Academic literature on the topic 'Swazi language'

The aim of this article is to evaluate currently available electronic dictionaries from a South African perspective for the eleven official languages of South Africa namely English, Afrikaans and the nine Bantu languages Zulu, Xhosa, Swazi, Ndebele, Northern Sotho, Southern Sotho, Tswana, Tsonga and Venda. A brief discussion of the needs and status quo for English and Afrikaans will be followed by a more detailed discussion of the unique nature and consequent electronic dictionary requirements of the Bantu languages. In the latter category the focus will be on problematic aspects of lemmatisation which can only be solved in the electronic dictionary dimension.

Using pseudonyms is the accepted and expected ethical practice for maintaining participants’ privacy in qualitative research. However it may not always be ethical, for example in participatory action research (PAR), where academics aim to recognise co-researcher participants’ contributions. I used Bourdieusian theory to analyse data detailing deliberations about, and the dynamic pseudonym-related preferences of, 10 co-researcher participants, generated through an ethnography of PAR in rural Swaziland. The analysis demonstrates the salience of engaging participants in careful deliberations about pseudonyms and the racism and privilege inherent to the practice of White (or otherwise powerful) academics researching and representing non-White (or otherwise marginalized) participants. It further highlights practical strategies academics might employ to facilitate ethical and potentially transformative deliberations with their research participants about pseudonyms, which unmask this racism and privilege.

On 24 November 1989 the Library at the University of Swaziland in Kwaluseni formally received a large portion of the papers and manuscripts of the eminent Swazi writer, historian, statesman, and current chief executive of the Swaziland National Trust, J. S. M. Matsebula. The deposit of these papers has formed the nucleus of a small, but interesting and rapidly expanding, Swaziana Collection and this contribution, it is hoped, will inspire other prominent Swazis and scholars of Swaziland similarly to deposit their materials. The preeminent anthropologist, Hilda Kuper, has recently offered her large and valuable collection of manuscripts and field notes to the University of Swaziland, and the elder statesman, J. J. Nquku, founder of the Swaziland Progressive Party (among other accomplishments), is preparing his personal papers for the Collection as well. Additionally, it has just been learned that the Swaziland Oral History Project materials will be transferred to the University of Swaziland from the University of the Witwatersrand.James Shadrack Mkhulunyelwa Matsebula was born in 1918, outside Mbabane, the capital of Swaziland, into a family which has traditionally played a significant role in ritual Swazi royal life. The King's first wife is chosen from the Matsebulas and is known as laMatsebula. He was educated in Swaziland and South Africa and has written on a wide variety of topics in several genres and languages.

In South Africa, the transition from an apartheid regime to a popularly elected government in 1994 made possible wide-ranging changes in power relations in every sphere of human interaction, including language. Under the new political dispensation, there are 11 official languages (listed in order of numbers of speakers): Zulu, Xhosa, Afrikaans, Tswana, North Sotho, English, South Sotho, Tsonga, Swati, Ndebele, and Venda. They replace English and Afrikaans, formerly the 2 official languages.

The present research study aims at exploring the phonological errors with regard to the segmental features committed by the Pashtun ESL learners in Swabi (Khyber Pakhtunkhwa). In this research study, the researchers have used an audio recording as a tool to collect the data from the respondents. Both males and females were included in the data collection to fulfil the ethics of the research. The data was analysed and presented in a tabulated form. The results of the research show that Pashto speakers at Distt Swabi are significantly affected by the first language (Pashto) in the speaking of English, especially in terms of pronunciation. It is hoped that the findings of this research will present a set of general ideas to EFL teachers about the possible problems that the Pashto speakers of English in the area may face in pronunciation. Furthermore, English language teachers being aware of these problems of the students, like lack of familiarity with certain phonemes, and lack of concentration, can accommodate these problems by giving more time to focus on the phonemes that are creating a problem.

