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Journal articles on the topic 'IsiZulu'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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1

Dlamini, Jacob S. T. "Isizulu Phaqa." Safundi 18, no. 1 (January 2, 2017): 9–11. http://dx.doi.org/10.1080/17533171.2016.1255450.

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2

Mndawe, Isaac. "A step-by-step integration of isiZulu mood as a grammatical feature into secondary school level creative writing." Journal for Language Teaching 54, no. 1 (March 4, 2021): 215–33. http://dx.doi.org/10.4314/jlt.v54i1.6.

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This article proposes how to infuse grammatical features, isiZulu moods in particular, into the creative writing processes at Senior and Further Education and Training (SP and FET) Phases. IsiZulu moods are grammatical features that are underused by teachers in the teaching of isiZulu creative writing. This study would help isiZulu teachers to acquire adequate language teaching skills and techniques, thus learning the proper application of grammatical feature. IsiZulu teachers would shift from teaching grammar as a standalone to communicative language teaching. The main method of investigation was the review of literature on the teaching of grammar, such as the works of Harry Noden, Image Grammar, isiZulu textbooks and methodology books used for language teaching. The Departmentof Education curriculum documents were analysed and discussed systematically. We have observed that the presentation of moods in most isiZulu of school textbooks is technical in that it focuses on their morphological structure and less on their semantic and syntacticstructures. The syllabus is not explicit why grammatical feature, such as mood, should be studied and how learners can apply the different moods in their creative writing activities. We argue that learning how to use isiZulu moods could improve learners’ quality of writing and enable them to write effective texts. Keywords: Creative writing; writing skills; isiZulu grammar; sentences; moods
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3

Nkosi, Zinhle Primrose. "Non-native isiZulu Pre-service Teachers’ Views and Experiences on Learning isiZulu as a Second Language at a South African KwaZulu-Natal University." Journal of Asian and African Studies 55, no. 1 (August 14, 2019): 95–110. http://dx.doi.org/10.1177/0021909619868742.

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This paper explores non-mother tongue isiZulu pre-service teachers’ views and experiences on learning isiZulu as a second language. The study uses qualitative study methods and it operates under the interpretivist paradigm. Semi-structured interviews are used with 20 students. Among findings are issues that relate to the usefulness of learning isiZulu as a compulsory module, good student attitude and academic performance. One of the recommendations is that there is a need to separate students studying isiZulu for the first time and those who are not studying it for the first time.
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4

Zeller, Jochen. "Object marking in isiZulu." Southern African Linguistics and Applied Language Studies 30, no. 2 (June 2012): 219–35. http://dx.doi.org/10.2989/16073614.2012.737600.

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5

Chambers, Nola J., Amy M. Wetherby, Sheri T. Stronach, Nonyameko Njongwe, Shuaib Kauchali, and Richard R. Grinker. "Early detection of autism spectrum disorder in young isiZulu-speaking children in South Africa." Autism 21, no. 5 (June 22, 2016): 518–26. http://dx.doi.org/10.1177/1362361316651196.

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Culturally appropriate tools are needed for detecting symptoms of autism spectrum disorder in young South African children. The objectives of this study were to (1) adapt and translate into isiZulu existing measures for detecting early signs of autism spectrum disorder, (2) use the measures to characterize and compare behavioural profiles of young isiZulu-speaking children with and without autism spectrum disorder and (3) compare symptom profiles across sampling procedures. Measures were translated and adapted into isiZulu and used to evaluate 26 isiZulu-speaking children, 15 children with no reported developmental concerns and 11 referred for suspected autism spectrum disorder. A video-recorded observation of children and caregivers in their home environment was also made. Based on best-estimate diagnoses, 10 children were classified as autism spectrum disorder and 16 as non-autism spectrum disorder. The children with autism spectrum disorder presented with significantly more autism spectrum disorder red flags than the non-autism spectrum disorder group according to parent report and systematic ratings of red flags. Significant correlations between parent report and observational measures of red flags were observed. More red flags were observed during structured evaluations than home observations in the autism spectrum disorder group. Findings provide a foundation for tool translation and adaptation in South Africa and identifying social communication markers to detect autism spectrum disorder in young isiZulu-speaking children.
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6

Cockburn, Jessica J., Ben Khumalo-Seegelken, and Martin H. Villet. "IziNambuzane: IsiZulu names for insects." South African Journal of Science 110, no. 9/10 (2014): 1–13. http://dx.doi.org/10.1590/sajs.2014/20130292.

