Academic literature on the topic 'Tsonga language – South Africa – Limpopo Province'
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Journal articles on the topic "Tsonga language – South Africa – Limpopo Province":
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Maree, Jacobus G., and Riëtte J. Eiselen. "Measuring Emotional Intelligence in English and in the Native Language of Students in South Africa." Psychological Reports 101, no. 1 (August 2007): 156–58. http://dx.doi.org/10.2466/pr0.101.1.156-158.
Abstract:
800 students in Grades 9 and 11 from schools in the Sekhukhuneland, Nebo, and Apel regions of the Limpopo Province of South Africa completed the English and the Pedi version of the Bar-On Emotional Quotient Inventory in 2004 after the test was translated into Pedi language. Although there was some consistency between the answers to the same item in the two languages, it was low in general. Nuance differences in meaning probably contributed to the low consistency.
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L. Mphela, Kgabo, Mphoto J. Mogoboya, and Sekgaila J. Chokoe. "A case for the use of Northern Sotho as an Official Indigenous Language in Capricorn District Municipality, Limpopo Province." African Journal of Gender, Society and Development (formerly Journal of Gender, Information and Development in Africa) 9, no. 4 (December 1, 2020): 265–89. http://dx.doi.org/10.31920/2634-3622/2020/v9n4a12.
Abstract:
This paper strives to make a case for the use of Northern Sotho as an indigenous official language in the post-apartheid South Africa. It contends that though Northern Sotho is constitutionally accorded the status of an official language in the new South Africa, it is marginalised in its practical everyday use as other languages still dominate it. The paper utilised Capricorn District Municipality in Limpopo Province as a case study that is grounded on the Qualitative research approach. It is, furthermore, underpinned by Ethnolinguistic Vitality and Afrocentric theoretical assumptions. Sampled data was collected by interviewing 24 Northern Sotho participants in the Municipality and was thematically analysed through the transcription of those interviews. The findings revealed that Northern Sotho does not enjoy the status that the Constitution of the Republic of South Africa (1996) has granted it. It recommends that this constitutional travesty be rectified by implementing the existing Language Policies as it erodes the identity of the marginalised speakers of the language.
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Dibete, Kgabo Johannes, and Onoriode Collins Potokri. "Policy compliance of SGB members on their financial management roles in selected no-fee schools in Limpopo province of South Africa." International Journal of Educational Management 32, no. 5 (June 11, 2018): 799–812. http://dx.doi.org/10.1108/ijem-03-2017-0058.
Abstract:
Purpose The purpose of this paper is to investigate the perceptions of school governing bodies (SGBs) members’ role in financial management in no-fee schools so as to understand their compliance with policy frameworks when managing school finances. No-fee schools are schools in which the learners cannot be levied fees because of the poor socio-economic background of their parents, and are located in Quintiles 1-3 according to National Norms and Standards for School Funding Policy. Design/methodology/approach A qualitative research design/approach within the interpretive paradigm was adopted for the study. A sample of 22 participants from six selected no-fee schools was purposefully selected to participate in the study. The participants were principals, SGB chairpersons, SGB treasurers and finance officers. Data were collected through interviews and document analyses and were qualitatively analysed through coding and categorisation. Findings The findings reveal that the perceptions, experience and understanding of SGB members on their financial management roles differ. They lacked the proper knowledge to manage their funds effectively. This lack of knowledge is mainly because of the members’ literacy level and limited training. Originality/value This study offers a novel empirical and theoretical perspective on finance of no-fee schools and SGBs. This research subsequently recommends that rigorous training of chairpersons and treasurers should be done by department officials located in the finance section. Further, training should be conducted in a language that would be understood by the intended recipients.
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Mafukata, Mavhungu Abel. "Skills-based constraints and complexities affecting small-scale communal cattle farmer entrepreneurs in Vhembe District." International Journal of Research in Business and Social Science (2147-4478) 4, no. 3 (July 22, 2015): 11–27. http://dx.doi.org/10.20525/ijrbs.v4i3.19.
Abstract:
This paper investigates constraints and complexities affecting entrepreneurial and Agri-business small-scale communal cattle farming success and sustainability in the Vhembe District of Limpopo Province, South Africa. The respondent entrepreneur farmers were randomly selected (n=55) amongst 183 other farmers for primary data collection. A semi-structured cross-language (English-Tshivenda) questionnaire was employed to gather the data. Key Informant Interviews (KIIs) and Focus Group Discussions (FGDs) were also employed. The results of this paper revealed that the entrepreneur farmers’ formal school educational levels and basic literacy skills in addition; subtraction; multiplication and division were reasonably higher while technological skills in farm risk management and production, and managerial competence in business financial skills; budgeting and marketing were low amongst the farmers. Government extension service could be employed to improve some of these deficient skills through skills training programmes for the farmers. Institutions of higher learning such as the University of Venda and Madzivhandila Agricultural College could be utilized for the trainings.
