Dissertations / Theses on the topic 'Sepedi language'

Thesis (MA (African Languages))--University of Stellenbosch, 2007.
The purpose of this study is to apply existing theories with regard to second language acquisition in a South African context, in order to address specific needs of Sepedi second language learners in the South African Police Service, with specific focus on the Community Service Centre and within the guidelines of the Batho Pele principles. The study presents an overview on Universal Grammar and the roles it played within second language acquisition as well as the principles and parameters it presented for language development. It further analysed the acquisition processes of languages and the roles the learner plays as individual and part of a social interacting group. Form-meaning connections utilised by learners is defined as a fundamental aspect for both first and second language acquisitions are discussed broadly in the study, inclusive of the psycholinguistic consequences as well as other input factors that may influence form-meaning connections. The specific role of language instruction is also reviewed in this study. Specific focus is placed on the roles of implicit and explicit instruction and the effectiveness thereof in second language acquisitioning and noticing. Task-based theories were also evaluated, with the accent on the definition of tasks, task characteristics, task grading and other factors relating to tasks such as procedural factors. The role of tasks was further explored in second language acquisition, inclusive of the variables that need to be addressed. The definition of tasks into focussed and unfocused tasks are also scrutinized against the learner interaction in the acquisition process. The implementation of tasks and the impact thereof on comprehension and language acquisition is also reviewed. Different models of methods to design a focussed task are discussed. The successful acquisition of a second language will also be based on the correct collation of data and the sequencing thereof in such manners to allow learners the opportunity to comprehend it as sufficiently as possible. The study further focuses on the methodology of task-based teaching and the use of communicative tasks in second language acquisition. Finally the interviews between the community and the police officials are then analysed in respect of complexity models, against the cognitive and syntactic complexity for specific purposes as well against the genre-approach to second language teaching. The characterizing of such interviews will allow the defining and grading of tasks to ensure sound development of teaching models for second language learning.

It is my wish that the Sepedi language speakers, through the development and technologization of certain Sepedi ICT terminology, are able to operate a computer in their own language, and implement the new developed and technologized ICT terminology (technologization). The pupils and students at their various institutions should be made comfortable in using the developed and technologized Sepedi language terminology. In the long run the Sepedi language speakers should be ensured access to the web in order to find information about Sepedi language, culture and terms in disciplines such as ICT. It is recommended in this thesis that higher learning institutions offer bursaries to students to develop all South African languages in such a manner that they can be used in all high status functions.

Thesis (MA)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: This study utilises the theoretical framework of text construction developed by Grabe and Kaplan (1996) for the analysis of Sepedi sports articles from Bona Magazine. This includes linguistic elements which are applicable in language learning to equip learners with analytic skills. These skills are indicated in the Curriculum 2005 for the learning area: languages. These skills will enable learners to analyse the discourse structure of written texts effectively. Use is made of various textlinguistic strategies for analysing written genre texts on sports matters. Including these strategies in language learning and teaching situation will help learners to understand how language is used in text analysis. In order to demonstrate how to analyse texts practically, these strategies are investigated through sports texts from Bona Magazine. This study demonstrates the importance of generic factors for a proper analysis of texts. These factors include the community in which the text is produced, cultural factors and the communicative purpose of a text. In exploring the generic features of texts, the definition of the term text is investigated, including all its characteristics, textlinguistic construction and levels of text analysis are also identified. This study demonstrates the importance of including the parameters of the ethnography of writing advanced by Grabe and Kaplan (1996) in the analysis of the linguistic structure of texts. The ethnography of writing entails that a thorough text analysis should address the following question: AWho writes what to whom for what purpose, why, when and hews. The study examines the importance of utilising text analysis in language learning and teaching. The study also demonstrates the relationship between the theoretical aspects examined and the learning outcomes of Curriculum 2005. The study thus demonstrates how the theoretical framework discusses is applicable in the analysis of Sepedi texts.
AFRIKAANSE OPSOMMING: Hierdie studie maak gebruik van die teoretiese raamwerk van tekskonstruksie ontwikkel deur Grabe en Kaplan (1996) vir die analise van Sepedi sport artikels vanuit die BONA tydskrif. Hierdie tekslinguistiese model sluit in die linguistiese elemente wat toepaslik is in taalleer en wat leerders met analitiese vaardighede toerus. Hierdie vaardighede word in Kurrikulum 2005 gespesifiseer vir die leerarea van tale. Hierdie vaardighede stelleerders in staat om die diskoers struktuur van geskrewe teks te analiseer. Die studie maak gebruik van In verskeidenheid tekslinguistiese strategieë vir die analise van geskrewe genres oor sportsake. Die insluiting van die onderrig van hierdie strategieë sal leerders help om te verstaan hoe taal gebruik word in terme van teksanalise. Ten einde die praktiese toepassing van die analise van tekste te illustreer, word die betrokke tekslinguistiese strategieë ondersoek met verwysing na die BONAtekste. Die tesis demonstreer die belang van genre-analitiese eienskappe in die analise van tekste. Hierdie faktore hou o.a. verband met gemeenskap waarin die teks geproduseer word, kulturele faktore, en die kommunikatiewe doelstelling van die teks. In die ondersoek van die genre-analitiese eienskappe van tekste, word die definisie van die term teks ondersoek, insluitende die tekslinguistiese konstruksie en die vlakke van teks-analise. Die studie demonstreer voorts die belang van die parameters van die etnografie van skryf, soos voorgestel deur Grabe en Kaplan in die analise van die struktuur van tekste. Die etnografie van skryf hou in dat In deeglike analise van tekste die volgende vrae moet aanspreek: "Wie skryf wat aan wie, vir watter doel, hoekom, waar en hoe." Die studie ondersoek die belang van die gebruik van teksanalise in leer en onderrig. Die studie demonstreer ook die verband tussen teoretiese aspekte en die leeruitkomste van Kurrikulum 2005. Die studie toon aan hoe die teoretiese raamwerk toepaslik is in die analise van Sepedi tekste.
SEPEDI SENAGANWA: Kakanyothema ye e somisa kakanyo ya semolomo ya hlamo ya dingwalwa, ye e tSweletSwago ke Grabe Ie Kaplan (1996) tshekatshekong ya dingwalwakgolo tsa dipapadi go tswa kqatisobakenq ya Sepedi. Se se akaretsa dithopolelo tseo di lego maleba thutopolelong yeo e hlamago barutwana ka mabokgone a go sekaseka. Mabokgone a tSwelela lenaneothutong la 2005 mafapheng a boithutelo a maleme. Go somisitSwe mekgwa ya go fapana ya temanapolelo go sekaseka dingwalwa tsa go amana le tsa dipapadi. Go akaretsa mekgwa ye go ruteng le go ithuteng polelo go tla thusa barutwana go kweslsa ka moo polelo e somiswago tshekatshekong ya dingwalwa. Go laetSa tirlso tshekatshekong ya dingwalwa, mekgwa ye ya tshekatsheko e nyakisisitswe ka go sornlëa dingwalwa tsa dipapadi go tswa go kqatlsobaka ya Bona. Kakanyothema ye e bea pepeneneng bohlokwa bja dinhla tsa besetshaba tshekatshekong ya maleba ya dingwalwa. Dinhla tseo di akaretsa lefelo leo sengwalwa se hlamilwego go lona, dinhla tsa setso le morero woo 0 tsweletswaqo ke sengwalwa. Go nyakisiseng ka ga ponagalo tSa besetshaba. hlathollo ya lereo le 'sengwalwa' e nyakisisitSwe, go akeretse le dipharoloqantsho tsa sona, hlamego ya temanapolelo le magato a go sekaseka sengwalwa a laedltswe, Thuto ye e laetSa bohlokwa bja go akaretSa le hlaloso ya phapantsho ka hlalososemahlale ya go ngwalwa bjalo ka ge e tsweletswa ke Grabe le Kaplan (1996) tshekatshekong ya dibopego tsa polelo tsa dingwalwa. Hlalososemahlale e tsweletsa gore tshekatsheko ye etebilego ya dingwalwa e swanetse go araba potslso tse di latelago: 'Mang 0 ngwalela mang, go tsweletsa eng, ka baka lang, kae, neng, bjang?' Kakanyothema ye e lekodlslêa bohlokwa bja go somrsa tshekatsheko ya dingwalwa go ruteng le go ithuteng polelo. Thuto ye e laetsa le tswalano ye e lego gona gare ga dinhla tSasemolomo tseo di lekotSwego le ditebanyo tsa boithutelo tsa lenaneothuto la 2005. Ke ka fao kakanyothema ye e beago pepeneneng ka moo kakanyosemolomo yeo e hlalosïtsweqo e ka diriswago tshekatshekong ya dingwalwa tsa dipapadi tsa Sepedi.