“Give the world your best and the best will come back to you” – Swami Dayanand Saraswati Man's social being only confirms that he has a thinking mind and social norms, which separates him from animals. Swami Dayanand Saraswati ji believed in the service of only human beings and the entire society. He said that when as long as evil practices and superstitions remain dominant in the Indian society, political awakening and national integration is not possible in India. In their absence the real form of society has vanished. Swami ji presented serious thoughts on social problems and presented a plan for social reform. Abstract in Hindi Language: ’’दुनिया को अपना सर्वश्रेष्ठ दीजिए और आपके पास सर्वश्रेष्ठ लौटकर आएगा’’ - स्वामी दयानंद सरस्वती मनुष्य का सामाजिक होना ही इस बात की पुष्टि करता है कि उसके पास चिन्तनशील मस्तिष्क और सामाजिक मर्यादाऐं है, जो कि उसे जानवरों से अलग करता है, स्वामी दयानंद सरस्वती जी मानव मात्र एवं सम्पूर्ण समाज की सेवा में विश्वास करते थे उनका कहना था कि जब तक भारतीय समाज में कुरीतियाँ एवं अंधविश्वास हावी रहेगें तब तक भारत में राजनीतिक जाग्रति एवं राष्ट्रीय एकीकरण संभव नहीं है। इनके अभाव में समाज का वास्तविक स्वरूप ही समाप्त हो गया है। स्वामी जी ने सामाजिक समस्याओें पर गम्भीरतापूवर्क विचार प्रस्तुत करते हुए समाज सुधार की योजना प्रस्तुत की। Keywords: स्वामी दयानंद सरस्वती, जाति-प्रथा, नारी गरिमा, वैदिक मूल्य।

Makala haya yamejikita katika kuchunguza vigezo vya utoaji majina ya asili ya watu katika jamiilugha ya Wagogo. Makala haya yameongozwa na swali moja katika kuandaliwa kwake. Swali hilo linauliza: Vigezo gani vinavyotumika katika utoaji wa majina ya asili ya watu katika jamiilugha ya Wagogo? Mbali na kujadili swali hilo muhimu, makala pia yametoa mapendekezo kuhusu njia za kuendeleza matumizi ya majina ya asili ya watu katika jamiilugha husika. Makala haya ni muhimu kwa watu wote yaani wanaotumia majina ya asili ya watu na wasiotumia majina hayo. Data ambayo ilichunguzwa ni sehemu ya data iliyokusanywa kutoka katika wilaya ya Mpwapwa na Chamwino kutoka katika mkoa wa Dodoma nchini Tanzania. Vijiji vya Mima na Gulwe kutoka wilaya ya Mpwapwa na vijiji vya Mvumi Misheni na Handali kutoka wilaya ya Chamwino vimehusishwa. Uchanganuzi na uchambuzi wa data za makala haya umetumia mbinu ya mahojiano na majadiliano ya kundi lengwa katika kukusanya data uwandani na umeongozwa na Nadharia ya Uumbaji ya Sapir- Whorf, (1958) inayosisitiza kwamba lugha ndio msingi wa kuuelewa ulimwengu. Mtu anapojifunza lugha ni kama anatawaliwa na lugha hiyo hata dunia unayoiumba akilini mwako itatokana na dunia ilivyoratibiwa na wasemaji wake. Katika kuchambua na kuwasilisha data, makala haya yametumia mkabala wa kimaelezo. Matokeo ya uchunguzi yamedhihirisha vigezo mbalimbali vya utoaji majina ya asili ya watu katika jamiilugha ya Wagogo. Vigezo hivyo huweza kuwa na mfanano katika mambo fulani na wakati huohuo kunaweza kuwa na upekee unaotafautisha jamiilugha moja na nyingine. ABSTRACT This article is based on investigating the origin of the names of people in the Gogo language Community. This article has been led by one question in its preparation. The question asks, what criteria are used to give names of people in the Gogo language community? In addition to discussing the key question, the article has suggested ways to develop the use of natural names of people in the relevant community. This article is important to all people who use natural names and those who do not use the names. The investigated data is a part of data collected from the Mpwapwa and Chamwino Districts from the Dodoma Region in Tanzania, Mima and Gulwe from Mpwapwa District, Mvumi Mission and Handali from Chamwino District. This article employed interviews and group discussions to collect data in analysing data. It is dominated by the Sapir-Whorf (1958) Creation Theory, which insists that language is the basis for understanding the world. When you learn a language is, if you governed by the language, even the world you create in your mind will result from the world coordinated by its speakers. In analysing and submitting data, this article has used qualitative methods in defining data. The investigation results have identified the various criteria for the natural names given to the people in the Gogo language community. The criteria may have a variety of factors and, at the same time, may be unique in distinguishing one and the other. Key terms:

