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Relevant bibliographies by topics / Ndebele language (Zimbabwe)

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Academic literature on the topic 'Ndebele language (Zimbabwe)'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Ndebele language (Zimbabwe)"

1

Ndlovu, Sambulo. "The toponym Bulawayo and ideologies of Ndebele language purism in Zimbabwe." Naming and Labelling Contexts of Cultural Importance in Africa 10, no. 2 (2023): 209–23. http://dx.doi.org/10.1075/ijolc.00051.ndl.

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Abstract Linguistic and cultural anxieties have characterized the Ndebele language and culture due to the various hegemonies the people have gone through. The Ndebele as a nation were born out of the Mfecane migrations. In their migration up north they encountered various linguo-cultural groups that posed the risk of possible linguistic and cultural attrition. Upon settling in what is known as Zimbabwe today, the speakers of Ndebele were a minority among other language groups which they had conquered militarily. Both colonial conquest and the subsequent Shona triumphalist and nationalist disco

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Maseko, Busani. "Blurring the binaries of home/school in Family Language Policy." Sociolinguistic Studies 18, no. 1-2 (2024): 81–106. http://dx.doi.org/10.1558/sols.24796.

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The persistence of the COVID-19-induced lockdowns resulted in increased parent-child encounters as parents worked from home while children learnt through remote platforms. This blurred the binaries of home/school as parents assumed the role of teachers by participating in children’s schooling more formally. By focusing on the role of parents as teachers in heritage language tasks, this study discusses family language ideologies and how they are infused into the teaching and learning of Ndebele, a historically minoritised and marginalised language in Zimbabwe. Data is drawn from a linguistic et

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3

Siziba, Gugulethu, and Lloyd Hill. "Language and the geopolitics of (dis)location: A study of Zimbabwean Shona and Ndebele speakers in Johannesburg." Language in Society 47, no. 1 (2018): 115–39. http://dx.doi.org/10.1017/s0047404517000793.

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AbstractThe Zimbabwean diaspora is a well-documented phenomenon. While much research has been done on Zimbabwean migration to South Africa, the role that language plays in this process has not been well researched. This article draws on South African census data and qualitative fieldwork data to explore the manner in which Zimbabwean migrants use languages to appropriate spaces for themselves in the City of Johannesburg. The census data shows that African migrants tend to concentrate in the Johannesburg CBD, and fieldwork in this area reveals that Zimbabwean migrants are particularly well esta

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Charamba, Erasmos, and Omphile Marupi. "Language Contact, Contamination, Containment, and Shift: Lessons From Multilingual Gwanda South, Zimbabwe." Journal of Languages and Language Teaching 11, no. 3 (2023): 515. http://dx.doi.org/10.33394/jollt.v11i3.7598.

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This article seeks to evaluate the level and type of changes in Sesotho as a result of language contact in multilingual Gwanda South, Zimbabwe. It will indicate choices that speech communities have and reasons for specific language preferences. It looks at the multilingual situation in Gwanda South and the language choices that the community is free or forced to make. It seeks to indicate how language contact could result in language shifts in supposed multilingual communities that could be affected by other languages appearing and being used for essential social, political, religious, and adm

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Downing, Laura J. "Satisfying minimality in Ndebele." ZAS Papers in Linguistics 19 (January 1, 2000): 23–39. http://dx.doi.org/10.21248/zaspil.19.2000.67.

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In this paper, I discuss four different verb forms in Ndebele (a Nguni Bantu language spoken mainly in Zimbabwe) - the imperative, reduplicated, future and participial. I show that while all four are subject to minimality restrictions, minimality is satisfied differently in each of these morphological contexts. To account for this, I argue that in Ndebele (as in other Bantu languages) Word and RED are not the only constituents which must satisfy minimality: the Stem is also subject to minimality conditions in some morphological contexts. This paper, then, provides additional arguments for the

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Phiri, Admire, and Innocent Dande. "Surviving on the margins." Hunter Gatherer Research 7, no. 3-4 (2021): 309–40. http://dx.doi.org/10.3828/hgr.2021.3.

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This article examines the history of the Tjwa (San) community of Zimbabwe from the prisms of food, marginality and Zimbabwean politics. It traces the marginal position of the Tjwa people to the Bantu migrations and the coming of the Ndebele state in the 1830s. These two migrations pushed the San people into the marginal and driest south-western parts of Zimbabwe. We examine how this affected the Tjwa people’s choice of food as they responded to capricious weather conditions. We also argue that the colonial state furthered the marginalisation of the Tjwa by setting up the Hwange National Park a

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Ndhlovu, Finex. "Gramsci, Doke and the Marginalisation of the Ndebele Language in Zimbabwe." Journal of Multilingual and Multicultural Development 27, no. 4 (2006): 305–18. http://dx.doi.org/10.2167/jmmd445.1.

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Ndebele, Lickel. "Negotiating marital challenges through classic wedding songs: a case of the Ndebele in Zimbabwe." South African Journal of African Languages 42, no. 3 (2022): 272–82. http://dx.doi.org/10.1080/02572117.2022.2132692.