Thesis (M.A. (African Languages))-- University of Limpopo, 2014
The study was intended to investigate the influence and the impact which Sepulana as a dialect has on the learning of Sepedi as the standard language. The findings included among others: Sepulana has a negative impact on the learning of Sepedi as a standard language in Sabie circuit, Bohlabela district of Mpumalanga Province. Secondly, most Sepedi educators who speak Sepulana use the dialect to offer Sepedi in the formal classroom situation, and as such, learners become confused on whether to use Sepedi or Sepulana words. The study recommends that teachers of Sepedi be encouraged to teach Sepedi and not Sepulana in class, and also that teachers should upgrade their Sepedi qualifications to enable them to have in-depth knowledge of the language.

Thesis (MA)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: This study assumes the theoretical framework of text construction as advanced by Grabe and Kaplan (1996) for the analysis of Sepedi texts of government speeches from the magazine: ANC TODAY. The theory that is used in this study invokes the linguistic elements that can be used by both the teachers and learners to critically analyse texts in classrooms. This genre-theoretic approach is employed as framework, for analysing the linguistic, rhetorical and discourse properties for Sepedi texts. It also addresses the parameters of the ethnography of writing advanced by Grabe and Kaplan: "who writes what to whom, for what purpose, why, when and how?' The text construction analysis executed in the study enable the learners to acquire skills, knowledge and values of outcomes-based language teaching. The information structuring of text analysis and construction enables learners to write, read and use language structure and conventions for learning and career pathways. The textlinguistic strategies for analysing written texts in language teaching enables learners to analyse texts successfully and gain an awareness of language use in texts.
AFRIKAANSE OPSOMMING: Hierdie studie aanvaar die teoretiese raamwerk van tekskonstruksie soos voorgestaan deur Grabe en Kaplan (1996) in die analise van Sepedi tekste van regeringstoesprake uit die tydskrif ANC TODAY. Die teorie wat aanvaar word, gebruik die linguistiese elemente wat aangewend kan word deur taalonderwysers sowel as taalleerders om tekste krities te ontleed. Die genre-teoretiese benadering word ingespan as raamwerk vir die analise van die linguistiese, retoriese, en diskoerskenmerke van Sepedi tekste. Dit spreek ook die etnografie van skryf, soos voorgestaan deur Grabe en Kaplan, aan: wie skryf wat aan wie, vir watter doel, wanneer, waarom, en hoe. Die tekskonstruksie analise uitgevoer in hierdie studie stel leerders in staat om vaardighede, kennis en waardighede van uitkoms-gebaseerde taalonderrig te verwerf. Die informasie strukturering in teksanalise stel leerders in staat om te lees, skryf en praat in hulle toekomstige beroepe. Die tekslinguistiese strategieë vir die analise van geskrewe tekste in taalonderrig stel leerders in staat om tekste suksesvol te ontleed en 'n bewussyn te ontwikkel van taalgebruik in tekste.

While the study of emotions is of universal interest because of its central role in the social sciences and humanities, emotions are of special interest for South Africa for both theoretical and applied reasons. South Africa, with its eleven official languages, is a true multicultural society with extreme differences in terms of culture, acculturation, and socio-economic status. Cultural frameworks differ substantially between ethno-cultural groups, and clarification of the differences between cultural frameworks can counter interpretation biases that could result in daily frictions and major conflicts. Additional fundamental cross-cultural research on emotional differences between cultural groups, together with the generation of a mutual understanding of the different cultural frameworks, makes these frameworks explicit and facilitates the incorporation of these frameworks into daily communication and interaction processes. The objectives of this research were to determine what the emotion structure of the Sepedi, Xitsonga and Tshivenda languages groups within a sample of Sepedi-, Xitsonga- and Tshivenda-speaking participants is, and how it compares with the European Emotion Structure. Furthermore this research aimed to establish the emotion structure and the relevant and representative features for each emotion component (such as appraisals, action tendencies, and subjective experiences) that have been encoded in a sample of Sepedi-, Xitsonga- and Tshivenda-speaking participants. Like\vise it was deemed necessary to verify (a) the extent to which the emotion words refer to specific positions on each of the emotion features of these language groups and (b) the extent of similarity or dissimilarity between emotion experiences of the Sepedi, Xitsonga and Tshivenda groups in the SAPS, as well as to compare the meaning structure between a "bottom-up" and a "top-down" (as conducted in Nicholls' research in 2008) approach between Sepedi-, Xitsonga- and Tshivenda-speaking participants. A survey design with convenience sampling was used to achieve the research objectives. The study population (n=390) consisted of Sepedi-, Xitsonga- and Tshivenda-speaking entry-level police applicants from the South African Police Service (SAPS). The Sepedi, Xitsonga and Tshivenda GRlD questionnaires were administered. Statistical methods and procedures (multidimensional scaling and descriptive statistics) were used and Cronbachrs alpha coefficients were determined to analyse the results. Results of this study on the Sepedi, Xitsonga and Tshivenda cultural groups indicated the extraction of a two-factor model within the Sepedi group. Due to the extremely low reliability analyses of the Xitsonga and Tshivenda language groups' data, a reliable scale analysis and the meaning structures of these two groups could not be determined. The low reliabilities could be attributed to the direct language translation of the questionnaire and the assessment may not have captured the full understanding of the items in the GRlD instrument. Results of this study for the Sepedi language group corresponded well with the results found in the study for the Sepedi group conducted by Nicholls (2008) on the emotion lexicon on the Sepedi, Xitsonga and Tshivenda language groups in South Africa. The Nicholls study (2008) indicated the extraction of a three-dimensional structure (evaluation, arousal, dominance) and a four-factor loading (positive emotion, sadness, fear, anger) for the Sepedi-speaking language group. In comparison, this research presented the extraction of a two-dimensional structure (evaluation and arousal) and a two-factor loading (positive emotion and sadness). Emotion concepts of the Sepedi group indicated that basic emotion concepts (love, joy, anger, sadness, fear, and surprise) readily came to mind in both Nicholls' (2008) and this study. Emotion concepts listed by the Sepedi group could be interpreted as emotion words associated with social, personality or environmental aspects and may be related to negative evaluation, dominance and/or aggression. Recommendations for future research were made.
Thesis (M.Com. (Industrial Psychology)--North-West University, Potchefstroom Campus, 2010.

Thesis (MA. (Translation Studies and Linguistics)) -- University of Limpopo, 2013
The study sought to investigate the challenges that the learners and educators encountered in learning and teaching when they use English as a medium of instruction. The study reveals that African languages, along with their culture are being dominated by English. Most of Pedis’ learners cannot speak Sepedi without mixing it with English, and most of African people usually read English books and neglecting the Indigenous books. In addition, the study shows that learners performed better when they were taught in Sepedi than in English. The educators’ responses showed that learners have difficulties in understanding English as the medium of instruction and that they code-switch from English to Sepedi to enhance understanding.

