, on a sample of isiXhosa-speaking secondary school learners ( n = 266). The randomisation test of hypothesised order relations, multidimensional scaling, and covariance structure modelling were employed to examine the structural validity of the inventory. The results demonstrated the South African Career Interest Inventory–isiXhosa version to be a reliable and valid measure of vocational interest on an early isiXhosa adolescent sample, suggesting the tenability of Holland’s model in the South African context. Implications for research and practice are discussed.
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Wilmot, Kirstin. "“Coconuts” and the middle-class." English World-Wide 35, no. 3 (October 10, 2014): 306–37. http://dx.doi.org/10.1075/eww.35.3.03wil.

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This paper presents a sociolinguistic investigation of language use in the South African context. It focuses on socio-cultural and subsequent phonetic change in two prestigious secondary school environments in the Eastern Cape, South Africa. Adopting a poststructuralist lens, it considers how female isiXhosa mother tongue speakers, who attend private and ex-model-C English schools, are undergoing changes in identity, which are mirrored in the acquisition of a new, prestigious variety of English. The research adopts a Labovian form of data collection, notably the use of sociolinguistic interviews, as well as sociophonetic analysis. The findings suggest that changes in identity construction are evident, both in terms of speech accommodation and cultural assimilation. Middle-class isiXhosa mother tongue speakers are now proficient in both English and isiXhosa, and both languages are used strategically to take up different identity positions. The findings also suggest that a new prestigious English variety is emerging, one that is deracialised, and is associated rather with social class.
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Israel, Hilda F. "Thinking in isiXhosa, Writing in English." Literacy Information and Computer Education Journal 10, no. 2 (June 30, 2019): 3218–31. http://dx.doi.org/10.20533/licej.2040.2589.2019.0423.

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Dissertations / Theses on the topic "IsiXhosa"

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Nweba, Lena. "Characterisation in isiXhosa drama with specific reference to two isiXhosa dramas." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49878.

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Thesis (MA)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: The main aim of study is to investigate characterisation in two of Ngewu's dramas. Ngewu's dramas are contemporary and many scholars have not yet had time to research them. The story in the drama Amadada la afunani ezintsaneni ?( 1998), is about the sexual abuse of children. This is new because the abuse of small children is not seen to indicate culture especially now that even fathers abuse their children. In the olden days children used to look to grown -ups for protection of every kind. The story in the second drama Yeha Mfazi Obulala Indada (1997) , is about a wife who hires assassins to kill her husband. In the past wives were submissive to their husbands. It was unheard of a wife challenging the husband's authority, let alone hiring assassins to kill him. Chapter 1 introduces the aim, the scope, the theories and the methods of the study. Chapter 2 deals with the plot structure of the dramas Amadada la afunani ezintsaneni? (1998) and Yeha Mfazi Obulala Indada (1997) Chapter 3 deals with characterisation in isiXhosa dramas, Amadada la afunani ezintsaneni(1998) and Yeha Mfazi Obulala lndoda (1997) Chapter 4 deals with language and the pattern of stylistic devices Chapter 5 concludes the findings of the study.
AFRIKAANSE OPSOMMING: Die hoofdoel van hierdie studie is om die karakterisering in twee van Ngewu se dramas te ondersoek. Ngewu se dramas is hedendaagse daarom is daar nog veel navorsing daaroor ezintsaneni (1998) gedoen nie. Die storie in die drama Amadoda la afunani handel hoofsaaklik oor die seksuele molestering van kinders. Seksuele kindemolestering is In relatiewe nuwe versknser want dit is taboe in kultuur veral nou dat die bekend is dat kinders deur hulle vaders gemolesteer word. In vroeer jare was kinders van volwassens afhanklik vir beskermering en welvaart. Die tweede drama Yeha Mfazi Obulala lndoda (1997) handeloor I vrou wat sluipmoordenaars huur om haar man om die lewe te bring. In vroeer jare was vroue aan hul mans onderdaning. Dit was ongewoon dat I vrou haar man se gesag sou ondermyn, en nog meer ondenkbaar die huur van sluipmoordenaars om hom om die lewe te bring. In hoofstuk 1 vind ons die doel van die studie, die omvang ,teoretiese raamwerk en metode van die studie. Hoofstuk 2 handeloor die struktuur van die twee Amadoda la afunani ezintsaneni (1998) en Yeha Mfazi Obulala Indoda ( 1997) Hoofstuk 3 handeloor die karakterisering in die isiXhosa dramas, Amadoda la afunani ezintsaneni (1998) en Yeha Mfazi Obulala Indoda (1997) Hoofstuk 4 handeloor die taal en skryfstyl van die skrywer. Hoofstuk 5 bevat die samevatting van die studie.
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Jobela, Mthuthuzeli Todd. "Negative constructions in isiXhosa." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51840.