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Ahmimed, Charaf, and Sofia Quesada-Montano. "Intercultural dialogue A tool for young people to address exclusion in southern Africa." Journal of Intercultural Communication 19, no. 2 (2019): 1–13. http://dx.doi.org/10.36923/jicc.v19i2.779.

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This article aims to develop understanding about how intercultural dialogue can pave the way for more inclusive societies. Four intercultural dialogues were held, one in each of the following countries: Malawi, Namibia, Zambia and Zimbabwe. They addressed important topics such as cultural identity, gender inequality, and power imbalances in access to education or employment, with young people from diverse ethnic origins (e.g. Tonga, Shona and Ndebele). The dialogues provided participants with an opportunity to discuss the social dynamics of exclusion. In addition, they allowed for the study of

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Ndlovu, Eventhough. "Milestones, challenges and prospects in the implementation of the Language Provisions of the Constitution of Zimbabwe Amendment (No.20) Act." Journal of African Languages and Literary Studies 1, no. 3 (2020): 157–78. http://dx.doi.org/10.31920/2633-2116/2020/v1n3a8.

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This article examines the progress made so far in the implementation of the language provisions of the 2013 Constitution of Zimbabwe Amendment (No.20) Act. It is almost seven years since the 2013 Constitution became law. Given this timeframe, this study evaluates the milestones, challenges and prospects in the implementation of Sections 6, 7, 22, 56, 63, 70 and 249 of the 2013 Constitution. The study employs a multi-method approach to data collection and uses Critical Discourse Analysis and the Language Management Approach as its theoretical frameworks to account for the non-implementation dil

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Dissertations / Theses on the topic "Ndebele language (Zimbabwe)"

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Mugore, Masawi Maireva Faustina. "Language learning and teaching in Zimbabwe : English as the sole language of instruction in schools : a study of students' use of English in Zimbabwe, their indigenous languages (Shona and Ndebele), and the schools' methods of instruction in secondary school classrooms." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29090.

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This study focuses on the use of English as the sole medium of instruction in Zimbabwean schools and the effect of such a policy on the educational achievement of students, particularly in secondary schools. The role of Shona and Ndebele, two other Zimbabwean official languages, in schooling is also examined.<br>Some of the findings reveal a learning and teaching environment that prevents strategies from addressing linguistic, social and cultural development with a coherent workable vision in the English classroom.<br>Because English is the working language of government, business, and industr

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Gambahaya, Zifikile. "An analysis of the social vision of post-independence Zimbabwean writers with special reference to Shona and Ndebele poetry." Doctoral thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/9678.

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Includes bibliographical references.<br>This dissertation analyses creative trends in Shona and Ndebele poetry published after the attainment of political independence in 1980. The research tries to establish the close link between poems in the two national languages and post-independence Zimbabwean history in order to examine the link between creative writing and nationalism, which is the context in which creativity takes place, an attempt is made to outline major trends in nationalist history vis-a-vis colonialism. Having set the background for analysis, the research focuses on texts that ar

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Siziba, Gugulethu. "Language and the politics of identity in South Africa : the case of Zimbabwean (Shona and Ndebele speaking) migrants in Johannesburg." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/95464.

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Thesis (PhD)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: Discourses about identity framed in terms of questions about autochthons and the Other are on the ascendance in the contemporary socio-political and cultural milieu. Migration, by virtue of its transgression of national boundaries and bounded communities, stands as a contentious site with respect to the politics of identity. South Africa is one case in point, where migrants – particularly those of African origin – have been at the centre of a storm of Otherization, which climaxed in the May 2008 attacks (now widely termed ‗xenop

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Nyika, Nicholus. "A case study of civil society organisations' initiatives for the development and promotion of linguistic human rights in Zimbabwe (1980-2004)." Thesis, 2008. http://hdl.handle.net/10539/5797.

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This thesis considers the initiatives of civil society organizations involved in efforts to revitalize the endoglossic minority languages in Zimbabwe in the period following the attainment of political independence in 1980. The study sought to understand how particular organs of civil society in Zimbabwe, such as the Catholic Commission for Justice and Peace in Zimbabwe, Silveira House, Save the Children Fund (United Kingdom), and the African Languages Research Institute, have contributed to the development and promotion of linguistic human rights in Zimbabwe. These civil society organi

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Sibanda, Ethelia. "The linguistic impact of the symbiotic relationship between amaNdebele and amaXhosa on the isiXhosa language and the amaXhosa culture in the Mbembesi area of Zimbabwe." Thesis, 2019. http://hdl.handle.net/10500/26533.

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The study sought to investigate how the symbiotic relationship between amaXhosa and amaNdebele impacted on IsiXhosa language and amaXhosa culture in Mbembesi area in Zimbabwe. The study was conducted where two ethnic groups of amaXhosa and amaNdebele coexist. Language policies in the past have disadvantaged amaXhosa by treating the language as a minority language which led to its marginalisation at school and in public life. Dynamic Social Impact Theory was used to explain the concept of the evolution of language. Language contact, language change, and bilingualism are the main terms that were

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Books on the topic "Ndebele language (Zimbabwe)"

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Pelling, J. N. A practical Ndebele dictionary. Longman Zimbabwe, 2001.