The focus of this study is on solving non-equivalence problems when translating a highly technical text. This study investigates the term formation strategies used in providing the isiZulu term translation equivalents of 50 English chemistry dictionary entries and their definitions into isiZulu, totalling approximately 1 109 source text terms. This dictionary is a Quadrilingual Explanatory Dictionary for Chemistry (QEDC) comprises four languages, which are English, Afrikaans, Pedi and Zulu. I am providing and investigating the isiZulu translation equivalents only. The term list/DIY glossary was created using English chemistry terms excerpted manually from 50 chemistry dictionary entries definitions and terms collected from a ?keywords list. The keyword list was extracted from the source text semi-automatically using WordSmith Tools (a corpus query tool). This term list/DYI glossary was provided with isiZulu translation equivalents from the existing general isiZulu dictionaries and terminology lists. Due to the problem of non-equivalence between English and isiZulu, only 30% of translation equivalents could be found in the existing sources referred to above. The next step was therefore to collaborate with a chemistry specialist/expert, who is an isiZulu mother-tongue speaker, to try to find and/or create suitable translation equivalents for those terms that did not have ready translation equivalents which could not be found in the written sources referred to above. By consulting with the specialist/expert, the newly coined/created isiZulu terms could be ?legitimised . The term list/DIY glossary was then used for the translation of the source text. Before these translation term equivalents could be used for translating the source text, they were then back translated for validation reasons, i.e. to identify vagueness in the equivalents provided, as these are technical terms. For the translation of the source text, it was necessary to determine which of the various isiZulu translation equivalents for a particular SL term should be selected for use in the translation task. The consolidated term list/glossary was used not only as a DIY glossary/term list to translate the source text, but was also used in this study as terminological data in an analysis of the term formation strategies applicable and used in finding isiZulu translation equivalents for the English chemistry terms. The various strategies used were identified with reference to the term formation strategies listed by Baker (1992: 26 41), and Mtintsilana and Morris (1998: 110 112). The frequency of use of these term formation strategies applied to the translation task at hand were subsequently broadly analysed statistically. The study uncovered a number of term formation strategies used in providing the various isiZulu chemistry translation equivalents. These strategies include the use of loan words, paraphrasing, transliteration, semantic shift, compounding, etc. It was also clear from the term selection for use in the translation of the ST that both the translator and subject field specialist/expert preferred directly insertable translation equivalents rather than, for example, paraphrases, which could be cumbersome. The predominance of borrowing as a term formation strategy can probably be ascribed to the highly technical nature of the ST. It is, however, heartening to note that after borrowing, the most preferred strategy is the use of ready translatable equivalents, i.e. indigenous isiZulu terms. However, the practice of borrowing as a term formation strategy has a negative impact on the one-to-one relationship of a concept and its term, since a borrowed term does not assist in concept formation and the user s understanding the concept. I am of the opinion that this state of affairs is a result of the slow process in the standardisation of isiZulu terms, particularly in highly technical fields such as the field of chemistry.
Mini Dissertation (MA)--University of Pretoria, 2015.
African Languages
MA
Unrestricted

Background: Speech production in Bantu languages places great demands on neuromotor control, because unique speech motor behaviours such as syllabic tone variation and the aspiration of speech sounds require an additional level of vocal fold control compared to speech production in Germanic languages. As these motor behaviours play an important role in differentiating the meaning of words (Van der Merwe & Le Roux, 2014a), neuromotor speech disorders such as dysarthria may have a greater impact on communication in Bantu languages than in Germanic languages. The focus of this study was on syllabic tone variation in Bantu language speakers with dysarthria compared to typical speakers. Sepedi was the Bantu language investigated. Syllabic tone variation refers to pitch level changes for every syllable of words in a tone language (Zerbian & Barnard, 2008a) and requires manipulation of vocal fold length and mass over and above the voicing or devoicing of sounds within words. These pitch changes convey the lexical and grammatical meaning of words and may differentiate between the meanings of two orthographically identical words (Zerbian & Barnard, 2008a). Studies on lexical tone variation in speakers with dysarthria to date have focused mostly on the tone languages of Asia and Scandinavia (Kadyamusuma, De Blesser, & Mayer, 2011). No studies of tone variation in Bantu language speakers with dysarthria were found. Furthermore, past research only regarded tone variation in monosyllabic words, with no reference to how tone would be affected across bisyllabic words and within each of the two syllables of these words. No inquiries were made into the tone variation ability of speakers with dysarthria when producing short utterances compared to longer utterances and mostly speakers with congenital dysarthria were used as research participants. These shortcomings needed to be addressed to gain a more holistic and accurate view of the extent to which tone variation is a challenge for Bantu language speakers with dysarthria. Aims: The first aim of the study was to determine whether a difference exists between typical Sepedi speakers and Sepedi speakers with dysarthria, in their ability to vary tone across CVCV words with a HL tone pattern. The second aim of the study was to determine whether a difference in tone variation exists between short and longer utterances in typical Sepedi speakers and Sepedi speakers with dysarthria. Method: A quasi-experimental, between-group comparison was used in the study. Speech samples were obtained from a control group of five typical Sepedi speakers and from an experimental group of four Sepedi speakers with dysarthria. These speech samples consisted of 20 consonant-vowel-consonant-vowel (CVCV) words with high-low (HL) tone variation produced in three- and also in six- /seven-syllable utterances (resulting in a total of 40 words). The speech samples were analysed acoustically using Praat software. To achieve the first aim, the following acoustic measures were obtained from the 40 words produced by participants: (1) Mean fundamental frequency (F0) of syllable 1 (S1) and syllable 2 (S2), (2) Change in F0 across words from the highest F0 point of S1 to the lowest F0 point of S2, (3) Intrasyllabic change in F0 within S1 and S2. To achieve the second aim of the study, the change in F0 across words in short utterances was compared to the change in F0 across words in longer utterances for the typical speakers and speakers with dysarthria. Results: Wilcoxon rank tests were used for statistical analyses. Descriptive statistics were performed and median values were used to achieve research aims. All of the control participants and participants with dysarthria produced S1 with a higher mean F0 than S2, as was appropriate for the HL tone pattern ascribed to the target words. For most of the individuals from both groups, the mean F0 of S1 was significantly higher than the mean F0 of S2. However, one participant from each group produced an insignificant difference between the mean F0 values of the two syllables. The control group produced slightly greater median F0 changes across the words and within S1 than the dysarthria group, but the differences between the speaker groups for the change in F0 across words and the change in F0 within S1 were insignificant. In contrast to this, the control group produced a significantly smaller median change in F0 within S2 than the dysarthria group. Individual speakers from both groups produced unique patterns of F0 changes for all aspects of tone variation (change in F0 across words and changes in F0 within S1 and S2). Both speaker groups produced a significantly greater median change in F0 across words in short utterances compared to long utterances. The difference in the change in F0 across words between short and long utterances was significantly greater for the control group than for the dysarthria group. Conclusions: The speakers with dysarthria in the study maintained the ability to vary tone across bisyllabic words with an HL tone pattern. The dysarthria group only differed significantly from the control group with regard to the extent of tone reduction in the second syllable. This finding may point to possible difficulties in the required graded relaxation of the vocal folds. Individual differences in F0 changes were found for both typical speakers and speakers with dysarthria, indicating that unique tone variation patterns may normally exist for all speakers. For both control and dysarthria groups, greater tone variation was observed in short compared to longer utterances. The role of increased utterance length in decreased F0 variation was greater for the typical speakers than for the individuals with dysarthria.
Dissertation (M Communication Pathology)--University of Pretoria, 2016.
Speech-Language Pathology and Audiology
M Communication Pathology
Unrestricted