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7

van der Spuy, Andrew. "Generation of the isiZulu subjunctive." Southern African Linguistics and Applied Language Studies 30, no. 1 (March 2012): 77–92. http://dx.doi.org/10.2989/16073614.2012.693716.

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8

Zulu, N. S., and Hloniphani Ndebele. "Students’ motivation for studying isiZulu first language modules at the University of KwaZulu-Natal." Journal for Language Teaching 54, no. 2 (March 29, 2021): 11–33. http://dx.doi.org/10.4314/jlt.v54i2.1.

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This article presents findings of a study conducted at the University of KwaZulu-Natal’s Department of African Languages on the motivation of isiZulu first language (L1) undergraduate students for studying isiZulu first language modules. In this paper, we postulate that students’ motivation for learning an African language in the South African context is a result of multiple variables that relate to relevance and socio cultural implications of the concerned language, and the effects of the pervasiveness of English in the social, cultural, economic and political spheres of life. Understanding student motivation for studying African languages as L1 is vital as an additional measure in transforming curricula in order to satisfy the multilingual needs of the global world by enforcing additive bilingualism that embraces African languages. Questionnaires were used, and the responses were analysed thematically to determine students’ motivation to enrol for isiZulu modules. The findings of the study reveal intrinsic and extrinsic motivational factors, among them, the use of isiZulu for teaching and learning, cultural affi liation and identity, career trajectories, peer and/or family pressure and a poor selection, or a lack of course alternatives.
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9

Naidoo, Shamila. "The palatalisation process in isiZulu revisited." South African Journal of African Languages 22, no. 1 (January 2002): 59–69. http://dx.doi.org/10.1080/02572117.2002.10587498.

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10

Louw, J. A., M. Davel, and E. Barnard. "A general-purpose IsiZulu speech synthesizer." South African Journal of African Languages 25, no. 2 (January 2005): 92–100. http://dx.doi.org/10.1080/02572117.2005.10587252.

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11

Land, Sandra. "Reading and the orthography of isiZulu." South African Journal of African Languages 35, no. 2 (July 3, 2015): 163–75. http://dx.doi.org/10.1080/02572117.2015.1113000.

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12

Masuku, Mfundo Mandla, and Tholakele Henrietta Chiliza. "Cross-parallels in isiZulu proverbial messages." South African Journal of African Languages 41, no. 1 (January 2, 2021): 69–75. http://dx.doi.org/10.1080/02572117.2021.1902140.

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13

Ndebele, Hloniphani. "Is isiZulu a ‘problem or a ‘resource’? Engineering students’ perceptions of teaching and learning in a multilingual context." Journal for Language Teaching 54, no. 1 (March 3, 2021): 123–49. http://dx.doi.org/10.4314/jlt.v54i1.2.

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Research and praxis in the field teaching and learning in the South African higher education context has been characterised by calls to expand the languages of teaching and learning through the inclusive use of African languages in higher education. Such calls are based on the realisation of the critical role that students’ home language can play in cognitive and linguistic development, among other things, in education. The focus of this paper is to ascertain the perceptions of students about the inclusive use of isiZulu, an African language, as a language of teaching and learning. Data were gathered through a survey which employed a questionnaire targeting 120 students from a Faculty of Engineering at a South African university of technology. The study found that students’ understanding of the use of isiZulu for teaching and learning conflated issues of language as ‘problem’ and ‘resource’. The study also discovered elements of language ambivalence. The paper argues that helping students to shift their perceptions from a ‘problem’ viewof language to a view of language as a ‘resource’ could enhance their learning. Keywords: African languages; IsiZulu; Teaching and learning; Higher education; South Africa
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14

Mndawe, IK. "Noun valency in isiZulu and Southern isiNdebele." South African Journal of African Languages 38, no. 3 (September 2, 2018): 343–48. http://dx.doi.org/10.1080/02572117.2018.1518048.

