Academic literature on the topic 'IsiZulu (Zulu)'
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Journal articles on the topic "IsiZulu (Zulu)"
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Jeewa, Sana, and Stephanie Rudwick. "“English is the best way to communicate” - South African Indian students’ blind spot towards the relevance of Zulu." Sociolinguistica 34, no. 1 (November 25, 2020): 155–71. http://dx.doi.org/10.1515/soci-2020-0010.
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AbstractThe South African University of KwaZulu-Natal has developed an ambitious language policy aiming “to achieve for isiZulu the institutional and academic status of English” (UKZN LP 2006/2014). Part of this ambition is a mandatory Zulu language module that all undergraduate students have to pass if they cannot prove knowledge of the language. In this article, we examine attitudes of South African Indian students towards this compulsory module against the strained history and relationship between Zulu and Indian people in the province. Situated within the approach of Language Management Theory (LMT), our focus is on students as micro level actors who are affected by a macro level policy decision. Methodologically combining quantitative and qualitative tools, we attempt to find answers to the following broad question: What attitudes do South African Indian students have towards Zulu more generally and the UKZN module more specifically? The empirical findings show that students’ motivations to learn Zulu are more instrumental than integrative as the primary goal is to ‘pass’ the module. South African Indian students have developed a blind spot for the prevalence and significance of Zulu in the country which impacts negatively on the general attitudes towards the language more general and the module more specifically. Language ideologies that elevate the status of English in the country further hamper the success of Zulu language learning.
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Erlmann, Veit. "‘Horses in the race course’: the domestication of ingoma dancing in South Africa, 1929–39." Popular Music 8, no. 3 (October 1989): 259–73. http://dx.doi.org/10.1017/s026114300000355x.
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On a Saturday night of January 1930 several thousand African men clad in loin cloths and the calico uniforms of domestic servants thronged a concert in the Workers' Hall of the Durban branch of the Industrial and Commercial Workers' Union (ICU) in Prince Edward Street. To the pounding sounds of hundreds of sticks, successive teams of dancers, some of them trained by Union officials from the rural hinterland, rushed to the stage performing the virile, stamping ingoma dance. The Zulu term ingoma (lit. ‘song’) covers a broad range of male group dances like isikhuze, isicathulo, ukukomika, isiZulu, isiBhaca, umzansi and isishameni. The kinesic patterns of ingoma are inseparably linked to choral songs in call-and-response structure and, as such, constitute a complex statement of the unity of dance and song in Zulu performance culture. The peak of Zulu-speaking migrants' dance culture, ingoma evolved out of the profound transformation of traditional rural Zulu culture through impoverishment, dispossession and labour migration around the first World War. But on that night of January 1930, at the climax of the spectacle, the ingoma dancers struck a particularly defiant note:Who has taken our country from us?Who has taken it?Come out! Let us fight!The land was ours. Now it is taken.We have no more freedom left in it.Come out and fight!The land is ours, now it is taken.Fight! Fight!Shame on the man who is burnt in his hut!Come out and fight! (Perham 1974, p. 196
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Cabrita, Joel. "Writing Apartheid: Ethnographic Collaborators and the Politics of Knowledge Production in Twentieth-Century South Africa." American Historical Review 125, no. 5 (December 2020): 1668–97. http://dx.doi.org/10.1093/ahr/rhaa512.
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Abstract Knowledge production in apartheid-era South Africa was a profoundly collaborative process. In particular, throughout the 1930s–1950s, the joint intellectual labor of both Africans and Europeans created a body of knowledge that codified and celebrated the notion of a distinct realm of Zulu religion. The intertwined careers of Swedish missionary to South Africa Bengt Sundkler and isiZulu-speaking Lutheran pastor-turned-ethnographer Titus Mthembu highlight the limitations of overly clear demarcations between “professional” versus “lay” anthropologists as well as between “colonial European” versus “indigenous African” knowledge. Mthembu and Sundkler’s decades-long collaboration resulted in a book called Bantu Prophets in South Africa ([1948] 1961). The work is best understood as the joint output of both men, although Sundkler scarcely acknowledged Mthembu’s role in the conceptualization, research, and writing of the book. In an era of racial segregation, the idea that African religion occupied a discrete, innately different sphere that the book advanced had significant political purchase. As one of a number of African ideologues supportive of the apartheid state, Mthembu mobilized his ethnographic findings to argue for innate racial difference and the virtues of “separate development” for South Africa’s Zulu community. His mysterious death in 1960 points to the high stakes of ethnographic research in the politically fraught climate of apartheid South Africa.
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Kotze, E. "Gilles-Maurice de Schryver (editor-in-chief) et al. Oxford IsiZulu-IsiNgisi/English-Zulu Isichazamazwi Sesikole / School Dictionary." International Journal of Lexicography 24, no. 4 (September 24, 2011): 492–98. http://dx.doi.org/10.1093/ijl/ecr028.