Veno-arterijski gradijent ugljen-dioksida (Pv-aCO2) se smatra pokazateljem adekvatnosti microcirculatornog venskog protoka. U stanjima usporenog protoka dolazi do povećavanja Pv-aCO2 zbog fenomena zadržavanja CO2. Vrednost Pv-aCO2 predložena je kao dodatni cilj rane usmerene terapije kod pacijenata sa septičnim šokom. Cilj rada bilo je utvrditi postojanje korelacije promene Pv-aCO2 s promenom SOFA (“Sequential Organ Failure Assessment”) skora (delta SOFA) nakon primene rane ciljane terapije, kao i korelacije vrednosti različitih pokazatelja krvnog protoka unutar prvih 12 sati od početka lečenja pacijenata sa sepsom. Sekundarni cilj bilo je utvrditi postojanje korelacije Pv-aCO2 6 sati nakon početka rane ciljane terapije (T6) s dužinom boravka u intenzivnoj jedinici i ishodom lečenja. Prospektivnim, neintervencijskim ispitivanjem obuhvaćeno je 150 pacijenata sa sepsom ili septičnim šokom. Merenja serumskog laktata, saturacije kiseonikom mešane venske krvi (ScvO2) i Pv-aCO2 vršena su na početku rane ciljane terapije (T0), posle 6 i 12 sati (T6, T12). Pv-aCO2 se računao kao razlika između parcijalnog pritiska ugljen dioksida arterijske i mešane venske krvi. Vrednost SOFA skora određivana je u vremenu T0 i nakon 48 časova (T48). Pacijenti su za potrebe analize podeljeni u dve grupe na osnovu promene SOFA skora [(1) pacijenti kod kojih je došlo do smanjenja SOFA skora (delta SOFA < 0); (2) pacijenti kod kojih je smanjenje SOFA skora izostalo (delta SOFA ≥ 0)] i na osnovu vrednosti Pv-aCO2 u vremenu T6 [(1) pacijenti sa visokim Pv-aCO2 (≥ 0.8 kPa); (2) pacijenti sa normalnim Pv-aCO2 (< 0.8 kPa)]. Između dve grupe pacijenata, sa normalnim i visokim Pv-aCO2, statistički značajne razlike uočene su samo u odnosu na najvišu vrednost respiratorne komponente SOFA skora (p=0.01). Uočena je statistički značajna korelacija između vrednosti Pv-aCO2 i laktata u vremenu T6 (r=0.2), Pv-aCO2 i ScvO2 u vremenu T0 (r=-0.4) i T12 (r=-0.24) kao i laktata i ScvO2 u vremenu T0 (r=-0.26) i T12 (r=-0.18). Analizom ponavljanih merenja nije utvrđena statistički značajna korelacija između promene vrednosti Pv-aCO2 unutar prvih 6 sati s promenom SOFA skora unutar prvih 48 sati nakon početka rane ciljane terapije (p=0.12). Utvrđeno je da su vrednosti Pv-aCO2 u vremenu T6 bile loš prediktor smrtnog ishoda. Nisu utvrđene statistički značajne razlike u dužini boravka u intenzivnoj jedinici i ishodu lečenja u zavisnosti od vrednosti Pv-aCO2.
Central venous-arterial CO2 difference (Pv-aCO2) reflects adequacy of microcirculatory venous flow. Widening of Pv-aCO2 due to CO2-stagnant phenomenon is described in the low flow states. Pv-aCO2 was proposed as an additional resuscitation target for patients with septic shock.The aim of this study was to examine correlation between changes in Pv-aCO2 and SOFA score as well as different blood flow indices (lactate, mixed venous oxygen saturation) 12 hours after onset of resuscitation in patients with sepsis or septic shock. Secondary aim was to evaluate association of delta CO2 6 hours after onset of resuscitation and patient outcomes (length of stay in the ICU, mortality). Prospective observational study included 150 patients with sepsis. Simultaneous measurements of lactate, mixed venous oxygen saturation (ScvO2) and delta PCO2 were performed at onset of resuscitation (T0) and after 6 hours (T6). Delta PCO2 was calculated as a difference between arterial PCO2 and PCO2 from mixed venous blood. Organ dysfunction was evaluated with the Sequential Organ Failure Assessment (SOFA) score at T0 and after 48 hours (T48). Mortality was assessed after 28 days. For data analysis purposes two groups were created based on delta SOFA [(1) patients with SOFA score decrease (delta SOFA <0); (2) patients without SOFA score decrease (delta SOFA ≥ 0)] and based on Pv-aCO2 [(1) patients with high Pv-aCO2 (≥0.8 kPa); (2) patients with normal Pv-aCO2 (<0.8 kPa). Patients with high and normal Pv-aCO2 differed only with respect to highest respiratory SOFA score (p=0.01) Change in Pv-aCO2 between T0 and T6 was not in correlation with change in SOFA score between T0 and T48 (p=0.12). Moderate statistically significant correlation was found between Pv-aCO2 and lactate at T6 (r=0.2), and moderate inverse correlation between Pv-aCO2 and ScvO2 at T0 (r=-0.4) and T12 (r=-0.25) and ScvO2 and lactate at T0 (r=-0.27) and T12 (r=-0.18). Pv-aCO2 at T6 was not associated with 28-day mortality and length of stay in the ICU.