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Thesis (MA)--University of Stellenbosch, 2000.
ENGLISH ABSTRACT: This study aims at the investigation of negation in IsiXhosa with the main emphasis on negative morphemes and negative constituents. This study exammes negative morphemes that effect negation m verbs such as copulative and non-copulative verbs in all moods and tenses. This investigation will take the Noun Phrase as the centre of focus. NP will be examined with both specified and unspecified noun as head. Chapter one deals with the brief overview of negation in syntax with special emphasis on negation as an inflectional category and on the structure of functional phrases. Chapter two investigate the negative morphemes in the different moods with different tenses. These moods will be considered with regard to copulative and non-copulative verbs. Secondly this chapter explores negative construction involving the copulative verb and its complements which include the NP, adjective, relative, PP with NGA and PP with na. Deficient verbs properties are explored. Chapter three aims at investigating the possibilities of putting different constituents of a sentence in the negative. These possibilities include subject inversion, clefting and etc. Modal structure theory is applied. Chapter four aims at summarizing the findings contained in the previous chapters.
AFRIKAANSE OPSOMMING: Hierdie studie het as doel 'n ondersoek na die negatief in Xhosa, veral die negatiewe morfeme en die negatiewe konstituente. Dit ondersoek negatiewe morfeme wat 'n invloed het op die negatief in werkwoorde soos die kopulatiewe en nie-kopulatiewe werkwoorde in alle modi en tye. Hierdie ondersoek het as fokuspunt die naamwoordgroep. Die naamwoordgroep is ondersoek met 'n gespesifiseerde en niegespesifiseerde naamwoord as kern. Hoofstuk een gee 'n kort oorsig oor die negatief in sintaksis met spesiale nadruk op die negatief as 'n infleksie kategorie en op die struktuur van funksionele frases. Hoofstuk twee ondersoek die negatiewe morfeme in die verskillende modi met verskillende tye. Hierdie modi is ondersoek met verwysing na kopulatiewe en niekopulatiewe werkwoorde. Tweedens, ondersoek hierdie hoofstuk die negatiewe konstruksie met die kopulatiewe werkwoord en sy komplemente wat insluit die naamwoordgroep, adjektief, relatief en preposisionele groepe met nga en na. Die eienskappe van hulpwerkwoorde is ook ondersoek. Hoofstuk drie ondersoek die moontlikhede om verskillende konstituente van 'n sin in die negatiefte plaas. Hierdie moontlikhede sluit in subjeksinversie en split. Hoofstuk vier gee 'n opsomming van die bevindings in die vorige hoofstukke.
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Botsis, Rachel. "Spatial languages in IsiXhosa." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/22965.

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This thesis investigates some aspects of spatial language of isiXhosa. It identifies the elements of isiXhosa used in the spatial domain and analyses their use and distribution across the language. Six isiXhosa-speaking language consultants were interviewed, all males between the ages of eighteen and twenty-two years. They have all grown up in the Eastern Cape province of South Africa and are currently attending tertiary institutions within the Western Cape. The methodological framework adopted for this research was developed by the 'Max Planck Institute for Psycholinguistics' (MPI) in Nijmegen, Netherlands. Their research tools "Man & Tree" and "Space Games" were employed to gather the language data on spatial language of isiXhosa. A particular focus in this study was placed on investigating the underlying spatial models employed in the deictic axis, i.e. the face to face model or the single file model. The data reveals that both models seem to be employed by the young male isiXhosa-speakers of the study. Furthermore, the thesis also analyses what frames of reference these particular isiXhosa speakers utilize. The survey revealed variation in the use of models among these young speakers. This variation can be explained as language contact phenomena since all language consultants are in an English speaking environment at least for several years.
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Sedibe, G. Konotia. "A comparison of isiXhosa-speaking learners' responses to word problems given in English and isiXhosa." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53234.