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Carton, Benedict. "Fount of Deep Culture: Legacies of theJames Stuart Archivein South African Historiography." History in Africa 30 (2003): 87–106. http://dx.doi.org/10.1017/s0361541300003156.
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The 2001 launch of the fifth volume of theJames Stuart Archivereinforces this publication's reputation as a mother lode of primary evidence. TheArchive'sexistence is largely due to the efforts of two editors, Colin De B. Webb and John Wright, who transformed a tangle of notes into lucid text. They deciphered the interviews that Natal colonist James Stuart conducted with a range of informants, many of them elderly isiZulu-speaking men. Transcribed by Stuart between the 1890s and 1920s, these discussions often explored in vivid detail the customs, lore, and lineages of southern Africa. Although references to theArchiveabound in revisionist histories of southern Africa, few scholars have assessed how testimonies recorded by Stuart have critically influenced such pioneering research. Fewer still have incorporated the compelling views of early twentieth-century cultural change that Stuart's informants bring to a post-apartheid understanding of South Africa's past.Well before the University of Natal Press published volume 5, the evidence presented in theArchivehad already led scholars of South African history into fertile, unmarked terrain. One example of groundbreaking data can be found in the statements of volume 4's master interpreter of Zulu power, Ndukwana kaMbengwana. His observations of the past anchor recent studies that debunk myths surrounding the early-nineteenth-century expansion of Shaka's kingdom. Ever timely, the endnotes in volume 5 discuss these reappraisals of historical interpretation and methodology. Editor John Wright elaborates in his preface: “By the time we picked up work on volume 5, we were starting to take note … that oral histories should be seen less as stories containing a more or less fixed ‘core’ of facts than as fluid narratives whose content could vary widely.”
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Azevedo, Aina. "Casamento fantasma? - A presença dos ancestrais através de imagens." ILUMINURAS 16, no. 40 (December 29, 2015). http://dx.doi.org/10.22456/1984-1191.61239.
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Por meio de fotografias tiradas pela família Kubheka e por mim, este artigo discute a presença dos ancestrais na vida ritual e cotidiana dessa família, falante de isiZulu, na África do Sul. Com o fim do apartheid e a implementação do programa de Land Reform na democracia, os Kubheka foram contemplados com uma fazenda em que finalmente passaram a viver sem ameaças. Ali, tiveram a oportunidade de realizar o umabo - prestação matrimonial que compõe o casamento zulu. Embora a noiva já tivesse falecido há anos, durante o umabo ela devereria ser conduzida à fazenda em que os Kubheka vivem atualmente. Para tanto, uma neta irá protagonizar a avó falecida e parentes consanguíneos se passarão por afins, além de casas atuais fazerem as vezes de casas pretéritas, assim, todos, vivos e ancestrais poderão estar com propriedade na fazenda que finalmente conquistaram.Palavras-chave: Casamento. Ritual. Reforma Agrária. Zulu. África do Sul.Ghost Marriage - The ancestor’s presence through the images AbstractThrough photographs taken by the Kubheka family and by myself, this article discusses the presence of the ancestors in the ritual and ordinary life of this family - who speaks isiZulu - in South Africa. With the end of the apartheid era and the development of the Land Reform in the democracy, the Kubheka family received a farm where they finally could live safely. There they had the opportunity to realize the umabo - one of the matrimonial exchanges that produces the zulu marriage. Besides the fact that the bride had passed away a long time ago, she was supposed to be guided to the new farm where the Kubhekas were living presently. Therefore, a granddaughter will have to stand on the behalf of the late grandmother and consanguine relatives will substitute the in law relatives. Moreover, the actual houses will have to represent the former ones. Consequently, all people involved - living and dead - will be able to be in the farm conquered by the Kubhekas.Key words: Marriage. Wedding Ritual. Land Reform. South Africa. Zulu.
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Mtshelwane, Debrah, Jan Alewyn Nel, and Lizelle Brink. "Impression management within the Zulu culture: Exploring tactics in the work context." SA Journal of Industrial Psychology 42, no. 1 (April 22, 2016). http://dx.doi.org/10.4102/sajip.v42i1.1325.