Uvod: Sepsa je jedan od vodećih uzroka smrtnosti u jedinicama intenzivnog lečenja i van njih uprkos implementaciji novih dijagnostičkih i terapijskih protokola širom sveta. Multiorganska disfunkcija (MODS), koja predstavlja najtežu formu nepovoljnog toka sepse, je u osnovi svojih patofizioloških dešavanja obeležena promenama, koje se dešavaju na nivou kapilara, pre svega u endotelu. Poremećaji koagulacije koji se javljaju kao posledica ovih promena u endotelu su prepoznati kao jedan od dijagnostičkih kriterijuma prema najnovijim smernicama za dijagnostiku i lečenje sepse, međutim njihov značaj u predviđanju toka i ishoda ovog oboljenja još uvek nije precizno definisan. Cilj istraživanja: Odrediti koncentraciju markera endotelne aktivacije, aktivacije koagulacije, aktivnost prirodnih inhibitora koagulacije i funkcionalnost fibrinolize kod obolelih od sepse u odnosu na njihove vrednosti u zdravoj populaciji. Ispitati mogućnost upotrebe markera endotelne disfunkcije i pokazatelja poremećaja mehanizma hemostaze za postavljanje dijagnoze sepse i predikciju pojave komplikacija. Ispitati mogućnost upotrebe markera endotelne disfunkcije i pokazatelja poremećaja mehanizma hemostaze za procenu ishoda kod obolelih od sepse. Materijal i metode: Istraživanje je sprovedeno analitičkom metodom u formi studije preseka, a obuhvatilo je pacijente lečene na Odeljenju anestezije i reanimacije Urgentnog centra Kliničkog centra Vojvodine i na Klinici za infektivne bolesti Kliničkog centra Vojvodine, u Novom Sadu. Istraživanje je sprovođeno tokom 2012. i 2013. godine u trajanju od dve godine. U studiju je bilo uključeno 180 ispitanika od kojih je 150 imalo postavljenu dijagnozu sepse,a 30 ispitanika su činili kontrolnu grupu su klinički i biohemijski zdravih ispitanika, dobrovoljni davaoci krvi. Ispitanici su kategorisani u četiri grupe u odnosu na kliničko stanje i laboratorijske nalaze unutar prvih 24 časa od prijema: bolesnici sa sepsom, teškom sepsom, septičkim šokom i multiorganskom disfunkcijom na prijemu. Nakon kategorizacije ispitanika, izračunati su APACHE II i SOFA numerički pokazatelji procene težine bolesti ispitanika. U roku 24 časa od trenutka postavljanja dijagnoze sepse, iz uzoraka krvi ispitanika, izvršene su predviđene laboratorijske analize u cilju praćenja endotelne aktivacije, aktivacije koagulacije i inhibicije antikoagulantnih mehanizama. U toku 48 časova od prijema, bolesnici koji nisu imali MODS na prijemu su intenzivno praćeni u cilju evidentiranja razvoja multiorganske disfunkcije, dok su bolesnici koji su imali MODS praćeni radi evidentiranja perzistiranja ili eventualne rezolucije MODS-a. Zdravstveno stanje bolesnika je praćeno tokom 28 dana od trenutka uključivanja u studiju i nakon tog perioda je evidentiran ishod lečenja u smislu preživljavanja ili smrtnog ishoda. Statistička analiza je izvršena pomoću statističkog paketa IBM SPSS 20 Statistics. Podaci su predstavljeni tabelarno i grafički, a statistička značajnost određivana je na nivou p< 0,05. Rezultati: Vrednosti bioloških markera endotelne aktivacije i aktivacije koagulacije su statistički značajno povišene kod obolelih od sepse u odnosu na njihove vrednosti u zdravoj populaciji, dok su vrednosti prirodnih inhibitora koagulacije statistički značajno snižene kod obolelih od sepse u odnosu na njihove vrednosti u zdravoj populaciji. Vrednosti APTT-a, PT-a, D-dimera, fibrinogena, prirodnih inhibitora koagulacije i markera endotelne aktivacije (endokan i vWF antigena i aktivnosti) imaju značajan i veoma visok dijagnostički potencijal. Vrednosti biomarkera endotelne disfunkcije i pokazatelja poremećaja hemostaznog mehanizma su značajni prediktori komplikacija kod bolesnika sa sepsom. APTT, PT, D-dimer, broj trombocita, vrednosti priorodnih inhibitora koagulacije, trombomodulina, endokana i ETP-a su jednako validni u inicijalnoj proceni toka kliničke slike sepse kao i prediktivni APACHE II i SOFA skorovi. Koncentracija trombomodulina, D-dimera, ETP-a i PC su dobri prediktori nastanka MODS-a u prvih 48 časova u toku sepse. Endokan, PT, APTT, koncentracija fibrinogena, prirodnih inhibitora koagulacije i vrednosti ETP-a su značajni u predikciji mortaliteta kod bolesnika sa sepsom. Zaključci: Ukoliko bi pokazatelji aktivacije endotela i mehanizma hemostaze bili inkorporirani u određeni sistem skorovanja u cilju procene težine bolesti u smislu ishoda kod bolesnika sa sepsom, to bi moglo doneti doprinos boljoj klasifikaciji bolesnika, te primeni pravovremene i adekvatne terapije u cilju postizanja pozitivnog ishoda kod bolesnika sa sepsom. Prilikom interpretacije pokazatelja inflamacije i koagulacije neophodno je steći uvid u celokupnu sliku pro-i antikoagulantnih dešavanja koja se odvijaju tokom sepse, odnosno adekvatno proceniti pravac toka disbalansa mehanizma hemostaze da bi se eventualnim terapijskim merama mogao postići pozitivan učinak.
Introduction: Sepsis is one of the main causes of death in intensive care units and other hospital wards in spite of implementation of new sepsis treatment guidelines in everyday hospital practice worldwide. Changes that occur in the microvasculature, affecting primarily endothelial cell, are the basis of the pathophysiology of multiorgan dysfunction (MODS) in sepsis. Coagulation abnormalities which occur as a consequence of endothelial changes are recognized as diagnostic criteria for sepsis, but significance of these changes in the outcome prognosis and prediction of the course of sepsis is still not accurately defined. Aims: Evaluation of hemostasis related parameters and endothelial activation biomarkers values in patients with sepsis and healthy volunteers. Determination whether the levels of hemostasis-related parameters and biomarkers of endothelial activation have diagnostic significance and are they associated with MODS development and persistence in the first 48 hours of hospitalization and 28-day mortality in patients with sepsis. Material and methods: This is cross-sectional study conducted in 2012 and 2013 in the Department of Anesthesia and Reanimation at the Emergency Center of the Clinical Center of Vojvodina and in the Clinic of Infectious Disease at the Clinical Center of Vojvodina. 150 patients who fulfilled criteria for diagnosis of sepsis were included in the study. Patients were divided into 4 groups: sepsis, severe sepsis, septic shock and MODS. 30 healthy volunteers, blood donors were the control group. After the categorization of patients, during the first 24 hours of hospitalization, predictive APACHE II and SOFA scores were calculated. Hemostasis related parameters and endothelial activation biomarkers concentrations were determined within the first 24 hours of the onset of the disease. To assess the development of complication of the disease, patients were monitored for 48 hours for MODS development and persistence or resolution and for 28 days from the onset of sepsis for outcome assessment. Data were analyzed using SPSS 20.0 software and are presented in tables and graphs, statistical significance was set at p< 0,05. Results: Biomarkers of endothelial and coagulation activation are significantly higher in patients with sepsis in comparison to their values in healthy volunteers, while concentrations of natural anticoagulants are significantly lower in patients with sepsis than in healthy volunteers. APTT, PT, D-dimer, fibrinogen, natural anticoagulants and biomarkers od endothelial activation (endocan and vWF antigen and activity) have diagnostic significance in patients with sepsis. Hemostasis related parameters and endothelial activation biomarkers are good prognostic factors for complication development in patients with sepsis. APTT, PT, D-dimer, platelet count, natural anticoagulants, thrombomodulin, endocan and ETP are equally valuable in early prediction of sepsis development as APACHE II and SOFA scores. Thrombomodulin, D-dimer, ETP and PC are good predictors of MODS development during the first 48 hours from sepsis onset. Endocan, PT, APTT, fibrinogen concentration, values of natural anticoagulants and ETP values are significant in 28-day mortality prediction in patients with sepsis. Conclusion: A combination of markers of endothelial dysfunction with widely used ICU scores and organ failure assessment could contribute to an early recognition of complication development and consequent death in patients with sepsis. It is necessary to obtain the full insight in pro-and anticoagulant dynamic evaluation while interpreting coagulation and inflammation processes in sepsis development, in order to accurately lead early resuscitation therapy.

Thesis ( M. A. (Translation Studies and Linguistics)) -- University of Limpopo, 2017
The study explored the restandardization of Sepedi with the aspiration of including Khelobedu dialectical lexicons in the standard form. The standardization of Sepedi, unlike the case of Shona, excluded many of its dialects from the process, thus, left Khelobedu speakers outside of this medium and later subjected them to learn it in schools, putting them at a point of disadvantage academically. Very few studies have been conducted around this term restandardization. This study is mixed method in approach and sequential in design. Data is collected via self-administered questionnaires and face-to-face interviews using an interview guide. A total of 20 participants from four villages in the Mopani District made up a sample for the quantitative data collection phase, while four participants who are Language practitioners by profession made up the qualitative phase of the study. The findings of the study reveal that dialect speakers do not have much confidence in their dialectical variety. They still believe that English and Sepedi are mediums of development and progress. Although restandardization according to the language practitioners is said to possible, PanSALB still has a lot to do in terms of developing Indigenous Languages in South Africa.

Eiselen (1932: 1) commented that the Black population of South Africa attached a particular religious value to the dolos art. He consequently collected some of the dolos sayings, but did not delve deeper into them. 1932 can hence be considered to be an important year with regard to this genre in the traditional literature of the Bapedi. The aim of this mini-dissertation is to investigate and discuss the design of the traditional dolos sayings in particular, because this research area in Sepedi literature has been neglected. In addition to a discussion of the dolos art, an attempt will be made to also find out what this form of art means to the people concerned. An adapted narratological model will be used for the interpretation of the various sayings; i.e. the content, the compilation and the meaning of the dolos sayings will be discussed. In an investigation of this kind, it is inevitable that attention will also be paid to the praise poem as a commendation. In this case, a distinction between the traditional and the modern forms of this genre is made of necessity. This distinction is based mainly on the fact that the modern praise poem sings the praise of present-day subjects, while kings, heroes, counsellor, animals, different kinds of objects and last but not least, dolosses are extolled in the traditional praise poem. A set of dolosses consists of 42 pieces, four of which are not only important but also indispensable in such a set. They are Moremogolo (male), Selomi (male), Mmakgadi (female) and Selomi (female). When the dolosses are thrown, they land in a specific way. This is called the landing of the dolosses, which is then interpreted and explained by the dolos master. Dolos sayings resort under the traditional praise poem as a separate genre. They are mainly short sayings and are not divided into stanzas. The verse form of the dolos saying by its nature differs from that of the European verse. The form of the dolos saying is, amongst other things, determined by the fact that these sayings never came into being in a written form; they were recitations. For the rest, those verse form principles that characterise them as verses, namely coordination and correspondence, are indeed applied by the reciter. The principle of coordination determines in this case that the caesura divides the dolos saying into 2 or 3 mutually dependent metrical units. The correspondence principle reconciles the various mutually dependent metrical units with one another through an equal number of syllable and length peaks plus the repetition of word stems or words. In the investigation, special attention was paid to the structuring of the dependent metrical units. When long measure repetition is investigated in the stanza of the traditional poem, it is indicated how this form of repetition in the metrical units brings about a solid unit through the repetition of a single word. This means that the lines of poetry inside the stanza are also bound together by this repetition. The important functions of repetition are emphasis and the reinforcement of the core information of the line being repeated. When dependent metrical units are repeated in the dolos saying, it is particularly the last line or a section thereof that is involved in this. At the same time it is a very important characteristic (resp.metre) of the dolos saying. Finally, linking is also looked at in so far as it brings about the second or subsequent line within the stanza.
Dissertation (MA (Sepedi))--University of Pretoria, 2007.
African Languages
unrestricted

Thesis (M.A. (African Languages)) -- University of Limpopo, 2014
The purpose of this study was to investigate the legislative and constitutional imperatives on the designation of language naming with special reference to Sepedi/Sesotho sa Leboa. The study was based upon the qualitative methodology and the data was analysed through qualitative and quantitative in the form of SPSS to explain numeric information. Data was collected using structured and semi-structured questionnaire and interview. Three groups of respondents took part in this study namely members of the community, administrators and professionals, and language practitioners. The findings of the study revealed that many people prefer the name Sepedi to be used to denote the language under research. It was again revealed that when the language was named proper procedure was not followed. Based on the information and findings of this research, it is recommended that the government make an effort to make sure that the language is re-standardised and the language correctly designated.