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Thesis (MEd)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: According to Prins(1995), readability factors in Mathematics text do not only influence the comprehension of questions, but also have a marked influence on learner achievement levels. Extending on Prins (op cit), this study sought to investigate whether there are any differences in the quality of interpretation and choice of algo-heuristic methods when isiXhosa-speaking learners respond to mathematical word problems set in English and isiXhosa. The study was located within an ethnographic framework, with all of the 109 participants speaking isiXhosa as LI. The participants were in grades 8 (44), Grade 9 (29) and grade 10(36) and all took Mathematics as one of their school subjects. Learners were divided into four groups based on achievement levels in English in June examinations. The study was cross-sectional, with each of the four groups comprising learners who were good achievers, average achievers and under achievers in English second language. A unique methodological and data collection design was undertaken in such a way that each of the participants responded to word problems set in both English and isiXhosa. Two questions were administered to all learners (one in each of the two languages). The two questions were written in two sessions. If a learner responded in English during the first session, s/he will respond in isiXhosa during the second session and vice versa. There was a 5-minute break in between the sessions. Data was analysed both quantitatively and qualitatively. The broad focus of the analyses was on learners' quality of interpretation of the given word problems and the choice of computational methods they employed when they responded to the word problems. Three categories were investigated under each of the focus areas. Categories investigated under the quality of interpretation were: [J Totally false interpretation [J Partially correct interpretation and [J Totally correct interpretation Categories investigated under the choice of computational methods were: [J Standard methods [J Non-standard methods [J Unidentifiable methods The evidence gathered suggested that isiXhosa-speaking learners interpret word problems better when they are set in isiXhosa rather than English. Another important finding was that isiXhosa-speaking learners prefer to use standard methods when they respond to word problems set in English and also prefer to use non-standard methods when they respond to word problems set in siXhosa.
AFRIKAANSE OPSOMMING: Volgens Prins (1995) beïnvloed leesbaarheidfaktore in Wiskundetekste nie net die verstaan van vrae nie, maar het dit ook 'n merkbare invloed op leerders se prestasievlakke. Ter uitbreiding op Prins (op cit) het hierdie studie gepoog om ondersoek in te stelof daar enige verskille in die kwaliteit van interpretasie en keuse van algo-heuristiese metodes is wanneer isiXhosasprekende leerders op wiskundige woordprobleme reageer wat in Engels en isiXhosa gestel is. Die studie is binne 'n etnografiese raamwerk geplaas. Al 109 deelnemers het isiXhosa as eerste taal gepraat. Die deelnemers was in Graad 8 (44), Graad 9 (29) en Graad 10 (36) en het Wiskunde as een van hul skoolvakke geneem. Leerders is in vier groepe verdeel, en die indeling is op prestasievlakke in Engels in die Junieeksamen gebaseer. In hierdie deursneestudie het elk van die vier groepe uit leerders bestaan wat goeie presteerders, gemiddelde presteerders en onderpresteerders in Engels tweede taal was. 'n Unieke metodologiese en data-insamelingsontwerp is op so 'n wyse toegepas dat elkeen van die deelnemers op woordprobleme gereageer het wat in beide Engels en isiXhosa gestel is. Twee vrae is aan elke leerder gestel, een in elk van die twee tale. Die twee vrae is in twee sessies beantwoord. As 'n leerder tydens die eerste sessie in Engels reageer het, sou sy/hy tydens die tweede sessie in isiXhosa beantwoord, en omgekeerd. Daar was 'n pouse van vyf minute tussen die sessies. Data is beide kwantitatief en kwalitatief ontleed. Die breë fokus van die analises was op die kwaliteit van die leerders se interpretasie van die woordprobleme en die keuse van bewerkingsmetodes wat hulle aangewend het wanneer hulle op die woordprobleme reageer het. Drie kategorieë is in elk van die fokusareas ondersoek. Die kategorieë wat onder die kwaliteit van interpretasie ondersoek is, was: Cl 'n Algeheel verkeerde interpretasie Cl 'n Gedeeltelik korrekte interpretasie en Cl 'n Algeheel korrekte interpretasie Kategorieë wat onder die keuse van bewerkingsmetodes ondersoek is, was: u Standaardmetodes u Nie-standaardmetodes en o Onidentifiseerbare metodes Die gegewens wat ingewin is, het daarop gedui dat isiXhosasprekende leerders woordprobleme beter interpreteer wanneer die probleme in isiXhosa eerder as in Engels gestel is. 'n Ander belangrike bevinding was dat isiXhosasprekende leerders verkies om standaardmetodes aan te wend wanneer hulle op woordprobleme wat in Engels gestel is, reageer, en dat hulle ook verkies om nie-standaardmetodes te gebruik wanneer hulle op woordprobleme reageer wat in isiXhosa gestel is.
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Ndlela, Lulama Judith. "uPeter Tshobisa Mtuze neenoveli zakhe." Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15720.

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This thesis is about the author, Peter Tshobiso Mtuze, pertaining to his life and works. Mtuze is one of the prominent writers of isiXhosa. He is a highly endowed writer who has produced books in all literature genres: drama, novel, short stories, poetry and essays. Some of his books were and are prescribed to be taught as part of the syllabus in schools and universities. He has not only produced literature books but also written books that serve as a guide to the teaching and learning of Xhosa grammar. Furthermore, he has produced a very rare book, especially amongst the Xhosa authors, an autobiography. He has written two autobiographical works. Mtuze is one of the authors who have played a major role in the upliftment of isiXhosa. The thesis looks intently at how Mtuze has influenced the public through his literary works. This has been done by a full critical analysis of his novels, to portray the main themes embodied in these works. Chapter one is the introduction. Chapter two is the author's historical background. Chapter 3 analyses the novels that tackle moral issues (UDingezweni and Umsinga). Chapter 4 explores the social novels (Indlel' ecand' intlango, Alitshoni lingaphumi and Uyese namahlandinyuka obomi) and chapter 5 evaluates his historical novel (Iingada zibuyile endle). Mtuze is influenced by different factors in his writings. These issues have been explored in the last chapter of the thesis.
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Sesanti, Andiswa Theodora. "Translating the Arabic Qur’an into isiXhosa." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80138.