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Orientation: Impression management tactics are utilised differently by people depending on the situation and the others around them.Research purpose: The purpose of the study was to identify the impression management tactics Zulu people display when they want to impress people in a work context.Motivation for this study: Organisations are competing for talented employees and people who contribute to the return on investment for the organisation. Individuals display impression tactics to influence the perceptions of others in the workplace, especially pertaining to performance appraisals and promotional opportunities.Research approach, design and method: The social constructivism paradigm was employed in conducting this study, following a phenomenological approach. The research sample consisted of 30 Zulu-speaking individuals from various organisations who were interviewed through semi-structured interviews. The researcher used thematic analysis to analyse the data.Main findings: The main findings in this study included impression management tactics that are used by Zulu people when attempting to impress people in the work context. The findings were divided into different categories (colleagues and supervisor). Conscientiousness,interpersonal amiability, openness and relational action are the themes that were reported as the most common impression management features people display at their workplace with colleagues. Themes that were reported when impressing a supervisor include conscientiousness,integrity, relational action and skilfulness.Practical/managerial implications: This study provides organisations with knowledge on the impression management tactics utilised by isiZulu employees. The nature of this information enables management to not misinterpret the use of certain tactics and will lead to more understanding and resilience by organisations and colleagues when working with isiZulu individuals.Contribution/value-add: This study contributes to the body of knowledge concerning impression management tactics within the South African context. The findings of this study might assist management to invent tools that are effective to identify impression management tactics, not just in the Zulu culture but within numerous other cultures in the South African spectrum.
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Zungu, Evangeline Bonisiwe. "Speaking the Unspeakable! Zulu Penthonyms as Oral Strategies to Diffuse Conflict within a Traditional Polygynous Community in kwaMambulu, Kranskop." Southern African Journal for Folklore Studies 29, no. 1 (June 14, 2019). http://dx.doi.org/10.25159/1016-8427/4576.
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The polygynous nature of most marriages in isiZulu-speaking societies, the fact that co-wives do not get along, and the presence of jealousy, envy and fighting in households such as these are underlying major causes of friction within Zulu family units. These feuds become undercurrents of tensions and fracture within the family unit and lead to family members suspecting and accusing each other of practising witchcraft when a family member dies. In such instances, the use of penthonyms is an extremely useful channel of expressing discontent or passing criticism. This article will use data collected from kwaMambulu to assess the extent to which this age-old practice around name bestowal in isiZulu-speaking family structures such as these is still enforced. It argues that despite changes brought by Christianity, Western modernity and recently the post-apartheid period, modalities around name bestowal in a number of isiZulu-speaking communities still persist. The kwaMambulu community continues to reflect the undented epistemologies around name-giving in much of the tradition-based African households. Allegations of the practice of witchcraft and sorcery are always alluded to in this society when death strikes. When the parents suffer the misfortune of losing children, they resort to giving penthonyms. Penthonyms are given to male children because they are believed to be the future of the family. The male children protect the family and when the man of the house dies the male children take over family matters.
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Ikwegbue, Joseph N., Andrew Ross, and Harbor Ogbonnaya. "Rural Zulu women’s knowledge of and attitudes towards medical male circumcision." African Journal of Primary Health Care & Family Medicine 7, no. 1 (March 31, 2015). http://dx.doi.org/10.4102/phcfm.v7i1.775.
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Background: Medical male circumcision (MMC) is a key strategy in the South African HIV infection prevention package. Women may have a potentially powerful role in supporting such a strategy. Circumcision is not a traditional part of Zulu society, and Zulu women may have limited knowledge and ambivalent or negative attitudes towards MMC.Aim: This study employs quantitative data to expand insight into rural Zulu women’s knowledge of and attitudes towards MMC, and is important as women could potentially yield a powerful positive or negative influence over the decisions of their partners and sons.Setting: A hospital-based antenatal clinic in rural KwaZulu-Natal.Methods: Participants were 590 pregnant, mostly isiZulu-speaking women. Data on their knowledge of and attitude towards MMC were collected using a questionnaire and were analysed descriptively.Results: The majority of the women supported MMC; however, knowledge of the potential benefits was generally poor. Most would encourage their partners and sons to undergo MMC. The preferred place for the procedure was a hospital.Conclusion: Zulu participants supported MMC and would support their partners and children being circumcised. Knowledge around potential benefits was worryingly poor, and further research into disseminating information is essential. The findings highlight the need for an expanded campaign of health education for women, and innovative means are suggested to enhance information accessibility. Reasons for preferring that MMC be carried out in hospital need to be explored further.
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Dickie, June F. "Revisiting the practice of Bible-translation: The need to engage ordinary believers when translating the Psalms." Verbum et Ecclesia 39, no. 1 (July 23, 2018). http://dx.doi.org/10.4102/ve.v39i1.1819.
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Many young isiZulu speakers find the 1959 Bible translation difficult to read and understand. However, they are interested in getting inside the black box of Bible translation, and being participants in the process. Moreover, they have a culture of composing and performing poetry, which lends itself to their involvement in the translation and performance of biblical poetry. An experimental study sought to see if Zulu youth could compose translations of some praise psalms and perform them such that the community would accept them as ‘biblical material’, and relevant and engaging for young people. The methodology was to invite interested persons to participate in workshops that provided basic training in Bible translation, features of oral communication and performance, Zulu and biblical poetry and Zulu music. The participants then made their own translations of some short psalms, and performed them as songs, rap or spoken poetry items. The results suggest several benefits that could be replicated in other situations and with other language groups. These include new, vibrant ways to share Scripture, and a means for individuals to engage with the Scriptures and ‘own’ the translation. In conclusion, there is an open door for ‘ordinary’ members of the community (especially those interested in poetry and music) to contribute significantly to poetically-beautiful and rhetorically-powerful translations of biblical psalms. Moreover, the experience they gain will not only support the discipleship ministry of the church, but also its outreach to other young people, drawing them in by engaging and relevant performances of the biblical message.Intradisciplinary and/or interdisciplinary implications: This study challenges the traditional perspectives of Bible translation and Practical Theology, suggesting that ‘ordinary’ members of the community can enrich the translation of biblical poetry, and their engagement in the process can have many positive outcomes in terms of church ministry.