Thesis (M. A. (Translation and Linguistics)) -- University of Limpopo, 2020
The purpose of this study was to analyse contextual guidance in selected Sepedi-English dictionaries. It analysed different issues related to the manner in which contextual guidance is presented in the selected Sepedi-English dictionaries. Firstly, it looked at how the relationship between the headword and the translation can positively or negatively affect the presentation of contextual guidance. Also, it focused on the presentation of structural markers and how they contribute to contextual guidance which is not well presented. It then looked at the manner in which the dictionary compilers could present the lexical items in accordance with microstructural aspects. Lastly it focused on the need and manner in which microstructural aspects could make the dictionary user-friendly with the usage of pictorials as other means of contextual guidance assistance to the target users. The researcher has separated and allocated the lexical items according to themes and contexts. The researcher discovered that there is a need for user-friendly dictionaries which consist of contextual guidance which has a relationship with the lexical item. That will assist the target users to understand how the translation equivalent could be used

The study was aimed at establishing in a scientific way the extent to which Sepedi is able to fulfill its role as one of the official languages in South Africa. The primary research question was whether Sepedi could function as a medium of communication in all the higher domains of life. The research question was addressed by firstly making a study of the language clauses and the language stipulations of the South African Constitution. The second step was to situate the research within the theoretical paradigm of language development and language planning and to take cognizance of both international and local perspectives in this field. In order to plan the way forward it was necessary to determine the exact position of Sepedi as far as the adequacy of its lexicon was concerned. As a result of the fact that there are very few written sources in Sepedi regarding some of the high function domains it was decided to compile a corpus of South African English high function words to form the basis for determining the lexical capacity of Sepedi in higher function domains. The procedure for building a corpus was determined by studying the methodology and praxis of three well-known international corpora of English. Following the same basic strategies as the compilers of these corpora an English High Function Corpus was compiled. By making use of standard techniques in computational lexicography frequencies and spreading were determined, and keywords were studied in context. In order to establish whether Sepedi does indeed have translation equivalents for the English high function words, and has the lexical capacity to act as a fully-fledged official language, the most appropriate sources to be used as diagnostic instruments were found to be the existing bilingual English-Sepedi dictionaries. The treatment of lexical items in the English-Sepedi bilingual dictionaries led to the conclusion that only 8 of the English high function words were not entered in any of the three dictionaries studied. The investigation also provided valuable insight into the quality and comprehensiveness of these dictionaries and indicated that they are in dire need of revision. Language planners and lexicographers of Sepedi are advised to make use of the heuristic and diagnostic tools available in modem-day metalexicography, but also to make sure that all lexicographical work reflects the linguistic reality within the speech community.
Thesis (DLitt (African Languages))--University of Pretoria, 2006.
African Languages
unrestricted

The new Constitution of the Republic of South Africa (1996) announced that “the official languages of the Republic are Sepedi, Sesotho, Setswana, siSwati, Tshivenda, Xitsonga, Afrikaans, English, isiNdebele, isiXhosa and isiZulu” (Constitution of the Republic of South Africa, 1996, p. 4). However, only English and Afrikaans have continued to be used as languages of learning and teaching (LoLT) in higher education. The Language Policy for Higher Education (DoE, 2002) in South Africa has also made a call to all institutions of higher learning to develop African languages. The Bill of Rights (Constitution of the Republic of South Africa, 1996, p. 10) asserts “everyone has the right to receive education in the official language or languages of their choice...”. Up to now, there have not been practical plans to meet the aspirations of these language policies. Many African students face challenging linguistic contexts when they enter institutions of higher learning. The purpose of this project was to create a comfortable “safe space” where a group of ten first year Sepedi home language students discussed Education Studies concepts. These students used their first language, Sepedi to discuss these concepts, although English was the language of learning and teaching at the University of the Witwatersrand. I aim to identify, describe, analyze and reflect on the kinds of learning practices that emerge in these small groups. The research design was a qualitative case study. I collected data in two phases: a pilot study that I conducted in 2010 and a main study in 2011. Both phases took place on the premises of the School of Education of the University of the Witwatersrand. Interviews, observation of group discussions, students’ reflective reports and field notes were used for data collection. A thematic content analysis method was used to analyse the data. The results indicate that when students are afforded a comfortable “safe space” to discuss academic concepts using their first language, key learning practices emerge that lead to learning and thinking about content. Students experienced freedom, enjoyment and camaraderie during the group discussions. Their participation skills in formal lectures and tutorials improved after the group discussions. They participated in bilingual and multilingual practices, such as code-alternation processes: code-switching, code-mixing, code-borrowing and code translation. They engaged in exploratory talk, using assertions, explanations, questions, challenges and so on to deepen understanding of concepts. I also observed that students used culturally oriented habits that motivated and encouraged them to learn. They also began to respect their mother tongue as a language that could be used in academic contexts.

This Research Report focuses on the evaluation of the translation of the Curriculum And Assessment Policy Statement (CAPS) from English into Sepedi for Home Language Grade 10- 12. Its main aim is to find out how accurate is the translation of the CAPS from English into Sepedi; and how the teachers in schools understand the translation and how they use the document for lesson planning and preparation. The study also tests the functionalist theory used in the analysis of the target text as proposed by Nord (1992, 1997 and 2005), and the strategies of translation suggested by Mona Baker (1992) and Peter Newmark (1991). The findings show that translations should be done for an intended purpose. The target readership should be able to use the translated document without difficulty. The translation should produce a text that will have the same effect on its readership as the source text has on its readership. Translators will also gain insight into which translation strategies should be applied when resolving translation problems.

M.Ed. (Curriculum Studies)
It would appear that the task of the school in a multi cultural society is becoming more complex. It is not only expected of the school to educate the children of the society in totality towards the accepted particular adulthood, but the task of the school is also to provide for the current needs of society, and to anticipate possible problems of the future. In the context of human relations an African Language was introduced into White Schools on a regional basis in an attempt to bring about better understanding among the population groups. This was also done in order to provide the White child with the opportunity to communicate with the Black in his own language. After considering the current subject - curricula for Sepedi (Spoken Language) and the related teaching practice, the conclusion was made that the subject does'nt succeed in accomplishing its aims. No evidence could be found of an thorough situation - analysis in which the nature of society, the nature of the learner and the subjectcontent have been considered. Some deficiencies in the curriculum resulted from this. An evaluation of the subject curricula showed that one of the most important shortcomings seemed to be that the curriculum was'nt planned and designed to accepted curriculum principles. A further shortcoming was that no attention was given to the linguistic - phenomenon of pragmatic interference, which implies that the child, while learning Sepedi (Spoken Language) should not only learn the language, but also gain experience in the culture, rules of discourse, behaviour, norms and values underlying the target language...