Bibliography: pages 66-73.
Based on the educational theorists Gardner (1977(a)), Ehindero (1980), Mawasha ( 197 6-1984) and Ogunniyi ( 1985) and extending earlier findings by McNaught (1980) in Zimbabwe, my investigation sought to answer the following questions: 1. How do the item facilities of a group of African (Swazi) college science students, on two parallel tests of logical connectives, based on Gardner's work, each consisting of the same 34 logical connectives, but different in presentation format compare? 2. Are there significant correlations between the item facilities obtained by the Swazi first year science students on the tests of logical connectives and their scores obtained in Matriculation English and Biology and college English communication and General science? 3. Is there evidence of learning of logical connectives without direct instructional intervention over a period of six months when exposed to English first language speaking lecturers? 4. In what ways are the works of Gardner and McNaught expanded, confirmed, or enriched by further investigation in a totally different culture? Diagnostic and pre-test - post-test methods were used to gather data on the comprehension of the 34 logical connectives, and on academic achievement scores, of 65 Swazi teachers-in-training in KaNgwane, a subtropical, rural-agricultural region in Southern Africa. The data were collected by means of modified Gap Filling and Sentence Completion items, derived from Gardner's pioneering work, by adapting and refining certain items to be more relevant and meaningful in the local South African context. The data was processed by means of comparing Gardner's form N pupils' item facilities with the Swazi students' item facilities on each logical connective. The differences were analysed by means of Chi square tests, Spearman's Test, McNemars' Test and a correlation matrix. The chief findings -were that Swazi students' item facilities compared favourably with those obtained by Gardner's form N pupils on the 34 logical connectives· overall. The Swazi students found 7 easier than the Australian pupils, 16 equally as difficult and 15 more difficult than the Australian pupils, but this was dependent on the format. The thesis concludes by making recommendations to teachers, textbook writers, publishers and educational authorities on issues in science education with regard to English second language, particularly in terms of teacher training.

MPhil
The concept of ‘new Englishes’ developed as a result of the relatively new perception of English as an adapting and evolving language within increasingly wider global contexts. According to McArthur (1992:688) the term “new Englishes” refers to "recently emerging and increasingly autonomous variet[ies] of English, especially in a non-western setting, such as India, Nigeria, or Singapore." Such varieties of English develop from an English, traditionally recognised as standard, to become distinctly individual: they retain some cultural and linguistic characteristics of the standard English but additionally represent and include many aspects of the culture and language of the country in which the new English functions. These new Englishes are lexico-grammatically sophisticated and as viable as any of the traditionally recognised standard Englishes. The “new languages” are used intranationally and internationally and so are not only a result of intercultural communication; they also facilitate and enable intercultural communication. This thesis investigates (i) Swazi English (SwE) as a ‘New English’ and (ii) the perceptions that Swazis themselves, as well as speakers from other language communities, have of SwE and its users. Swaziland is a landlocked country in the northeast region of Southern Africa and one of the last remaining monarchies on the African continent. English was introduced to Swaziland during the 1800’s and remained one of the official languages alongside siSwati after Swaziland achieved independence from Britain in 1968. English in Swaziland continued to develop despite increasingly restricted access to input from English first language speakers of British descent thus resulting in SwE developing independently of any external norm. SwE now appears to be a stable variety of English that is not only spoken but also written in newspapers, in government and legal correspondence and in the public relations documents of Swazi companies. The research for this thesis identifies a number of lexical, syntactic and semantic features of SwE that are different from those of standard British or American English. These features of SwE occur frequently and consistently in newspaper articles. Nevertheless, as indicated by the research results of this thesis, SwE continues to be perceived as an error-ridden second language variety rather than as a new English in its own right. Furthermore, the language prejudice is extended to users of SwE as many judge the intelligence, credibility and trustworthiness of writers of SwE negatively on the basis of linguistic features that cannot be indicators of character, skill or competence. This prejudice gives rise to stereotyping which is a barrier to effective intercultural communication.