Dissertations / Theses on the topic "IsiZulu (Zulu)"
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Ngcobo, Lazarus. "The speech act of advice in educational contexts in isiZulu." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50191.
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Thesis (MA)--Stellenbosch University, 2004.ENGLISH ABSTRACT: This study focuses on the communicative processes of advice in isiZulu through which people aid each other with problems and stresses of daily life, including ways in which support is communicated. When friends or family members attempt to help one another with stress and problems, they frequently give advice. Within the field of pragmatics, advice is a common but potentially face-threatening response to a friend or a loved one who is upset about a problem. Consequently it is useful to identify ways a speaker may show regard for face in this kind of episode. Advice can threaten the hearer's autonomy by imposing the speaker's authority and solutions on the hearer and it can also imply criticism of the hearer's emotional reaction or handling of the problem. In this study, twenty-one advice topics, by Goldsmith (2000) that can be used in various troubles talk episodes in isiZulu have been examined. It has been found that some advice situations have more topics than others. The situation with more advice topics is the one referred to as personal. This is because people are always very keen to give more advice to people with personal problems than to people with other problems. The situations with the least number of topics are abuse and teachers, because they are very sensitive in nature. The study found that the sensitivity comes from the fact that third parties are involved. People tend to be reluctant to give advice which might lead to confrontation between the parties that are involved. In this research, the parties that are involved are learners on the one side and the parents/teachers on the other side. The other factor is that people do not want to see a parent who is abusing his/her child going to jailor a teacher who does not like a particular child losing his/her job because of the advice they gave to the learners.
AFRIKAANSE OPSOMMING: Hierdie studie fokus op die kommunikatiewe prosesse van advies in isiZulu waardeur mense mekaar help met die probleme van die alledaagse lewe, insluitende die wyses waarop steun gekommunikeer word. Wanneer vriende en familielede poog om mekaar te help met probleme, gee hulle dikwels advies. Binne die veld van die pragmatiek, is advies 'n algemene, maar potensiële gesigsbedreigende ('face-threatening') respons teenoor 'n vriend of geliefde wat 'n probleem het. Gevolglik is dit nuttig om wyses te identifiseer waarop 'n spreker ontsag mag toon vir gesig ('face') in hierdie soort episode. Advies kan die spreker se outonomiteit bedreig deur die spreker se outoriteit en oplossings neer te druk op die hoorder en dit kan ook kritiek impliseer van die hoorder se emosionele reaksie op hantering van die probleem. In hierdie studie word een-en-twintig advies episodes van Goldsmith (2000) wat gebruik kan word in verskillende moeilikheidsgesprekke ('trouble talk') in isiZulu ondersoek. Daar is bevind dat sommige advies situasies meer onderwerpe as ander het. Die situasie met meer advies onderwerpe, is die persoonlike situasie. Die rede hiervoor is dat mense altyd meer gretig is om advies te gee aan ander mense met persoonlike probleme as aan mense met ander tipes probleme. Die situasies met die minste getalonderwerpe is 'mishandeling' en 'onderwysers' omdat dit baie sensitiewe onderwerpe is. Die studie bevind dat sensitiwiteit spruit uit die teenwoordigheid van 'n derde party se betrokkenheid. Mense blyk onwillig te wees om advies te gee wat mag lei tot konfrontasie tussen die partye betrokke. In hierdie navorsing, is die betrokke partye leerders, enersyds, en ouers of onderwysers, andersyds. 'n Verdere faktor is dat mense nie wil sien dat 'n ouer wat 'n kind mishandel na die gevangenis gaan nie, of dat 'n onderwyser wat nie van 'n spesifieke kind hou sy/haar werk verloor, weens die advies wat hulle aan die leerders gee nie.
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Zulu, Corrine Zandile. "Account-giving in the narratives of personal experience in isiZulu." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1327.
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Nzuza, Thembile Paschalia. "Attitudes of Zulu matriculants in the uMlazi township towards isiZulu as a school subject." Thesis, University of Zululand, 2002. http://hdl.handle.net/10530/300.