M.Tech. Applied Languages.
The Progress in International Literacy Study (PIRLS) 2011 Howie et al. (2012) rated Grade 4 reading literacy levels in South Africa as well below the international mean. The study indicated noticeable variance within the South African Grade 4 learners, with English and Afrikaans Grade 4 learners performing significantly above the international and Sepedi and Tshivenda learners performing significantly below the international mean. This study investigates reading levels among Grade 4 Sepedi Home Language learners at a school in Midrand. It offers a review of literature on reading and the teaching of reading, noticeably the reading and viewing outcomes stipulated by the Curriculum and Assessment Policy Statement (CAPS) (Department of Basic Education, 2011). Furthermore, it assesses reading speed (silent), reading comprehension and reading fluency, as well as perceptions of Grade 4 Sepedi Home Language teachers on the teaching of reading in their classes at the school. The study concludes that the standard of reading is well below what is required and that teachers need to be better resourced and trained in the teaching of reading in the vernacular.

Language contact is a universal phenomenon found in bilingual or multilingual societies. It is the basic and distinct quality of every culture. Language is the means by which people communicate, express their points of views, say what their feelings are and attach names to objects. As multicultural as South Africa is, it is almost impossible for one not to have an encounter with other people’s languages. This study therefore aims at investigating the influence of IsiNdebele on Sepedi learners at the primary schools around the Dennilton region in the Limpopo Province. Much has been said about language contact and its influence in urban areas but no study has yet been conducted in rural areas focusing on Sepedi and IsiNdebele speakers. In their works, researchers such as Malimabe (1990:12), Pettman (1993:3), Calteaux (1996:187) point out that urbanization has brought diverse cultures together in the townships and workplaces. To curb their language differences, lingua franca like Tsotsitaal, Iscamtho, Fanagalo and others inevitably emerged. The same happened in the Limpopo Province when the AmaNdebele came to the farms and mines seeking employment at the Marble Hall and Groblersdal areas, and some did find a place of refuge in these areas. As Pettman (1993:3) notes, various races, using different languages cannot occupy the same territory and live in daily contact without being mutually affected; each will acquire something from and in turn give something to the other. In Chapter One, the Constitutional requirement as well as the progress made in the teaching and learning of isiNdebele at the primary schools in the Dennilton region is explored. The findings in Chapter Two reveal that Amandebele children still speak isiNdebele at home but Sepedi at school. At some schools, the learners who take Sepedi first language and those who take isiNdebele first language are accommodated in one class and only separate during their first language instruction periods. This is done because of the shortage of classes but will obviously promote cross language influence, such as code-switching and code-mixing. The findings reveal that language influence is also perpetuated by multilingual families and educators. The isiNdebele speaking learners and teachers bring isiNdebele to the learning environment; hence the Sepedi speaking learners in these schools experience difficulties adjusting to the use of appropriate, standard Sepedi when they speak or write essays. The isiNdebele phonological sounds as in [z] mzala for Sepedi [ts] motswala ’cousin’, [dl] dlala for Sepedi [b] bapala ‘play’, [v] vula for Sepedi [β] bula etc. are observed to be infiltrating the Sepedi sound system and are outlined in Chapter Three. After examining the learners’ written work in Chapter Four, it is observed that there is the adaptation of phonemes on the morphological, semantic and the syntactical disciplines from isiNdebele into Sepedi lexical stock. Chapter Five recapitulates the whole study. Recommendations by the language teachers and the researcher to the Limpopo Education Department, the parents and all stakeholders involved in the teaching and learning of languages are stated in this concluding chapter. AFRIKAANS : Taalkontak is ’n universele fenomeen in tweetalige of veeltalige gemeenskappe. Dit is die basiese en onderskeidende kwaliteit van enige kultuur. Taal is die instrument waarmee mense kommunikeer, hul menings lug, hul gevoelens uitdruk en objekte benoem. Dit is byna onmoontlik om in ’n multikulturele Suid-Afrikaanse konteks nie kontak te hê met ande tale nie. Dié studie stel ondersoek in na die invloed van IsiNdebele op Sepedi leerders in laerskole rondom die Dennilton area in die Limpopo provinsie. Baie is al gesê oor taalkontak en die invloed daarvan in stedelike areas, maar geen studie is al onderneem in plattelandse gebiede wat fokus op Sepedi en IsiNdebele sprekers nie. In hul ondersoeke het navorsers soos Malimabe (1990:12), Pettman (1993:3), Calteaux (1996:187) daarop gewys dat verstedeliking diverse kulture saamgebring het in informele nedersettings en werkplekke. Om taalverskille te oorkom, het lingua francas soos Tsotsitaal, Iscamtho, Fanagalo en ander ontwikkel. Dieselfde het in die Limpopo provinsie gebeur toe die AmaNdebele na plase en myne in die Marble Hall en Groblersdal areas gekom het om werk te soek. Sommige het ’n tuiste in hierdie areas gevind. Pettman (1993:3) noem dat verskillende rasse wat verskillende tale gebruik nie dieselfde gebied kan bewoon sonder om ondeling beïnvloed te word nie; elk sal iets van die ander nodig hê en beurtelings iets aan die ander gee. In hoofstuk 1 word die konstitusionele vereiste en die vordering wat gemaak is met die onderrig en en leer van isiNdebele in laerskole in die Dennilton area ondersoek. Die bevindinge in hoofstuk 2 wys daarop dat Amandebele kinders steeds isiNdebele tuis gebruik, maar Sepedi in die skoolopset. By sommige skole word leerders wat Sepedi en isiNdebele onderskeidelik as ’n eerste taal neem in een klas geakkommodeer en word hul slegs geskei gedurende eerste taalonderrigperiodes. Dié word gedoen weens ’n tekort aan klasse, maar sal vanselfsprekend kruistaal beïnvloeding bevorder soos kodewisseling en kodevermenging. Die bevindinge dui daarop dat taalbeïnvloeding ook aangewakker word deur veeltalige families en opvoeders. Die IsiNdebele leerders en opvoeders bring isiNdebele na die leeromgewing; daarom ondervind die Sepedi leerders in hierdie skole probleme met die gebruik van aanvaarbare standaard Sepedi as hul praat of opstelle skryf. Die isiNdebele fonologiese klanke soos [z] vir Sepedi, [ts] motswala, [dl] dlala vir Sepedi, [b] bapala, [v] vir Sepedi [β] bula ens. is besig om die Sepedi klanksisteem te infiltreer en word in hoofstuk 3 aangedui. Nadat die leerders se geskrewe werk in hoofstuk 4 geëksamineer is, is bevind dat ’n aanpassing van foneme op die morfologiese, semantiese en die sintaktiese dissipline van die isiNdebele na Sepedi leksikale standard plaasvind. Hoofstuk 5 neem die algehele studie in oënskou. Voorstelle deur taalonderwysers en die navorser aan die Limpopo Onderwysdepartement, die ouers en alle rolspelers betrokke by die onderrig en leer van tale word in die slothoofstuk gestel Copyright
Dissertation (MA)--University of Pretoria, 2013.
African Languages
unrestricted

M. Tech. Language Practice
The activity of translation has a long-standing tradition and has been widely practiced throughout history, but in the rapidly changing world, its role has become of paramount importance. Advertising, as the engine of commerce, plays a critical role in the success of a company in this increasingly commercialized society. He further points out that in the age of global economy, effective translations can be crucial when businesses are targeting a foreign market. The purpose of the study was to explore the effect translation has on the "persuasiveness" of an advertisement, or what is left thereof, after it has been translated from the source language into the target language - in this case from English to Sepedi. Specifically, the study sought to identify a workable approach within which a translator can maximally operate in translating persuasive advertisements from English to Sepedi.