This project concerns the way the radio programme "Khalamdumbadumbane" functions as non-formal education and influences discourses of femininity in Swaziland. I have engaged in critical research in an attempt to show how the media (more specifically radio in this context) influence women's perceptions of themselves in a way which sustains the inequality between sexes. I also show how the programme "Khalamdumbadumbane" as a popular and topical programme has become a social institution, exerting its hidden power to ensure· the dominance of males within the Swazi society. Women's experiences have been recorded in transcribed interviews and these have been discussed and analysed for common themes. The following themes are discussed: Power relations, Cultural identity and the Discourse of rights. The first two themes have been further divided into subthemes: Imbalance I inequality between the sexes, patriarchal family system, disregard for women, abusive relationships, Swazi values versus Western values and the religious discourse. From interviews with the host of the radio programme in question and with Swazi women, I show how this programme has influenced women's self perceptions through their acceptance of the problem solving as 'help' and not as ideological propaganda for patriarchy. Bibliography: pages 99-108.

Thesis (MPhil )--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: This study investigates the differences in the communication styles of siSwati and American English speakers. Specifically, it investigates the realization patterns of the speech acts of request and greeting in siSwati, by native and non-native speakers of siSwati. It also investigates how these same speech acts are realised by the non-native speakers of siSwati in their first language, English. The participants were 10 Swazis and 10 American Peace Corps volunteers living in Swaziland, Southern Africa at the time this study was conducted. The data were collected by means of a questionnaire followed up with a semi-structured interview. The data were analysed using the framework of the Cross-cultural Speech Act Realization Project as developed by Blum- Kulka (1989). Common trends were noted in the realization of the two speech acts by native speakers and non-native speakers and conclusions were made based on the similarities and differences observed. Overall, the results suggest (i) that there are marked differences in the way in which American English speakers and Swazi people perform and interpret greetings and requests, and (ii) that such differences emanate from the different cultural orientation of the two groups of people. Since such differences sometimes lead to misunderstandings, there is evident need to make people aware of cultural differences in order for understanding and tolerance to prevail in cross-cultural interactions.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die verskille in die kommunikasiestyle van sprekers van siSwati en Amerikaanse Engels. Dit beskou spesifiek die realiseringspatrone van die taalhandelinge versoek en groet in siSwati, deur moedertaal- en nie-moedertaalsprekers van siSwati, en in Engels. Die deelnemers was 10 Swazis en 10 Amerikaanse Vredekorps-vrywilligers woonagtig in Swaziland, Suid-Afrika, ten tye van die studie. Die data is ingesamel deur middel van 'n vraelys wat opgevolg is deur 'n semi-gestruktureerde onderhoud. Die data is geanaliseervolgens die raamwerk van die Kruiskulturele Spraakhandeling-realiseringsprojek, soos voorgestel deur Blum-Kulka (1989). Algemene tendense is opgemerk in die realisering van die twee spraakhandelinge deur moedertaalsprekers en nie-moedertaalsprekers en afleidings is gemaak op grond van die waargenome verskille en ooreenkomste. Oor die algemeen dui die resultate op (i) duidelike verskille tussen die wyses waarop sprekers van Amerikaanse Engels en Swazis versoeke en groethandelinge uitvoer en interpreteer, en (ii) die verskillende kulturele oriënterings van die twee groepe as oorsprong van hierdie tipe verskille. Aangesien laasgenoemde dikwels aanleiding gee tot misverstand, is dit duidelik noodsaaklik dat mense bewus gemaak word van kulturele verskille ten einde begrip en verdraagsaamheid te laat hoogty vier tydens kruiskulturele interaksie.