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A thesis submitted in fulfilment of the requirements for the Degree of MA in Communication Science at the University of Zululand, 2002.In this thesis I am going to look at attitude study theory and then will define the terms which will be presented, in my literature chapter to help with reading and understanding of my thesis. The literature, which informs this study, is on atritiiHinal study as presented by scholars of this field. From this I will use the methods suggested to study attitudes of the uMlazi matriculants towards isiZulu as a school subject. My focus is on isiZulu language, which is one of the official languages; this will then bring in the issues of language poBcy in Black South African schools. IsiZulu will then be compared with the dominant language, which is spoken by the participants of the research, and all the official languages will be investigated if they are being used. The language policy will be investigated from the colonial era up to post democratic South Africa to establish if it has changed or not. Then the new language policy is to be investigated if it is implemented or not, if not suggest how the languages could be uplifted to promote muhilingualism which is the requirement of the Language policy-act of 1996. Writing conventions I wish to draw the attention of the reader to the following conventions that I am following in this stud}': 1 J am using the abbreviated Harvard style of referencing, for example: Adendorff 1996—388-406 means Adendorff 1996 pages 388 to 406. 2. Graphs and tables are given as figure 1-14 and they follow chronological order. 3. My questionnaire is attached under Addendum A All SPSS data are attached under addendum B.
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Ngwenya, Emmanuel Themba. "Ucwaningo ngemithelela yezilimi ezimbili: isiSwazi nesiNdebele ezinganeni ezifunda isiZulu esifundazweni saseMpumalanga." Thesis, University of Zululand, 2010. http://hdl.handle.net/10530/1110.
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Submitted to the Faculty of Arts in fulfillment of the requirements of the Master of Arts in the Department of African Languages at the University of Zululand, South Africa, 2010.Lezi zilimi okuyisiSwazi nesiNdebele zidala izingqinamba endleleni amagama esiZulu aphinyiswa, abhalwa kanye nafundwa ngayo. Lokhu kudala umonakalo olimini lwesiZulu. Izingane ezifunda isiZulu eSifundazweni saseMpumalanga zizithola zibhekene nenkinga yokungaqondisisi into eziyifundayo, eziyikhulumayo kanye naleyo eziyibhalayo. Indlela othisha abaqeqeshwa ngayo kanye nabafundisa ngayo inomthelela endleleni abafundi abafunda ngayo ulimi lwesiZulu. Okunye okuyimbangela yokulimala kolimi lwesiZulu ukuganiselana, ukufuduka, imingcele ehlukanisa imiphakathi, imisakazo elalelwa imiphakathi, izinkulumo zaMakhosi kanye nabaholi. Abazali banegalelo ekubhebhezeleni umthelela odalwa ulimi lwesiSwazi nesiNdebele ezinganeni ezifunda isiZulu ezikoleni zaseSifundazweni saseMpumalanga. Abazali abazikhuthazi futhi abaziseki ngokwanele izingane zabo ezifunda isiZulu njengoba benza kwezinye izifundo. Lokhu kudala ukuthi ulimi lwesiZulu lungavikeleki emthelelweni edalwa ulimi lwesiSwazi kanye nesiNdebele. Izingane ezifunda isiZulu ezikoleni zaseSifundazweni saseMpumalanga zibhekana nezingqinamba ngenxa yomphakathi eziphila phakathi kwawo. Umphakathi eziphila phakathi kwawo ukhuluma ulimi olungaba isiSwazi noma isiNdebele. Ulimi lwesiZulu lusebenza njengolimi lwasesikoleni, emphakathini kuvame isiSwazi nesiNdebele. Imitapo yolwazi etholakala emphakathini waseSifundazweni saseMpumalanga unezincwadi ezimbalwa ezibhalwe ngolimi lwesiZulu. Izincwadi eziningi ezitholakalayo ezolimi lwesiSwazi nesiNdebele. Ukwanda kwemijondolo emphakathini kuholela enkingeni yokuphuka kolimi ngenxa yokwanda kwabantu abaqhamuka ezingxenyeni ezahlukene zezwe. Bambalwa othisha abafunde bagogoda ulimi lwesiZulu abangumnsinsi wokuzimilela eSifundazweni saseMpumalanga. Iningi lo thisha livela eSifundazweni sakwaZulu- Natal, liyaye liphindele emuva uma ithuba livela. Izikhungo lapho kuqeqeshwa othisha abafundisa isiZulu azikho eSifundazweni saseMpumalanga. Kuncane ukusekwa okutholwa othisha besiZulu kuBaphathi bezikole. Izimali ezitholwa uMnyango wesiZulu zincane uma ziqhathaniswa neminye iminyango ezikoleni. Othisha besiZulu bafundisa amakilasi anezingane eziningi. Lokhu kudala ukuthi babhekane nomsebenzi onzima, bangakwazi ukwelekelela abafundi ngendlela efanele. Izinga okuphumelela ngalo abafundi besiZulu liphansi uma liqhathaniswa nalelo okuphumelela ngalo abafundi abafunda ulimi lwesiSwazi nesiNdebele eSifundazweni saseMpumalanga. Abafundi abazinikeli ngokusemandleni abo ukuze bahlangabezane nemizamo yawothisha. Abafundi kumele baziqhenye ngolimi lwesiZulu, lokho kuyodala ukuba ezinye izilimi zingabi nomthelela ongemuhle ekufundeni kwabo.