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Thesis (MPhil)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: This study investigates the feasibility of translating the Arabic Qur’an into isiXhosa. The Qur’an has not yet been translated into isiXhosa and Xhosa-speaking Muslims who are unable to read and understand Arabic are facing a void in practising their faith. Xhosa-speaking Muslims also pray in a language that they do not understand and this robs them of close contact with the Almighty and as a result, the number of Muslims who speak isiXhosa does not increase. Through literature reviews and interviews it has been found that there is a great need for Muslims, who are target language speakers, to be able to communicate with Allah in their mother tongue, isiXhosa. Furthermore the study indicated that isiXhosa-speaking Muslims who, years ago, have converted to Islam are still struggling with the Arabic language. This study also investigates the view that the Arabic Qur’an cannot be translated into other languages because the Qur’an is the word of God delivered in Arabic to Prophet Muhammad (PBUH). This view is not based upon the assumption that an Arabic Qur’an is untranslatable, but rather on the views of some Arabic scholars. There are also fears that meaning will be lost when the Qur’an is translated. However, the study showed that when translating the Qur’an, one is not seeking to translate only the meaning but also the message of the Qur’an. A conclusion was reached that all human beings, thus all nations and languages, are created by Allah. Therefore, it is acceptable for human beings to communicate and listen to Allah’s message in their own language. This study suggests that culture and language are inseparable and that both must be taken into consideration when translating. The Qur’an has already been translated into other languages and the translations are used without any problems, for example into English and KiSwahili. The Qur’an is available in other African languages as well. Therefore, this study suggests that the Qur’an can be translated into isiXhosa. The linguistic challenges can be addressed in the target language by a body consisting of translators of laypersons, translation experts and linguists specialising in both Xhosa and Arabic. However, the study shows that the title of the Xhosa Qur’an should indicate that the Qur’an is a translated text.
AFRIKAANSE OPSOMMING: Die studie ondersoek die vertaling van die Arabiese Koran na Xhosa. Die Koran is nie tans in Xhosa beskikbaar nie en Xhosa-sprekende Moslems wat nie Arabies magtig is nie, ervaar dit as ’n struikelblok in die beoefening van hul geloof. Xhosa-sprekende Moslems bid ook in Arabies, selfs al verstaan hulle nie die taal nie. Dit beroof hulle van noue kontak met die Almagtige en veroorsaak dat die Moslem-geloof nie by Xhosa-sprekers in townships inslag vind nie. Aan die hand van ’n literatuurstudie en onderhoude is bevind dat daar ’n groot behoefte onder Xhosa-sprekende Moslems is om in hul moedertaal met Allah te kommunikeer. Die studie het ook getoon dat Xhosa-sprekende Moslems wat hulle reeds jare gelede tot die Islam bekeer het, steeds met die Arabiese taal worstel. Die studie ondersoek ook die siening dat die Koran nie vertaal mag word nie, omdat die Woord van God in Arabies aan die profeet Mohammed (mag vrede oor hom heers) geopenbaar is. Dié siening berus nie op die aanname dat die Koran onvertaalbaar is nie, maar eerder op die uitsprake van Arabiese geleerdes. Daar word ook gevrees dat die Koran se betekenis verlore sal gaan tydens die vertaalproses. Die studie toon egter dat die vertaling van die Koran sal fokus op die oordrag van die boodskap en nie net die betekenis van woorde nie. Die gevolgtrekking van die ondersoek is dat alle mense, en dus alle volke en tale, deur Allah geskep is. Dit is dus aanvaarbaar