Thesis (MLitt)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: Linguistic scholars have been exploring an effective, contextual and multidisciplinary approach to language education, following the global increase in multilingual societies. This study aims to explore properties of writing related to genre-based literacy in Siswati as a first language for learners in South Africa in a multilingual context. The research is concerned with the properties of writing in Siswati at the high school level and the instruction associated with it. In reality, the educational context of the learners entails that English is the language of instruction or an educational lingua franca in all subjects in schools with learners who have an African language as home language, although English is a second language (L2) for most learners. Therefore, the learners’ first language (L1) is only taught as a subject. In this situation, learners and teachers are faced with problems of language (L2) proficiency. According to the South African language policy, all national languages spoken in South Africa should be prioritized in education. This study advances a proposal for a multilingual approach in education through genre-based teaching. Hence, this study presents an investigation of the implementation of genre in the home language classroom context in respect to the textlinguistic features of agricultural sciences genres. The genre-based theoretical framework and related methodology is explored and elaborated in this study with regards to how Siswati first language learners can be taught linguistic skills acquired in their mother tongue Siswati to writing in content subjects, e.g. biology. The methodology of this study involves the translation of six agricultural science texts for Grade 12 which are then analysed according to systemic functional linguistic (SFL) grammar. The study also investigates issues and challenges in multilingualism and Education policy. The findings of this study present support of the view of the transfer of genre-based skills in texts across the curriculum.
AFRIKAANSE OPSOMMING: Taalkundiges het oor die afgelope jare ‘n doeltreffende, kontekstuele, multidissiplinêre benadering ondersoek tot taalonderwys, gegee die wêreldwye toename in meertalige gemeenskappe. Die studie het die doelwit om die eienskappe van skryf te ondersoek soos wat dit verband hou met genre-gebaseerde geletterdheid in Siswati, as ‘n eerste (huis) taal vir leerders in Suid-Afrika in ‘n meertalige konteks. Die navorsing hou verband met die eienskappe van skryf in Siswati op hoërskoolvlak en die onderrig daarmee geassosieer. In die werklikheid van die onderrig is Engels oorwegend die medium van onderrig in vakke in skole waar die leerlinge hoofsaaklik ‘n Afrikataal soos siSwati as eerste (of huis) taal het, alhoewel Engels ‘n tweede (of addisionele) taal is van die leerders. Gevolglik word leerders slegs in hulle eerste taal onderrig in die taalvak (van die spesifieke Afrikataal) self. In hierdie medium van onderrig situasie (waar leerders se tweede/ addisionele taal gebruik word vir die onderrig van inhoudsvakke) word sowel leerders as onderwysers gekonfronteer met die probleem van onvoldoende tweede taal (Engels) vaardigheid. Volgens die nasionale taalbeleid in Suid-Afrika, behoort alle nasionale tale in Suid-Afrika voorrang te geniet in onderwys. Hierdie studie betoog vir ‘n meertalige benadering in onderwys deur gebruik van die genre-gebaseerde benadering. Aldus, bied hierdie studie ‘n ondersoek van die implementering van teksgenres in die huistaal-klas konteks ten opsigte van die teks-linguistiese kenmerke van verskillende genres in landbouwetenskappe. Die genre-gebaseerde teoretiese raamwerk en verbandhoudende navorsingsmetodologie word ingespan in hierdie studie met betrekking tot hoe die tekslinguistiese vaardighede, onderrig aan siSwati eerstetaalleerders soos opgedoen in die onderrig van hulle huis (of eerste) taal, uitgebrei kan word na inhoudsvakke soos landbouwetenskappe. Die metodologie gebruik in hierdie studie behels die vertaling in Siswati (vanuit Engels) van ses landbouwetenskaptekste vir Graad 12, wat dan ontleed word volgens die sistemiese funksionele linguistiek (SFL) model wat onderliggend is aan die genre-gebaseerde benadering. Die studie ondersoek voorts vraagstukke en uitdagings rakende taalbeleid en –beplanning in onderwys. Die bevindinge van hierdie studie bied ondersteuning van die standpunt van die oordrag van genre-gebaseerde vaardighede in tekste oor die kurrikulum heen.
SiSWATI ABSTRACT: Bongcongcoshe betilimi bebasolo baphenya indlela yefufundzisa lulwimi lesebenta kahle, lohambelana nesimo, nalosebenta etifundvweni tonkhe letiniketwa esikolweni, kulandzela kutsi emhlabeni wonkhe jikelele sibalo semimmango lecuketse tive letehlukene netilimi letehlukene siya ngekukhula. Lombhalo uhlose kucwaninga timphawu letihambelana nelwati kutemfundvo eluhlangotsini lwekubhala ngekusebentisa tinhlobo temibhalo elulwimini lweSiswati, lolululwimi lwemdzabu/lwekucala kulabanye bafundzi eNingizimu neAfrika esimeni lesinetilimi letinyenti. Lombhalo lona ukhatsatwe yindzaba yekubhala kubafundzi belibanga lelisetulu, libanga lelishumi nakubili nendlela lebafundziswa ngayo. Ecinisweni, bafundzi basesimeni lapho khona Singisi sisetjentiswa njengelulwimi lwekufundzisa tonkhe tifundvo letinemtsamo noma ke lulwimi lolusetjentiswa esikolweni etifundvweni tonkhe kantsi phela Singisi akusilo lulwimi lebalumunya ebeleni labafundzi. Ngaleso sizatfu, lulwimi lwemdzabu lwalabafundzi lufundziswa kwangatsi lusifundvo phaca njenge lwati lwendalo yonkhana, isayensi. Esimeni lesinjengalesi bafundzi nabothishela bahlangabetana nebulukhuni ekucudzelaneni nalabanye babe basebentisa Singisi. Ngekubeka kwemitsetfo yetemfundvo eNingizimu neAfrika, tonkhe tilimi letisemtsetfweni letifaka ekhatsi tembuso wase Ningizimu neAfrika, tebachamuki, temdzabu, naletihlanganisa emave ngemave tinelilungelo leliphelele lekusetjentiswa esikolweni. Loku kusetfulo sendlela yekufundzisa leshwambakanya tilimi letinyenti, lesolo ingakacali kusetjentiswa. Kungako lombhalo uhlolisisa kutsi ingasetjentiswa njani indlela yekufundzisa ngetinhlobo temibhalo endlini yekufundzisa. Luhlaka lwemdvwebo wekufundzisa ngetinhlobo temibhalo kanye nendlela lekufundziswa ngayo kunconywe ngu (Christie na Derewianka (2008), (Knapp na Watkins (2005), (Martin na Rose (2008), (Rose na Martin (2012), na (Feez na Joyce (1998). Loluhlaka lubuke kutsi simo sivuma kanganani kutsi bafundzi labaceceshwe eSiswatini basebentise emakhono elulwimi lwemdzabu ekubhaleni etifundvweni letinemtsamo, njenge bhayoloji. . Indlela lelandzelwe ekusebenteni lombhalo ifaka ekhatsi kuhunyushwa kwetinhlobo temibhalo letisitfupha letitsetfwe encwadzini yelwati lwendalo kutekulima yelibanga lelishumi nakubili.Lemibhalo iyahlatiywe ngenhloso yekutfola emasu latfolakala elulwimini lweSiswati labhekene nekusebenta kwelulwimi nakukhulunywa ngekwakhiwa kwemisho, tinhlobo temisho, nekuhlanganiswa kwemisho; emasu lasetjentiswa ekwendluliseni tinkhulumo kubalaleli betigaba letehlukene, kanye nemasu ekuhlanganisa emagama kuze akhe umbhalo lonemcondvo lophelele nalovakalako. Ngetulu kwaloko, lombhalo lona uhlolisisa indzaba yekufundzisa leyengamela tilimi letehlukene kanye nemtsetfo wetemfundvo. Lombhalo wetfula indlela yekucecesha bafundzi ekubekeni imibono nemicabango yabo ephepheni, lekuyindlela lesebenta etifundvweni tonkhe letinemtsamo, letifundziswa etikolweni.Lombhalo futsi uphenculula luphikiswano netinsayeya letihambelana nekusetjentiswa kwendlela yekufundzisa lefaka ekhatsi tilimi letehlukene nemtsetfo wetemfundvo. Imiphumela yaloluphenyo kulesifundvo iniketa siciniseko sebukhona nekusebenta kwemasu lahambelana nendlela yekufundzisa ngekusebentisa tinhlobo temibhalo kulo lonkhe luhlelo lwetifundvo. Loku kugcwalisa inhloso yalombhalo lona.