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Brelage, Elna. "Die radiodrama in isiZulu met verwysing na die werk van D.B.Z. Ntuli." Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-10132005-085945/.
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Mali, Zoliswa Olga. "Exploring communication strategy use by learners of isiZulu in synchronous computer-mediated communication (S-CMC)." Diss., University of Iowa, 2007. http://ir.uiowa.edu/etd/142.
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Shabalala, Brian Christian Thamsanqa. "An analysis of account on love affairs in IsiZulu." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2064.
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Thesis (MA (African Languages))--University of Stellenbosch, 2009.This study explores the theoretical work in the articulation of the motivations and conditions for account-giving in isiZulu. In this context, accounts are similar to narratives and can be retained at the level of private reflections or written diary entries or for others to read and refer to from time to time. The account-giving process, according to Waldron (1997), is like a “life in motion” in which individual characters are portrayed as moving through their experiences, dealing with conflicts or problems in their lives and, at the same time, searching for resolutions. It is the quest to understand the major stresses in each individual’s mind that is at the core of this study. The why-questions that are the result of the daily experiences of destitution, depression, death, disability, etc. are also addressed here. Narrative accounts form the basis of moral and social events and, as such, stories have two elements through which they are explored. They are explored from the point of view of, firstly, the way in which they are told and, secondly, the way in which they are lived within a social context. These stories follow a historically or culturally based format and, to this effect, Gergen (1994) suggests narrative criteria that constitute a historically contingent narrative form. Narrative forms are linguistic tools that have important social functions to fulfil satisfactorily, such as stability narrative, progressive narrative and regressive narrative. According to Gergen (1994), self-narratives are social processes in which individuals are realised on the personal perspective or experience and, as such, their emotions are viewed as constitutive features of relationship. The self-narratives used and analysed in this study portray the contemporary culture-based elements or segments of a well-formed narrative.
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Zondi, Wilson Thembinkosi. "A genre-based pedagogical approach to teaching writing with reference to isiZulu texts." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53243.
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Thesis (MA)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: This assignment examines isiZulu texts within the framework of text-linguistic theories by various scholars and researchers, which illustrate linguistic elements that can be incorporated into the teaching methodology of writing. Appropriately applied, these elements can develop learners' analytical skills as advanced in Curriculum 2005 in the languages learning area. A text-linguistic analysis of isiZulu newspaper texts on current affairs from different editions of Ilanga newspaper has been performed. This analysis reveals that text construction reflects generic factors such as the economic and social status of the community, its culture, which influence the communicative purpose. An attempt is made to investigate in detail the parameters of the ethnography of writing as advanced by Grabe and Kaplan (1996). These parameters are: who, rites, what, to whom, for what purpose, why, when and how. It is argued that once the learner has mastered the parameters for text construction and analysis, he/she will be better equipped to achieve the learning outcomes specified for writing of Curriculum 2005.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek tekste in isiZulu binne die raamwerk van die tekslinguistiese teorieë van verskillende navorsers wat illustreer hoe tekslinguistiese elemente en eienskappe ingesluit kan word in die onderrigmetodologie van skryfvaardigheid. Indien hierdie onderrigmetodologie doeltreffend toegepas word, kan die bemeestering van hierdie elemente leerders se analitiese vaardighede ontwikkel, soos wat bepaal word in die leerarea vir tale van Kurrikulum 2005. 'n Tekslinguistiese analise van koerantartikels oor huidige gebeurtenisse vanuit verskillende uitgawes van die Ilanga koerant is uitgevoer in hierdie studie. Hierdie analises het aangetoon dat tekskonstruksie van isiZulu bepaalde generiese faktore reflekteer, soos die ekonomiese en sosiale status van 'n gemeenskap, wat weer die skrywer se kommunikatiewe doelstelling beïnvloed. Die studie poog om 'n in-diepte analise te maak van die parameters van die etnografie van skryf soos voorgestaan deur Grabe en Kaplan ten opsigte van die isiZulu tekste. Hierdie parameters word soos volg gestel: Wie skryf wat, aan wie, vir watter doel, hoekom, wanneer en hoe. Dit word geargumenteer dat as leerders van isiZulu eers die parameters vir tekskonstruksie bemeester het, sal hy/sy beter in staat wees om die leeruitkomste vir skryfvaardigheid te bereik, soos gespesifiseer in Kurrikulum 2005.