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Chiwome, Emmanuel. Zimbabwean literature in African languages: Crossing language boundaries. Booklove Publishers, 2012.

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Mawadza, Aquilina. A basic Ndebele grammar. Dunwoody Press, 2009.

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Pamela, Pelling, ed. Lessons in Ndebele. Published in association with the Literature Bureau [by] Longman Zimbabwe, 1987.

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Hleza, Ezekiel S. K. Emfuleni wezinyembezi. Zimbabwe Pub. House, 1992.

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Khumalo, Jabulani Langa. Okukhulunywa ngabantu. College Press, 1995.

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7

Ndlovu, Lindiwe. Kambe sisesengabantu bani? Mambo Press, 2016.

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8

1980-, Sitsha Mihla, ed. Imisebe yelanga. College Press, 2000.

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9

Ndlovu, Lovemore. Pass your grade 7 Ndebele: Ubungcitshi bokuphendula imihloliso. Priority Projects Publishing, 2009.

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10

Bhebhe, Thembani. Ndebele practice book: New grade seven examination format. Lleemon Publishers, 2006.

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Book chapters on the topic "Ndebele language (Zimbabwe)"

1

Myers-Scotton, Carol. "The African Setting." In Social Motivations For Codeswitching. Oxford University PressOxford, 1993. http://dx.doi.org/10.1093/oso/9780198239055.003.0002.

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Abstract THE main data sources of this volume are two African nations where English is the main official language, with one or more indigenous languages also sharing official status. In Kenya, Swahili is a co-ordinate official language, and in Zimbabwe, Shona and Ndebele also have official status. In both cases, English has more of the roles in domains of socio-economic consequence. For example, English is the medium of instruction of education at all levels, or at least beyond the first few years of primary school. It is also the language of written work, whether in government or business. The CS to be studied largely involves English; however, two examples come from francophone Africa (Wolof/French and Lingala/French).

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Charamba, Erasmos. "No Student Left Behind." In Handbook of Research on Inequities in Online Education During Global Crises. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6533-9.ch026.

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The end of 2019 was punctuated by the emergence of an infectious disease spread through human-to-human transmission. This resulted in the suspension of contact classes as countries tried to contain the widespread virus. institutions were thus left with only one option: e-learning. E-learning entails the electronic delivery of learning experiences through the use of electronic mail and can either be synchronous or asynchronous. Through sociolinguistic lens embedded in the funds of knowledge and Paulo Freire's critical pedagogy, this chapter reports on a qualitative study that sought to delve into the pivotal role language play in the e-learning of multilingual undergraduate science students at a university in Zimbabwe. The students received e-learning lessons in the form of videos and narrated slides in English with subtitles in Shona and Ndebele languages. Data was collected through focus group interviews held via Microsoft Teams. This study suggests commendatory cognitive and socio-cultural benefits of multilingual e-learning pedagogy and espouses its use in higher education.

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Dube, Vusumuzi, and Bhekinkosi Jakobe Ncube. "Majaivana and Protest Music in Zimbabwe." In Advances in Religious and Cultural Studies. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7295-4.ch008.

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This chapter interrogates the appropriation of music by a marginalized minority tribe to challenge political authority in Zimbabwe. It examines how music is used to arouse the people's nationalistic feelings; exploit their grievances through memory, collective identity, and emotions; and spur them to action against their local colonialists. Using cultural memory and subaltern public sphere theories, it examines how Majaivana's music is utilized by the Ndebeles in post-colonial Zimbabwe to challenge authority and assert their minority, collective identity. Although this chapter does a critical discourse analysis of the IsiNdebele language protest music as a socio-political commentary and “weapon of the weak” for the Ndebeles in Zimbabwe, lessons drawn therefrom can be extrapolated to other countries in Africa where minority groups face the authoritarian force of the majority tribe in power.

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Dube, Precious, Moreen Mugomba, and Lettiah Gumbo. "Challenges in Multilingual High-Density Government Secondary School Classrooms in the Midlands Province in Zimbabwe." In Handbook of Research on Teaching in Multicultural and Multilingual Contexts. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5034-5.ch012.

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Midlands is multi-linguistic and multicultural province situated at the heart of Zimbabwe, and Gweru is its major city where people from different parts of the country converge. Many languages including Shona, Ndebele¸ Zim English, Chewa¸ Zulu, and Venda are spoken. This study aimed to explore challenges in multi-lingual high density government secondary school classrooms in the Midlands province in Zimbabwe. The study used a qualitative approach involving document analysis, semi-structured interviews, and classroom observations. A purposive sampling was used, and three high density government secondary schools were selected. Nine teachers and 30 learners participated in the study. Data were analyzed by using thematic analysis. Findings have shown a number of challenges, which include lack of confidence among learners, resource constraints, and lack of trained teachers. The study suggests that school management committees should obtain adequate learning materials for learners. Governments should organize professional development courses to train teachers on how to handle multilingual classes.

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