Submitted to the Faculty of Arts in fulfillment of the requirements of the Master of Arts in the Department of African Languages at the University of Zululand, South Africa, 2010.
Lolu lucwaningo loluphatselene nekuvetwa kwesibekandzaba etindzabeni Ta - J.J Ncongwane. Luhleleke ngetehluko letisihlanu Sehluko sekucala: Setfulo selucwaningo Lesehluko siphatselene netinhloso nemkhawulo welucwaningo, tindlela telucwaningo, kuchazwa kwemagama nekutfutfuka kwetindzaba letimfisha tesiSwati. Sehluko sesibil: Indzawo Kulesehluko kwetfulwa indzawo yasemakhaya yasemadolobheni, lesuselwa enhloko,levetwe esihlokweni nalevetwe esingenisweni. Sehluko sesitsatfu: Sikhatsi Kulesehluko kwetfulwa tikhatsi temnyaka, tikhatsi telusuku nemalanga eliviki. Sehluko sesine: Simonhlalo Kulesehluko kuvetwa simonhlalo lesifana nenjabulo, lusizi,buchawe, bucili,kuvana, butsa,kubeketela nekucasuka. Sehluko sesihlanu: Siphetfo Lesehluko siphatselene nesiphetfo ngendzawo,ngesikhatsi, ngesimonhlalo kanye netincomo.