The study examined the typical development of early literacy in a group of typically developing preschool Sepedi first language children residing in Atteridgeville, by determining their performance on a protocol of early literacy tasks. The following aspects were included: written language awareness, narrative abilities, phonological awareness, letter name knowledge, grapheme-phoneme correspondence and literacy motivation. The performance of the participants on the various tasks was used to describe the early literacy development of the target population and to identify relevant risk criteria that may indicate delayed early literacy development in the target population. The performance of participants on these tasks differed from those of other participants in local and international studies, which underscores the necessity of culturally sensitive procedures for identifying delays in the early literacy development of children. The influence of factors such as the mother’s level of education, gender, participants’ level of engagement in literacy activities and participants' current academic performance on the development of early literacy skills were also investigated. Based on the results as well as other indications from the literature, possible risk factors for delayed early literacy development for this group are listed.
Dissertation (M (Communication Pathology))--University of Pretoria, 2007.
Speech-Language Pathology and Audiology
unrestricted

Thesis (M.Ed. (Language education)) -- University of Limpopo, 2018
The aim of this study is to evaluate the implementation of curriculum in the teaching of reading and writing in the Sepedi Home Language in the Mankweng Circuit of Limpopo Province. This result from the fact that intermediate learners are struggling to read and write in the Sepedi Home Language, and as a result are incompetent when reading and writing even in their language of teaching and learning, namely English. This signifies that mastering to read and write in the Sepedi Home Language, is likely to enable learners to read and write better in English as a language of teaching and learning. Of a huge surprise, the struggle to read and write in Sepedi Home Language occurs with every cohort of learners registered in the Intermediate Phase. For this reason, the study is designed to evaluate the manner in which Sepedi curriculum is being implemented in schools to address and respond to challenges of inability to read and write by intermediate Sepedi learners. This is a case study covering three primary schools and it is located within the qualitative research approach and phenomenology. The collection of data was done through individual face-to-face interviews, document study and diagnostic assessments. Each of the three schools forwarded three categories of research participants, namely, an HOD, a teacher and a parent whose child was doing Sepedi in the Intermediate Phase. Findings revealed that overcoming reading and writing inability by the intermediate learners needs to be a joint stakeholders’ effort. In addition, inadequate Sepedi materials and resources for intermediate learners need to be the apex priority by the Department of Basic Education. In view of the shared research results, the study recommends that there be well-coordinated participation of all stakeholders in the development of skills associated with reading and writing for the Sepedi Home Language Intermediate learners. Lastly, the study recommends that intermediate Sepedi learners be offered an opportunity to participate in Sepedi essay writing competitions wherein they are first given pamphlets and posters in Sepedi as a clue. Finally, the Sepedi Home Language needs to be equally protected and promoted just like it is the case with English from the Intermediate Phase upwards.

ABSTRACT This thesis investigates through theoretical analysis and imperative research, how Sepedi is represented on SABC, especially on SABC 2 in accordance to the Independent Communications Authority of South Africa (ICASA). Looking back Sepedi programming before democracy and after democracy, SABC has gone through a major transition. This thesis visits the transitions that SABC went through and how SABC is transforming to serve public interests. This essay will composed of empirical observations to depict whether these aims are in fact pursued and achieved.

A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy:African languages and linguistics in theSchool of Literature, Language and Media Faculty of Humanities, University of the Witwaterrand , Johannesburg
The main focus of the study embraced the investigation the onomastic principles and also the socio-cultural factors to be taken into consideration when naming an official language. The fundamental objective of the study was to consider the two names Sepedi and Sesotho sa Leboa, to decide which one should be used and to determine which name is supported by the investigated onomastic principles of naming a language (official). Research was conducted involving a group of Higher Education students and lecturers; employees at the Sesotho sa Leboa National Lexicography Unit; employees at the Sesotho sa Leboa National Language Body; employees at the Pan South African Language Board; employees at the National Department of Arts and Culture and its sub-departments in Limpopo and Gauteng Provinces; and Traditional Leaders in almost all the District Municipalities that are inhabited by the first language speakers of the language under investigation. The Department of Justice and Constitutional Development and the Office of the Public Protector of South Africa were also involved in the study as to obtain a legal and constitutional implementation point of view on the current use of Sepedi and Sesotho sa Leboa as language names in official and policy documentation as one and the same language name while they are not.A mixed-methods research approach, including both quantitative and qualitative methodologies was employed in the study. In this quest, survey questionnaires, interviews, observations and text analysis were mainly considered as methods of data collection. The findings of the study revealed that neither the language names Sepedi nor Sesotho sa Leboa is supported by the onomastic principles of naming a language. An overwhelming majority of the participants in this study opined that the language under onomastic scrutiny should be reconsidered and replaced with a neutral and inclusive name that cannot in any way be associated with the influence of power and politics as well as with ethnic and dialectal status of a particular speech community. In summary, it was found in this study that the language under scrutiny was not properly named in the first place, since both Sepedi and Sesotho sa Leboa were found to have strong ties with colonialism as concomitant part of the Apartheid regime.
NG (2020)

Thesis (Ph.D. (Media Studies)) -- University of Limpopo, 2019
This study focuses on the impact of social media towards conserving African languages, particularly Sepedi, Tshivenda and Xitsonga. Social media are given attention to explore their impact in conserving African languages amongst youth. Youth is a suitable group to focus on as they are the future and are thus expected to carry their African languages and pass them on to succeeding generations. This exercise should be done to ensure that African languages should not face extinction in the future. Generally, youth are constant users of social media platforms, hence it is cardinal to investigate their language-usage patterns on social media platforms. The majority of the African youth in South Africa use either one or more of the nine (9) indigenous African languages that are official, namely, isiNdebele, isiXhosa, isiZulu, Sepedi, Sesotho, Setswana, siSwati, Tshivenda, and Xitsonga. Therefore, one would expect speakers of these indigenous African languages to effectively use them on social media, particularly, Facebook, Twitter, and WhatsApp. African language heritage is undoubtedly a valuable resource, however, it needs state resources to develop it further and establish it as a core economic driver on various media platforms. The study employs exploratory and descriptive designs. These designs are appropriate for this study because it permits data to be collected through observations, focus group interviews and questionnaires. Focus group interviews, observations, and questionnaires were used to collect data. Focus group is a data-collection tool for understanding people’s behaviour and attitudes. The researcher moderated three focus groups. One hundred (100) questionnaires were distributed to the participants in this study. These tools are apt for the data-collection process in this study because they assist to discover factors that influence opinions, attitudes, and behaviours. Social media have great potential to conserve the African languages but the speakers of these languages should play a cardinal role in this process. Majority of the youth do not prefer to use the African languages on social media. Conversations on both Facebook and Twitter are dominated by English as youth prefer it ahead of Sepedi, Tshivenda, and Xitsonga. In contrast, youth prefer to use the African languages on WhatsApp because they know their contacts. However, code-switching is used a lot by youth on social media. Despite the fact that Sepedi, Tshivenda, and Xitsonga are not mostly used on Facebook and Twitter they remain relevant and useful amongst their speakers on a daily basis. Nevertheless, there is a need to develop the African languages based social media sites to stimulate their usage on these platforms. Additionally, these languages should be developed to fit the needs of social media.
National Institute for the Humanities and Social Sciences (NIHSS)

M. Tech. Language Practice
Sepedi is one of the eleven official languages spoken in South Africa. It is mostly spoken in Limpopo province and by the minority in other provinces. The National Language Policy (1997) states that indigenous languages should be used to provide equal access to public services and programmes amongst all citizens, thus, Language Policies of the spheres of governance, national, provincial and local, should be determined based on their needs and circumstances of its residents. This study strives to check whether Sepedi as one of the five official languages has been used to its full capacity in the Greater Letaba Local Municipality, Limpopo province, as a language for official communicative purpose. The municipality has five official languages. In view of the fact that Sepedi is one of these official languages of the Limpopo province, it deserves to be treated with the respect it ought to have.

Student Number: 9603346N. Master of Arts in Translation. School of Literature and Language Studies
This research focuses on the translation of the South African Broadcasting Corporation’s (SABC) news bulletins from English into Sotho languages, particularly Sepedi. The main aim of this study is to analyse the strategies, methods and approaches used by the translators. The study also tests Stephen Maphike’s 1992 hypothesis which states that the news translators translate literally or word for word, instead of translating conceptually. In order to achieve these aims both the English and Sotho versions of the news were recorded over a period of approximately two weeks, from 22nd September to 5th October 2003. The study falls within the framework of Descriptive Translation Studies, and the analysis is based on translation theories and strategies proposed by authors such as Mona Baker (1992), Peter Newmark (1991), Christiane Nord (1991 & 1997) and Gideon Toury (1980). The conclusions drawn regarding the appropriateness or otherwise of the strategies used are intended to increase an awareness of the problems involved and the solutions available to translators.