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15

Ndlovu, Manqoba Victor. "Referential cohesion in isiZulu translated health texts." Southern African Linguistics and Applied Language Studies 31, no. 3 (September 2013): 349–57. http://dx.doi.org/10.2989/16073614.2013.837609.

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16

Keet, C. Maria, and Langa Khumalo. "Grammar rules for the isiZulu complex verb." Southern African Linguistics and Applied Language Studies 35, no. 2 (April 3, 2017): 183–200. http://dx.doi.org/10.2989/16073614.2017.1358097.

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17

Sibisi, Muhle, and Heike Tappe. "The use of tense and aspect in isiZulu and English by isiZulu L1/English L2 speakers: An empirical investigation." Southern African Linguistics and Applied Language Studies 38, no. 3 (October 1, 2020): 200–221. http://dx.doi.org/10.2989/16073614.2020.1822191.

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18

Zuma, Sandile C., and Edith R. Dempster. "isiZulu as a language of assessment in science." African Journal of Research in Mathematics, Science and Technology Education 12, no. 2 (January 2008): 31–46. http://dx.doi.org/10.1080/10288457.2008.10740633.

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19

Chetty, Naven. "Student responses to being taught physics in isiZulu." South African Journal of Science 109, no. 9/10 (2013): 1–6. http://dx.doi.org/10.1590/sajs.2013/20120016.

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20

Rudwick, Stephanie. "Township language dynamics: isiZulu and isiTsotsi in Umlazi." Southern African Linguistics and Applied Language Studies 23, no. 3 (August 2005): 305–17. http://dx.doi.org/10.2989/16073610509486392.

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21

Mathonsi, Nhlanhla, and Shamila Naidoo. "Imbrication triggered by the suffix -ile in isiZulu." South African Journal of African Languages 32, no. 2 (December 2012): 167–73. http://dx.doi.org/10.2989/sajal.2012.32.2.8.1145.

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22

Butler, Gustav. "Translating the Test of Academic Literacy Levels into Sesotho." Journal for Language Teaching 51, no. 1 (July 5, 2021): 1–35. http://dx.doi.org/10.4314/jlt.v51i1.1.

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This article reports on an initiative at the Vaal Triangle Campus (VTC) of North-West University (NWU) towards the active encouragement of functional multilingualism in tertiary education. More specifically, in an effort to support the potential use of Sesotho (Southern Sotho) and isiZulu in the teaching-learning environment at this campus, it was decided that an important first step should be an accurate and reliable determination of students’ levels of academic literacy (AL) in these two languages. Such a measurement would provide an indication of student readiness to make productive use of any extra learning support offered in these languages. Since there are no measuring instruments available to assess students’ academic literacy levels in Sesotho and isiZulu at tertiary level, it was decided thattranslating an existing test may be the most productive option in this case. The test selected for translation into Sesotho and isiZulu was the Test of Academic Literacy Levels (TALL), a test that has consistently shown high reliability measures in the assessment of students’academic literacy levels in English. Because Sesotho is the home language used by the majority of students (other than English and Afrikaans) at the VTC, it was decided that Sesotho would be treated as priority in terms of the completion of the project. The article therefore documents the translation process for Sesotho, and discusses primarily positive findings regarding the creation of a conceptually and functionally adequate Sesotho version of the TALL through a process of translation.
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23

Ndlovu, Victor. "The limits of simplification in translated isiZulu health texts." South African Journal of African Languages 26, no. 3 (January 2006): 121–30. http://dx.doi.org/10.1080/02572117.2006.10587275.

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24

Posthumus, Lionel. "Tense marking in copulatives with particular reference to isiZulu." South African Journal of African Languages 37, no. 2 (July 3, 2017): 163–72. http://dx.doi.org/10.1080/02572117.2017.1387987.

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25

Ndlovu, Manqoba Victor. "Ideology in the English translation of isiZulu praise poems." South African Journal of African Languages 40, no. 3 (September 1, 2020): 243–48. http://dx.doi.org/10.1080/02572117.2020.1855714.