Submitted to the Faculty of Arts in fulfillment of the requirements for the degree of MASTER OF ARTS in the Department of African Languages at the University of Zululand, South Africa, 2005.
Lomsebenti ucwaninga ngekubaluleka kwetangoma nemisebenti yato ekutfutfukiseni lulwimi IwesiSwati. Kulapho kuvela khona kutsi buyini bungoma tutsi bubaluleke ngani emphilweni yesive ngekwemisebenti nangekwelulwimi. Sehlukosekucala setfula tinhloso telucwaningo, indzima noma umkhawulo welucwaningo, tindlela tekucwaninga letiluhlolomibuto (interview) nekufundvwa kwetincwadzi. Imigudvu yelucwaningo i1andzela indlela yemisebenti (Functional approach) nendlela yeluchumano (Communicative approach). Kulapho kuchazwe khona lokushiwo ngemagama lasisekelo salolucwaningo latana nalawa: sangoma, inyanga, lldloti, lugedla, kutfwasa/litfwasa nendumba. 5ehluko sesibili siniketa inchazelo ngalokuphatselene netangoma kusukela ekutfwaseni, timphawu tekutfwasa, kubhoboka kwelidloti, tinhlola, sangoma nebuhlobo, sangoma nemabitongco kanye nemabitomuntfu, sangoma naleminye imikhakha yemphilo, sangoma netinanatelo, sangoma nesitsembu, umtsakatsi, umtembi, sangoma nenhlonipho. Sehluko sesitsatfu setfula tingcikitsi letehlukene tetingoma tetangoma letihlelwe ngalendlela: A. Kufundzisa, kukhutsata nekumisa sibindzi. B. Kubalisa, umbusave nesimo senhlalo. -ivC. Lutsandvo, bunye nelubumbano. D. lnkholo, inkholelo nemlandvo. E. Emandla, inkhani nelunakashelo. Emasu ekwakheka kwetingoma letehlukene acwaningiwe. Sehluko sesine sicwaninga ngetangoma, tihlahla netifo. Kubukwe imitsi leyakhiwe ngetilwane tasendle, ngetilwane tasekhaya, tinyoni netimila letehlukene. Lapha kutsintfwenetinhlobo tetifo letimbalwa letelaphekako nembulalave loseseyinkinga lenkhulu kubelaphi. Sehluko sesihlanu siligcogca Iwalokucwaningiwe. Kulapho kuniketwe tincomo ngekubuka kuhleleka kwelucwaningo, tingoma nelulwimL imitsi nelulwimi kanye netifo nelulwimi. -