vir mense om Allah se boodskap in hul eie taal te kommunikeer en aan te hoor. Die studie kom tot die gevolgtrekking dat taal en kultuur onskeidbaar is en dat albei in ag geneem moet word tydens die vertaalproses. Die Koran is reeds in ander tale vertaal en word sonder enige probleme gebruik, byvoorbeeld in Engels en Swahili. Die Koran is ook in ander Afrika-tale beskikbaar. Die studie bevind dus dat die Koran ook in Xhosa vertaal kan word. Die taalkundige uitdagings kan in die doeltaal hanteer word deur ’n vertaalspan wat bestaan uit leke, opgeleide vertalers en taalkundiges wat spesialiseer in Xhosa en Arabies. Die studie toon egter dat die titel van die Xhosa Koran moet aandui dat dit ’n vertaalde teks is.
I-ABSTRAKTHI: Olu phando luphande ukuba nako kokuguqulelwa esiXhoseni kweKurani yesi-Arabhu. Uphando lubangelwe kukuba kungekho Kurani iguqulelwe esiXhoseni okwangoku kwaye kuqwalaseleke ukuba aMaslamsi athetha isiXhosa, angayiqondiyo nangaluvayo ulwimi lwesi-Arabhu, nokuba afundile okanye awafundanga, ajongene nomngeni wokuba nokungoneliseki kwinkolo yabo. Inyaniso yokuba kufuneka athandaze ngolwimi angaluqondiyo, ibenza bangakwazi ukufikelela kuQamata kwaye ngenxa yoko, inani laMaslamsi alandi kwiilokishi apho aMaslamsi athetha isiXhosa. Uphando, ngokuphonononga iincwadi nangokubamba udliwano-ndlebe, lufumanise ukuba kukhona isikhalo esikhulu esisuka kuMaslamsi athetha ulwimi okujoliswe kulo ukuze akwazi ukunxibelelana noQamata ngolwimi aluqonda ngcono, olusisiXhosa. Uphando lubonise ukuba aMaslamsi athetha isiXhosa awaguqukelanga kwinkolo ye-Islamu kutsha nje kwaye umzabalazo wolwimi kudala uqhubeka. Uphando luxoxe ngoluvo lokuba iKurani yolwimi lwesi-Arabhu ayinakuze iguqulelwe kwezinye iilwimi njengoko iKurani ililizwi likaQamata eladluliswa ngolwimi lwesi-Arabhu kuMprofeti uMuhammada (uxolo malube naye). Uphando lungqine ukuba uluvo lokuba iKurani yolwimi lwesi-Arabhu ayinakuguqulelwa kwezinye iilwimi alusekelwanga ekungaguqulweni kombhalo kodwa kwizimvo zezifundiswa zama-Arabhu. Uphando kananjalo luxoxe ngomba wokuba uloyiko lokuguqulela iKurani yolwimi lwesi-Arabhu kwezinye iilwimi lubangelwa yinyaniso yokuba xa kuguqulelwa, kuye kubekho ukulahleka nokulahlekwa kwentsingiselo pha naphaya. Uphando slubonise ukuba xa kuguqulelwa iKurani, ubani akasobe efuna ukuguqulela intsingiselo kodwa umyalezo weKurani. Uphando lufikelele kwisigqibo sokuba abantu bazizidalwa zikaQamata kwaye badalwe bazizizwe ngezizwe nokuba bathethe iilwimi ngeelwimi. Ngoko ke, kwamkelekile ukuba abantu banxibelelane ze bamamele umyalelo kaQamata kulwimi olulolwabo. Uphando lufikelela esigqibeni sokuba inkcubeko nolwimi azohlukani kwaye ngexesha lokuguqulela, zombini (inkcubeko nolwimi) kufuneka zibe ziyaqwalaselwa. Uphando lubonise ukuba iKurani yaguqulelwa kwezinye iilwimi kwaye iinguqulelo zisetyenziswa ngaphandle kwengxaki. Imizekelo yeenguqulelo ziiKurani kwisiNgesi nakwisiSwahili. Uphando lubonise kananjalo ukuba zikhona ezinye iinguqulelo zeKurani kwiilwimi zase-Afrika. Ngoko ke, uphando lufikelele kwisigqibo sokuba iKurani ingaguqulelwa kulwmi lwesiXhosa kwaye nayiphina imingeni yenzululwazi yolwimi engathi ivele ingasonjululwa kulwimi ekujoliswe kulo luphando, ukuba kunokuthi umntu ongathi aguqulele ingabi nguye nawuphi na umntu ontetho isisiXhosa owazi ulwimi lwesi-Arabhu kwaye eliSlamsi, koko ibe yibhodi yokuguqulela eya kuthi ibe nabantu abohlukeneyo ngokwamanqanaba abo, ukusuka kulowo ungafundanga, iincutshe zokuguqulela, iingcali zolwimi kwiilwimi zombini. Nangona kunjalo, kuphando kuye kwaqwalaselwa ukuba iKurani eguqulelweyo ayinakubizwa ngokuba yiKurani kodwa mayibizwe ngegama elibonisa nelicebisa ukuba umbhalo lowo yinguqulelo.
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Nkomo, Dion, and Zola Wababa. "IsiXhosa lexicography: past, present and future." Lexikos, 2013. http://hdl.handle.net/10962/67526.