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26

Ntombela, Sipho Albert. "Maskandi: A critical discourse analysis of indigenous isiZulu songs." Southern African Linguistics and Applied Language Studies 34, no. 2 (June 30, 2016): 109–20. http://dx.doi.org/10.2989/16073614.2016.1194219.

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27

Hunter, Mark. "Fathers without amandla? Gender and Fatherhood among isiZulu speakers." Journal of Natal and Zulu History 22, no. 1 (January 2004): 149–60. http://dx.doi.org/10.1080/02590123.2004.11964128.

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28

Thwala, Jozi Joseph. "The Structural Analysis of Linking Techniques in Selected IsiZulu Poetry." Journal of Social Sciences 50, no. 1-3 (July 13, 2017): 103–10. http://dx.doi.org/10.1080/09718923.2017.1311724.

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29

Bosch, Sonja E., and Roald Eiselen. "The effectiveness of morphological rules for an isiZulu spelling checker." South African Journal of African Languages 25, no. 1 (January 2005): 25–36. http://dx.doi.org/10.1080/02572117.2005.10587246.

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30

Ngcobo, Sandiso. "Cry, the beloved country’s isiZulu translation: speech act of naming." Southern African Linguistics and Applied Language Studies 33, no. 1 (January 2, 2015): 99–110. http://dx.doi.org/10.2989/16073614.2015.1023504.

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31

Sikhakhane, S., B. Kusel, and RN Rodseth. "Development and validation of the isiZulu quality of recovery score." Southern African Journal of Anaesthesia and Analgesia 24, no. 3 (May 4, 2018): 65–69. http://dx.doi.org/10.1080/22201181.2018.1470810.

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32

Keet, C. Maria, and Langa Khumalo. "Toward a knowledge-to-text controlled natural language of isiZulu." Language Resources and Evaluation 51, no. 1 (February 4, 2016): 131–57. http://dx.doi.org/10.1007/s10579-016-9340-0.

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33

Hadebe, Sandile T., Albert T. Modi, and Tafadzwanashe Mabhaudhi. "Assessing Suitability of Sorghum to Alleviate Sub-Saharan Nutritional Deficiencies through the Nutritional Water Productivity Index in Semi-Arid Regions." Foods 10, no. 2 (February 10, 2021): 385. http://dx.doi.org/10.3390/foods10020385.

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Lack of cereal nutritional water productivity (NWP) information disadvantages linkages of nutrition to water–food nexus as staple food crops in Sub-Saharan Africa (SSA). This study determined the suitability of sorghum (Sorghum bicolor L. Moench) genotypes to alleviate protein, Zn and Fe deficiency under water-scarce dryland conditions through evaluation of NWP. Sorghum genotypes (Macia, Ujiba, PAN8816, IsiZulu) NWP was quantified from three planting seasons for various sorghum seed nutrients under dryland semi-arid conditions. Seasons by genotypes interaction highly and significantly affected NWPStarch, Ca, Cu, Fe, and significantly affected NWPMg, K, Na, P, Zn. Genotypic variations highly and significantly affected sorghum NWPProtein, Mn. Macia exhibited statistically superior NWPprotein (13.2–14.6 kg·m−3) and NWPZn (2.0–2.6 g·m−3) compared to other tested genotypes, while Macia NWPFe (2.6–2.7 g·m−3) was considerably inferior to that of Ujiba and IsiZulu landraces under increased water scarcity. Excellent overall NWPprotein, Fe and Zn under water scarcity make Macia a well-rounded genotype suitable to alleviating food and nutritional insecurity challenges in semi-arid SSA; however, landraces are viable alternatives with limited NWPprotein and Zn penalty under water-limited conditions. These results underline genotype selection as a vital tool in improving “nutrition per drop” in semi-arid regions.
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34

Msibi, Thabo, and Stephanie Rudwick. "Intersections of two isiZulu genderlects and the construction of 'skesana' identities." Stellenbosch Papers in Linguistics Plus 46 (September 3, 2015): 45. http://dx.doi.org/10.5842/46-0-616.

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35

Ngwane, Simphiwe. "ILanga Nodlame Lokucwaswa Ngokubuzwe:the May 2008 Xenophobic Riots Mediated in isiZulu." African Journalism Studies 38, no. 3-4 (October 2, 2017): 118–39. http://dx.doi.org/10.1080/23743670.2018.1425148.