OKUCASHUNIWE Le-thesisi iqukethe izinhlobonhlobo zama-thiyori aqhamuka nongqondongqondo bezifundiswa, nabacwaningi abehlukene abasebenzisa izinhla zenkulumo ezingafakwa emaswini okufundisa ukubhala. Uma engase asetshenziswe ngokuyikho lama-thiyori mhlawumbe lingakhuphuka izinga labafundi lokuhlahlela imibhalo njengokulangazelelwa ngumnyango wezilimi kuKharikhulamu 2005. Kuyole-thesisi kunohlahlelo lwemibhalo yesi Zulu olwenziweyo. Lemibhalo ibika ngezigameko zemihla namalanga eziqhamuka ezinhleni ezahlukene zephephandaba il.anga. Loluhlahlelo luveza ukuthi isakhiwo sombhalo noma itekisi (text) elithize, siqukethe inhlalompilo yabantu, ezomnotho, amasiko, kanye nenjongo yalowombhalo. Ngokusho kuka-Grabe and Kaplan (1996), umbhalo kufanele uchaze phela ukuthi : Ngubani obhalela bani, ini, ngasizathu sini, kwenzenjani, nini, kanjani? Uma umfundi engase akwazi ukuphendula okusambuzo ngenxa ngenkathi ebumba noma ehlaziya umbhalo, kuyobe izimfuno zika-Kharikhulamu 2005 sezembulekile kuye.
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Mzoneli-Makhwaza, Irene Nini. "African male voices: representation of women images in selected isiZulu literary texts; reality or idealism?" Thesis, University of Zululand, 2016. http://hdl.handle.net/10530/1609.
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A thesis submitted to the Faculty of Arts in fulfillment of the requirements for the Degree Of Doctor of Philosophy in the Department of African Languages at the University of Zululand, 2016In this thesis, the research focused on representation of women images in the selected isiZulu literary texts. From the late 1940’s up to 1994 South Africans struggled under the apartheid regime. During this period of time Black women were doubly oppressed by their patriarchal and traditional cultures as well as by the apartheid system of government. With the change of government in 1994, a new era in the history of South Africa was ushered in. The underlying foundations of the new constitution were democratic values of gender equality, non- racial, non sexist society. It is against this backdrop that the thesis focused on exploring the effects and or impact of perceptions about women within a changing and transforming society in Africa in general and South Africa specifically. The isiZulu texts selected that were analysed are works of transitional period partly because they were published during the time of political and social transformation. Whilst other texts that were analysed were published during the post-independence period. The rational behind this was to give a broader spectrum that reflects the reality; as well as to establish whether the socio- political transformation has had an impact on how male authors represent women in isiZulu literary texts. Literary feminist philosophy was employed to highlight whether their depiction is real or idealized. The study concluded that gender inequality was still prevalent in the depiction of women images in selected isiZulu literary texts authored by males. There was no transformation that had been made by male authors in their portrayal of women characters to reflect the current political and social order
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Makhanya, Winfred Nonhle Zabathembu. "The personal experience essay in isiZulu as reflection of the writing competence of grade 12 learners." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52001.
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Thesis (M.A.)--Stellenbosch University, 2000.ENGLISH ABSTRACT: This study explores the application of various approaches to teaching communicative writing skills in senior phases of learning. The main aim is to investigate how these approaches are adopted to instil competence in the communicative writing skills of grade 12learners ofisiZulu first language. Various approaches to writing skills are discussed and explored in order to make suggestions to educators' effective ways of teaching and learning communicative writing skills. Assessment criteria for written work are also presented to guide educators on how the written work is assessed. In order to ensure that the communicative writing skills are taught and learned effectively up to norms required by the Department of Education; the approaches to teaching communicative writing skills are discussed in relation to both the critical outcomes and the specific outcomes for the learning field Languages, Literacy and Communication as specified in the Curriculum 2005 (1997). The idealized writing curriculum proposed by Grade and Kaplan (1996) is also presented in relation to the specific outcomes that need to be achieved in the Languages, Literacy and Communication learning field. The aim of presenting this writing curriculum is to enable the educators to teach communicative writing skills effectively and to be able to compete in the urban, technological, international world that requires competent writers. In order to investigate the needs and problems that appear to constitute obstacles in teaching and learning communicative writing skills effectively, survey interviews were conducted with the respective educators; and written reports were requested from the educators who were participating in facilitating the process of writing the IsiZulu essays of Grade 12 learners for analysis. In this study, these essays are analysed and assessed. The findings based on this research are presented explicitly to identify the obstacles that educators and learners experience during the writing practices. Recommendations are made as regards positive and constructive changes in the teaching and learning of the communication writing skills in the senior phases of learning in South Africa.