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This article presents a panoramic and critical overview of isiXhosa lexicography and its impact on the intellectualisation of this indigenous South African language. The history of isi¬Xhosa lexicography dates back more than two centuries. However, there still exists a need for dic¬tionaries that serve the language-speaking community as practical tools for addressing diverse communication and learning-oriented needs in the current language policy dispensation. The Isi¬Xhosa National Lexicography Unit (XNLU) is currently working on dictionary projects that attempt to address this situation while at the same time not losing sight of the mandate that the Pan South African National Language Board (PanSALB) placed on all the National Lexicography Units (NLUs). For this to happen, the article argues that the NLU needs to put lexicographic prac¬tice into its historical perspective, i.e. conceiving dictionary projects in the light of existing diction¬aries and lexicographic traditions in the language. Over and above that, there is a need to take into account the recent developments in lexicographic research, adopt co-operative lexicographic prac¬tice and develop a dictionary culture among the isiXhosa-speaking community.
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Rees, Siân Angharad. "Morphological awareness in readers of IsiXhosa." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/4569.

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This study focuses particularly on the development of four Morphological Awareness reading tests in isiXhosa and on the relationship of Morphological Awareness to reading success among 74 Grade 3 isiXhosa-speaking foundation-phase learners from three peri-urban schools. It explores in-depth why not all previously established Morphological Awareness tests for other languages suit the morphology of isiXhosa and how these tests have been revised in order to do so. Conventionally, the focus of Morphological Awareness literature has been on derivational morphology and reading comprehension. This study did not find significant correlations with comprehension, but rather with the children's ability to decode. Fluency and Morphological Awareness have not been given as much attention in the literature, but Morphological Awareness could be important for processing the agglutinating structure of the language in reading. This study also argues that it is not a specific awareness of derivational morphology over inflectional morphology, but rather a general awareness of one's language structure that is more important at this stage in their literacy development; specifically a general awareness of prefixes and suffixes. In addition, it was found that an explicit awareness of the morphological structure of the language related more to fluency and tests that accessed an innate and implicit Morphological Awareness had the strongest correlations overall with comprehension. The findings from this report have implications regarding how future curriculum developments for morphologically rich languages like isiXhosa should be approached. The positive and practical implications of including different types of Morphological Awareness tutoring in curricula is argued for, especially when teaching younger readers how to approach morphologically complex words in texts.
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Dlepu, Siziwe Everrette. "From song to literary texts : a study of the influence of isiXhosa lyrics on selected isiXhosa texts." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/943.

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Songs play a vital role in the everyday life of the AmaXhosa. Each and every occasion or gathering is accompanied by singing. Their anger or pain, sorrow or joy is reflected in their singing. Although these songs are composed for social purposes and entertainment, they are also educational. Songs may be composed and sung to comment on political affairs, complain against the abuse of power by the authorities, declare war, protest, praise a hero, encourage working together and ridicule the foolishness of someone. Vocabulary and diction used in the composition of these songs, relays the message in a clever and witty style. Since the AmaXhosa are intellectuals, irony and satire are used. The satirical or ironical songs hide the meaning and the listener must unravel the real meaning. AmaXhosa singing, chanting and dancing is accompanied by instruments. These instruments add more rhythm to the dance.The AmaXhosa use anything at their disposal when carving their instruments. Their songs may be accompanied by the beating of cow-hide drums, blowing of reed-pipe whistles, animal horns, beating of sticks and hand-clapping. The most important instrument the AmaXhosa use is the human voice. They are experts in humming, gruff singing and whistling. The songs of the AmaXhosa encourage togetherness. When one composes a song, one does not express one’s own feelings, but also the feelings of the community. The AmaXhosa songs are about participation so group singing and dancing is encouraged. Everyone participates either by singing, dancing or clapping. x Respect is the central core of the AmaXhosa songs. That is why the songs are composed according to age groups and sex. Instruments are also used according to ages and sex. Written texts are also a tool to educate the reader. The writers have decided to include songs in their writings to act as a form of entertainment and education. Although some songs lack the hallmarks of a traditional song, they communicate the idea or relay the message the writer wants to convey to the reader. Terms: Mock enconuim, the grotesque and the principle of beautiful deformity, anaphoric construction, diction and connotation, authorial comments, the mask-persona form, usurping of authority and reduction of traditional status.
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Mokapela, Sebolelo Agnes. "Interaction goals in political accounts in isiXhosa." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/1152.