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36

Ngwenya, Themba. "Introducing critical language awareness in IsiZulu: the why and the how." Southern African Linguistics and Applied Language Studies 24, no. 2 (June 2006): 165–73. http://dx.doi.org/10.2989/16073610609486415.

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37

Rudwick, Stephanie, and Magcino Shange. "Sociolinguistic oppression or expression of 'Zuluness'? 'IsiHlonipho' among isiZulu-speaking females." Southern African Linguistics and Applied Language Studies 24, no. 4 (November 2006): 473–82. http://dx.doi.org/10.2989/16073610609486435.

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38

Zungu, Phyllis Jane, and Rama Pillay. "High school learners' attitudes towards isiZulu in the Greater Durban Area." Language Matters 41, no. 1 (July 2010): 109–25. http://dx.doi.org/10.1080/10228195.2010.492230.

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39

Ngcobo, Mtholeni. "Loan words classification in isiZulu: The need for a sociolinguistic approach." Language Matters 44, no. 1 (March 2013): 21–38. http://dx.doi.org/10.1080/10228195.2012.706317.

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40

Monich, Irina. "Comparative morphological analysis of the perfect form in Sesotho and isiZulu." Natural Language & Linguistic Theory 33, no. 4 (February 4, 2015): 1271–92. http://dx.doi.org/10.1007/s11049-014-9280-6.

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41

Shandu, Thulile Pearl. "Pitch Black Language: The Quest for Language Purity in isiZulu popular music." Muziki 4, no. 2 (November 2007): 263–77. http://dx.doi.org/10.1080/18125980802298674.

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42

Ndlovu, Manqoba Victor. "The translation of non-lexicalised words/terms by isiZulu health-text translators." Southern African Linguistics and Applied Language Studies 31, no. 2 (June 2013): 161–71. http://dx.doi.org/10.2989/16073614.2013.815837.

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43

Buthelezi, Mbongiseni. "African-language literatures: perspectives on isiZulu fiction and popular black television series." Social Dynamics 39, no. 3 (September 2013): 552–54. http://dx.doi.org/10.1080/02533952.2013.852308.

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44

Ndimande-Hlongwa, Nobuhle, and Hloniphani Ndebele. "Digging deep into IsiZulu-English code-switching in a peri-urban context." Language Matters 45, no. 2 (May 4, 2014): 237–56. http://dx.doi.org/10.1080/10228195.2014.910248.

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45

Naidoo, Shamila. "Distinctive feature theory: from the linear to the nonlinear. An application to Isizulu." South African Journal of African Languages 21, no. 1 (January 2001): 80–88. http://dx.doi.org/10.1080/02572117.2001.10587467.

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46

Matthews, Margaret, and Roshni Gokool. "Second language teaching of vocation-specific isiZulu communication skills to health sciences students." South African Journal of African Languages 38, no. 2 (May 4, 2018): 149–58. http://dx.doi.org/10.1080/02572117.2018.1463703.

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47

Gouws, R. H., and D. J. Prinsloo. "Left-expanded Article Structures in Bantu with Special Reference to isiZulu and Sepedi." International Journal of Lexicography 18, no. 1 (March 1, 2005): 25–46. http://dx.doi.org/10.1093/ijl/eci002.

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48

Ngcobo, Sandiso. "Educators’ attitudes towards the role of isiZulu in education: Additive rather than exclusive." Southern African Linguistics and Applied Language Studies 31, no. 2 (June 2013): 185–205. http://dx.doi.org/10.2989/16073614.2013.815838.

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49

Sithole, Nkosinathi. "African Languages Literature: Childish and Immature? The Case of Two Contemporary isiZulu Novels." Current Writing 24, no. 1 (May 2012): 50–57. http://dx.doi.org/10.1080/1013929x.2012.645359.

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50

Mhlongo, Bonakele Y. "Beyond The Policy Rhetoric: IsiZulu in a Dual-medium Postgraduate Language Teacher Programme." Studies of Tribes and Tribals 14, no. 2 (December 2016): 138–47. http://dx.doi.org/10.1080/0972639x.2016.11886741.

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