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die toepassing van verskeie benaderings tot die onderrig van kommunikatiewe skryfvaardighede in die senior fase van leer. Die hoofdoelstelling van die studie is om In ondersoek te doen na hoe benaderings wat aanvaar word aanleiding kan gee tot die verwerwmg van taalvaardigheid, m die besonder, kommunikatiewe skryfvaardighede deur graad 12 eerstetaalleerders van isiZulu. Verskillende benaderings tot skryfvaardighede salondersoek word ten einde aanbevelings te maak oor doeltreffende wyses waarop onderwysers kommunikatiewe onderrig en leer kan bewerkstellig. Assesseringskriteria VIr skriftelike werk sal aangebied word ten einde taalonderrigpraktisyns riglyne te gee aangaande die assossering van kommunikatiewe skryfvaardighede. Ten einde te verseker dat kommunikatiewe skryfvaardighede doeltreffend onderrig en aangeleer word tot op die peil vereis deur die Departement van Onderwys, sal die benaderings tot die onderrig van kommunikatiewe skryfvaardighede bespreek word met betrekking tot sowel die kritieke uitkomste as die spesifieke uitkomste van die leerveld Tale, Geletterdheid en Kommunikasie, soos gespesifiseer in Kurrikulum 2005 (1997). Die voorgestelde skryfkurrikulum van Grabe en Kaplan (1976) salook bespreek word met betrekking tot die spesifieke uitkomste wat bereik moet word in die leerveld Tale, Geletterdheid en Kommunikasie. Die doelstelling van die bespreking van hierdie skrytkurrikulum is om onderwysers in staat te stelom kommunikatiewe skryfvaardighede doeltreffend te onderrig ten einde leerders in staat te stelom mededingend te wees in die huidige stedelike, tegnologiese, internasionale wêreld wat vaardige skrywers vereis. Ten einde die behoeftes en probleme te ondersoek wat hindernisse is in die doeltreffende onderrig en leer van kommunikatiewe taalvaardigheid, is onderhoude gereël met verskillende onderwysers, en skriftelike rapporte is aangevra van onderwysers wat deelgeneem het in die fasiliteringsproses van die skryf van isiZulu opstelle deur graad 12 leerders vir die doeleindes van die analises gedoen in hierdie studie. Die bevindinge gebaseer op die navorsing gedoen in hierdie studie word eksplisiet aangebied ten einde die hindernisse te identifiseer wat onderwys ervaar tydens die praktyk van skryfonderrig. Aanbevelings word gemaak rakende positiewe en konstruktiewe vernaderinge in die onderrig en leer van kommunikatiewe skryfvaardighede in die senior fase van leer in Suid- Afrika.
Books on the topic "IsiZulu (Zulu)"
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Nxumalo, T. E. Funda IsiZulu! =: Learn Zulu! : an introduction to Zulu. Hamilton, Ont., Canada: Prepared for Juta Academic Pub. by WXY Media, 1996.
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Zulu, E. S. Q. Isizulu soqobo: Ibanga 9. 3rd ed. Pietermaritzburg: Reach Out Publishers, 1992.
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Dent, G. R. Compact Zulu dictionary: English-Zulu, Zulu-English. 6th ed. Pietermaritzburg: Shuter & Shooter, 1995.
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Nyembezi, C. L. Sibusiso 1919-, ed. Compact Zulu dictionary: English-Zulu, Zulu-English. 4th ed. Pietermaritzburg: Shuter & Shooter, 1985.
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Schryver, Gilles-Maurice De, and Nomusa Sibiya. Isichazamazwi sesikole esinezilimi ezimbili: IsiZulu-nesiNgisi : esishicilelwe abakwa-Oxford = Oxford bilingual school dictionary : Zulu and English. Cape Town: Oxford University Press Southern Africa, 2010.
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Morphology: An introduction to the structure of words in Setswana and IsiZulu. Gaborone, Botswana: Kokeb, 2012.
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Rodseth, Victor. Eyabaqalayo ukufunda isiZulu =: Breakthrough to Zulu : a course in initial reading and writing. Pinelands, Cape Town: Maskew Miller Longman, 1985.
Find full textBook chapters on the topic "IsiZulu (Zulu)"
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Sanders, Mark. "2008." In Learning Zulu. Princeton University Press, 2016. http://dx.doi.org/10.23943/princeton/9780691167565.003.0006.
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This chapter examines the phenomenon of mobs discriminating in the name of Zulu in 2008. In June 2008, a wave of xenophobic attacks against migrants and foreigners that began in Gauteng spread across Johannesburg. Mobs were forcing people to take “tests” to establish their nationality. A language test is first, where one is asked to label certain body parts in isiZulu. These Zulu language “tests” were compared to the “pencil test,” once used by apartheid government officials to help them refine racial classifications. The chapter considers how ownership of a language like Zulu is being asserted in pursuit of an exclusive right to ownership of property and opportunity. It argues that Zulu is the language of xenophobia, used to discriminate against, and to deprive. It also comments on the Chief of The Point, a satirical persona adopted by Volovolo Memela in his newspaper column, “Ngeso likaVolovolo.”