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Thesis (DLitt (African Languages))--University of Stellenbosch, 2008.
This study deals with research that has been conducted within three government departments (Education, Health and Social Development) that form part of the social needs cluster in the Province of the Eastern Cape. Five portfolio committee members were interviewed in each department (six in the department of Health). Reproaches (failures and challenges of service delivery and policy implementation) were developed using information obtained from the “policy and budget speeches” of the afore-mentioned departments. In response to these reproaches, committee members had to give accounts (responses, explanations and/or reason-giving). Four types of accounts (concession, excuse, denial and justification) which are typical political accounts have proved to be quite popular and focus has been given to them in the analysis. The focus on the analysis of the accounts was given to effectiveness, argumentation (reasons or arguments that are tendered in support of the accounts to establish the amount of persuasiveness) and politeness. The conclusions of the findings in the interviews were focused on three elements: 􀂃 The interviewee: The analyses of the interviewees were discussed with regard to the accounts together with the number of arguments given. Each reproach was analyzed within an overview of the type of account with regard to three criteria: effectiveness, argumentation and politeness. The analyses of the interviewees were discussed individually with the help of tables of each interviewee. The focus was on the accounts of justification and excuses. The interview was judged on two parameters: i. The number of accounts each interviewee has used with regard to the three criteria above. ii. A comparison was made to establish the relative merit of the interviewees among themselves. 􀂃 The reproach: various reproaches in the three departments were discussed separately with regard to the number of accounts and arguments in each reproach. The focus was mainly on the accounts of justification and excuse. A summary was given of the various reproaches with the four major types of accounts. The same criteria of effectiveness, argumentation and politeness were used. Judgment was given on the reproach or reproaches which have shown the most attention in the interviews with regard to the total number of accounts which have been used. 􀂃 The account: various justifications and excuses which have been used in the interactions were discussed with regard to effectiveness, argumentation and politeness. The judgment was made as to which type of account was mostly favored by the interviewees. Implications of the research were discussed with regard to a comparative overview of the political accounts in reproaches with specific attention to the type and frequency of the account as well as possible reasons for this type of preferred account. Four types of accounts have been used consistently in the interviews and among these four types, justifications (36.6%) and excuses (46.1%) are generally favored by all politicians who were involved in the interviews. These accounts are quite popular among politicians because they work in their favor as they are employed to reframe the consequences of the act with the ultimate aim of changing negative perceptions about the policies of the department and/or government (justifications) and to deny any responsibility and/or causal link between the politician and the undesirable outcome of the policy and thereby implying that there is no need for reproach (excuse).
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Books on the topic "IsiXhosa"

1

Nabe, H. Londolozani IsiXhosa: Ibanga. Pretoria: Via Afrika Limited, 1992.

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K, Moropa C., and AALRDISA (Organization), eds. Imidlalo kaZakes Mda: IsiXhosa. EPitoli: Yunivesithi yaseMzantsi Afrika, 2002.

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Cassimjee, Farida. Isixhosa tonology: An optimal domains theory analysis. München: LINCOM Europa, 1998.

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South Africa. Department of Arts and Culture. Multilingual parliamentary/political terminology list: English - Afrikaans - IsiZulu - IsiXhosa - SiSwati - IsiNdebele - Setswana - Sepedi - Sesotho - Tshivenda - Xitsonga. [Pretoria]: Department of Arts and Culture, 2013.

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South Africa. Department of Arts and Culture. Multilingual terminology for information communication technology: English - Afrikaans - isiZulu - isiXhosa - SiSwati - isiNdebele - Setswana - Sepedi - Sesotho - Tshivenda - Xitsonga. [Pretoria]: Department of Arts and Culture, 2013.

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Nthuseng, Tsoeu, and Buthelezi Thabisile, eds. Multilingual illustrated dictionary: English, IsiZulu, Sesotho, IsiXhosa, Setswana, Afrikaans, Sepedi : dictionary, isichazimazwi, bukantswe, isichazi-magama, bukafoko, woordeboek, pukuntšu. Cape Town, South Africa: Pharos, 2006.

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South Africa. Department of Arts and Culture. Multilingual mathematics dictionary, Grade R to 6: English - Afrikaans - IsiZulu - IsiXhosa, Siswati - IsiNdebele - Setswana - Sepedi - Sesotho - Tshivend̳a - Xitsonga. [Pretoria], Republic of South Africa: Department: Arts and Culture, 2013.

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Galela. Kuf'Ayayo (IsiXhosa: Literature). Maskew Miller Longman Pty.Ltd ,South Africa, 1992.

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Durno, Jolanta. Umsebenzi Wenkawu (IsiXhosa). University of Cambridge ESOL Examinations, 2008.

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Bongela. Izikrweqe (IsiXhosa: Literature). Maskew Miller Longman Pty.Ltd ,South Africa, 1993.

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Book chapters on the topic "IsiXhosa"

1

Deyi, Somikazi. "2. A Lovely Imposition: The Complexity of Writing a Thesis in isiXhosa." In Risk in Academic Writing, edited by Lucia Thesen and Linda Cooper, 48–56. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783091065-006.

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Pascoe, Michelle, Olebeng Mahura, Jane Le Roux, Emily Danvers, Aimée de Jager, Natania Esterhuizen, Chané Naidoo, Juliette Reynders, Savannah Senior, and Amy van der Merwe. "1. Speech Development in Three-year-old Children Acquiring isiXhosa and English in South Africa." In Crosslinguistic Encounters in Language Acquisition, edited by Elena Babatsouli, David Ingram, and Nicole Müller, 3–26. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783099092-005.

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Kogeda, Okuthe P., Siphe Mhlana, Thinyane Mamello, and Thomas Olwal. "An Implementation of isiXhosa Text-to-Speech Modules to Support e-Services in Marginalized Rural Areas." In Public Administration and Information Technology, 113–33. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05963-1_8.

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"Glossary of isiXhosa terms." In Writing the Ancestral River, 163–64. Wits University Press, 2018. http://dx.doi.org/10.18772/12018031876.13.