This study is an analysis of the nature of possession in siSwati from a socio-cultural perspective. The study seeks to uncover how possession is expressed in siSwati and also the socio-cultural traits of the Swazi people that are revealed through possession. A written corpus was used to collect the requisite data and the relevant data was subsequently analysed. The study adopted systematic functional linguistic and sociolinguistic approaches to analyse the nature of possession in siSwati
African Languages
M. A. (African Languages)

M.A.
This dissertation examines the use of language and its implications on gender relations within the Swazi courts. Starting from the premise that language use is an important guide in understanding gender differences and differences in power between men and women, this dissertation investigates the language used by the different participants in court proceedings of selected court cases, particularly on offences that involve or otherwise touch on assault. The data is based on proceedings in two selected courts, one in Mbabane (an urban court) and the other in Lobamba (a semi urban court). Analysis is strengthened by an array of theories of gender and cultural studies. The major analytical methodology for this study is Critical Discourse Analysis (CDA). The study ultimately locates itself within the line of gender studies on cultural influences, examining how lexical choices in linguistic discourses contribute to sustaining or subverting age-old ideas of manhood versus womanhood in Swaziland. The analysis leads to a conclusion that: (a) Women are viewed as docile and unchanging in terms of their interaction in the society. (b) Within the patriarchal Swazi context, the linguistic expectations of “good women” put them at a disadvantage when communicating with men. (c) Traditionalists have to shift from patriarchal values and integration of the Swazi custom with some of the positive ways in life borrowed from education, Christianity and other modernized institutions. If this is enforced then women would cease to be treated as doormats and marginalised by society. This gender imbalance is revealed in situations of contest. It not only draws on, but also engenders the already existing ideologies of strong and knowledgeable men versus weak and ignorant women, in part by muting the latter. This, in the researcher’s view, is worsened by the fact that such linguistic disempowerment takes place within the structures of the State such as the courts, whose authority can easily be mistaken for that of the men who function within them. Put differently, the connotations of power, authority, coercion and fear within the courts are reinforced when one half of participants are disadvantaged by cultural ideologies such as those of linguistic control.

South Africa is a multi-lingual country with a population of about 40.5 million people. South Africa has more official languages at a national level than any other country in the world. Over and above English and Afrikaans, the eleven official languages include the indigenous languages: Southern Sotho, Northern Sotho, Tswana, Zulu, Xhosa, Swati, Ndebele, Tsonga, and Venda (Pretorius & Bosch, 2003). Figure 1 depicts the breakdown of the South African official languages as mother tongues for South African citizens. Although English ranks fifth (9%) as a mother tongue, there is a tendency among national leaders, politicians, business people, and officials to use English more frequently than any of the other languages. In a national survey on language use and language interaction conducted by the Pan South African Language Board (Language Use and Board Interaction in South Africa, 2000), only 22% of the respondents indicated that they fully understand speeches and statements made in English, while 19% indicated that they seldom understand information conveyed in English. The rate of electrification in South African is 66.1%. The total number of people with access to electricity is 28.3 million, and the total number of people without access to electricity is 14.5 million (International Energy Agency, 2002). Although the gap between the “haves” and “have-nots” is narrowing, a significant portion of the South African population is still without the basic amenities of life. This unique environment sets the tone for a creative research agenda for HCI researchers and practitioners in South Africa.