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Dowling, Tessa. "Not ‘Deep’ but Still IsiXhosa:." In Youth Language Practices and Urban Language Contact in Africa, 39–65. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781316759769.005.

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Connell, Raewyn. "Linguistics and language in the global economy of knowledge." In Colonial and Decolonial Linguistics, 150–56. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198793205.003.0009.

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This chapter focuses on a particular character in colonial (and neocolonial) linguistic enquiry: the missionary. Through an analysis of two nineteenth-century descriptions of isiXhosa (van der Kemp 1804 and Boyce 1844), I show how missionaries projected their experiences, desires, and imaginations on to these texts. They did not create linguistic descriptions, but rather poetic voices and texts that were both disciplined (creating linguistic order) and excessive (creating disorder). The two texts show traces of what is conventionally repressed and erased in linguistic description. Van der Kemp’s word list inscribes complex practices of frontier speech (rather than representing isiXhosa), and Boyce’s grammar is strangely affective and emotional, creating linguistic forms that are phantasmatic. Both texts are deficient, if we read them as representations of a language called isiXhosa; yet they are exuberant, when we read them as poetry and art, revealing desires, fantasies, and the limits of colonial control.
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"A Brief History of isiXhosa Literature." In Of Land, Bones, and Money, 19–34. University of Virginia Press, 2019. http://dx.doi.org/10.2307/j.ctvkrkk60.5.

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Simango, Silvester Ron. "English Prepositions in isiXhosa Spaces: Evidence from Code-Switching." In English in Multilingual South Africa, 310–28. Cambridge University Press, 2019. http://dx.doi.org/10.1017/9781108340892.015.

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Kallaway, Peter. "The modernization of tradition? isiXhosa language education and school history." In The Changing Face of Colonial Education in Africa, 191–229. Routledge, 2020. http://dx.doi.org/10.4324/9781003001904-8.

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Nkuna, Paul Hendry. "Language Policy Execution." In Handbook of Research on Administration, Policy, and Leadership in Higher Education, 220–55. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0672-0.ch011.

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South Africa is a multilingual country with 11 official languages. The Constitution of the Republic of South Africa, 1996, provides that every learner may use the official language of his or her choice in any public institution of the country. The Language Policy for Higher Education (Ministry of Education, 2002) requires all South African universities to develop and execute language policies. This chapter focuses on language policy execution by South African universities. The emphasis is on the execution of language policy in relation to the promotion and development of the nine official indigenous languages, namely isiNdebele, isiXhosa, isiZulu, Sepedi, Sesotho, Setswana, siSwati, Tshivenda and Xitsonga.
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Conference papers on the topic "IsiXhosa"

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Mzamo, Lulamile, Albert Helberg, and Sonja Bosch. "Towards an unsupervised morphological segmenter for isiXhosa." In 2019 Southern African Universities Power Engineering Conference/Robotics and Mechatronics/Pattern Recognition Association of South Africa (SAUPEC/RobMech/PRASA). IEEE, 2019. http://dx.doi.org/10.1109/robomech.2019.8704816.

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Mzamo, Lulamile, Albert Helberg, and Sonja Bosch. "Introducing XGL - a lexicalised probabilistic graphical lemmatiser for isiXhosa." In 2015 Pattern Recognition Association of South Africa and Robotics and Mechatronics International Conference (PRASA-RobMech). IEEE, 2015. http://dx.doi.org/10.1109/robomech.2015.7359513.

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Modise, Morebodi, and Hussein Suleman. "Mobile search interfaces for isiXhosa speakers: A comparison between voice and text." In 2017 Conference on Information Communication Technology and Society (ICTAS). IEEE, 2017. http://dx.doi.org/10.1109/ictas.2017.7920649.

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Mahlaza, Zola, and C. Maria Keet. "Measuring verb similarity using binary coefficients with application to isiXhosa and isiZulu." In SAICSIT '18: 2018 Annual Conference of the South African Institute of Computer Scientists and Information Technologists. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3278681.3278690.

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Badenhorst, Jaco, Alfred Tshoane, and Febe de Wet. "What does learner speech sound like? A case study on adult learners of isiXhosa." In 2016 PRASA-RobMech International Conference. IEEE, 2016. http://dx.doi.org/10.1109/robomech.2016.7813183.

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Mpiti, Thandiswa, and Munienge Mbodila. "TEACHING STRATEGIES IN WRITING ENGLISH FIRST ADDITIONAL LANGUAGE BY ISIXHOSA BACKGROUND LEARNERS FROM RURAL PRIMARY SCHOOLS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0093.

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Fesi, Liziwe, Sive Makeleni, and Ntombozuko Duku. "FACTORS AFFECTING THE TEACHING OF READING COMPREHENSION: A CASE OF GRADE 3 ISIXHOSA HOME LANGUAGE LEARNERS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0158.

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