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Kotina, Ekaterina L., Patricia M. Tilney, Abraham E. van Wyk, Alexei A. Oskolski, and Ben-Erik van Wyk. "“Hairy” bark in Lannea schweinfurthii (Anacardiaceae): hyperhydric-like tissue formed under arid conditions." IAWA Journal 39, no. 2 (June 13, 2018): 221–33. http://dx.doi.org/10.1163/22941932-20170197.
Abstract:
ABSTRACTA remarkable, almost fur-like “indumentum” of velvety “hairs” (sometimes referred to as “fungi”) occurs on the roots (and to a lesser extent also on the trunk) ofLannea schweinfurthiivar.stuhlmanniiand is known asvhulivhadzain the Venda language (Tshivenḓa). The hairs are traditionally used by the Venda people (Vhavenḓa) of the Limpopo Province of South Africa, for various biocultural purposes. A detailed anatomical study of the origin, structure and development of these unusual “hairs” showed that they are of peridermal origin and develop from dense clusters of phelloid cells which are scattered within the stratified phellem. These cells are capable of considerable radial elongation thus forming hair-like radial files of elongated phelloid cells. The “hairy” patches on the bark may also develop from lenticels which become hypertrophied. These clusters of phelloid cells resemble the hyperhydric tissue which is reportedly formed in periderm of stems exposed to a water-saturated environment in some plant species. The formation of hyperhydric-like tissue in roots and stems ofL. schweinfurthiivar.stuhlmanniioccurs, however, under relatively arid conditions. Since this tissue contains large intercellular spaces, it may also be regarded as a specialized type of aerenchymatous phellem. The adaptive significance, if any, of the phelloid “hairs” remains unknown.
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Motadi, Selekane A., Vanessa Mbhatsani, and Kulani O. Shilote. "Food fortification knowledge in women of child-bearing age at Nkowankowa township in Mopani District, Limpopo Province, South Africa." African Journal of Primary Health Care & Family Medicine 8, no. 2 (July 29, 2016). http://dx.doi.org/10.4102/phcfm.v8i2.922.
Abstract:
Background: Globally, there is evidence that three micronutrients deficiencies are of public health concern among children. They are vitamin A, iodine and iron deficiencies. Communities particularly affected are those in situations where poverty, unemployment, civil unrest, war and exploitation remain endemic. Malnutrition is an impediment to productivity, economic growth and poverty eradication. It is estimated that 32% of the global burden would be removed by eliminating malnutrition, including micronutrients deficiencies.Setting: The study was carried out in NkowaNkowa township of Mopani District, Limpopo Province, South Africa.Aim: The main objective was to determine the women’s knowledge on food fortification.Methods: The study design was descriptive. The snowballing method was used to identify women of child-bearing age. Data were collected from 120 participants using a questionnaire. The questionnaire consisted of socio-demographic, general questions on women’s knowledge on food fortification. The questionnaire was administered by the researcher using the local language Xitsonga.Results: The findings of the study revealed that a majority of 204 (57.0%) of the participants were able to define food fortification correctly while 257 (72.0%) of the participants knew which foods are fortified as well as the benefits of a food fortification programme. The majority (252 [70.0%]) of the participants knew that maize meal is one of the food vehicle used for fortification in South Africa.Conclusion: Most of the questions were answered correctly by more than 50.0% of the participants. The researcher deduced that the study participants are knowledgeable about food fortification based on the response given in relation to the programme.
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Malwela, Thivhulawi, Sonto M. Maputle, and Rachel T. Lebese. "Factors affecting integration of midwifery nursing science theory with clinical practice in Vhembe District, Limpopo Province as perceived by professional midwives." African Journal of Primary Health Care & Family Medicine 8, no. 2 (May 24, 2016). http://dx.doi.org/10.4102/phcfm.v8i2.997.
Abstract:
Background: Professional midwives have an important role to play in midwifery training to produce a competent midwife. According to the social learning theory, professional midwives act as role models for students. When allocated for clinical learning experiences in the training hospitals, students will have the opportunity to observe the well-trained, skilled, and experienced professional midwives. The whole process will enable students to integrate theory with practice and they will become competent.Aim: The aim of this study was to determine the factors affecting integration of midwifery nursing science theory with clinical practice as perceived by midwives.Setting: The study was conducted at the training hospitals in Vhembe district of the Limpopo Province, South Africa. These hospitals were: Donald Fraser, Siloam, and Tshidzini.Methods: A qualitative explorative, descriptive and contextual design was used. A Nonprobability, convenient sampling method was used to select 11 midwives from the following hospitals: Donald Fraser, Siloam, and Tshidzini, in Vhembe district. In-depth individual interviews were conducted. Data were analysed through open coding method.Result: One theme and five sub-themes emerged from the analysed data, namely: shortage of midwives, attitudes towards student midwives, reluctance to perform teaching functions, language barriers, and declining midwifery practice standards.Conclusion: Shortage of midwives in the clinical areas led to fewer numbers of mentors whom the students could observe and imitate to acquire clinical skills. Some of the midwives were reluctant to teach students. Recommendations were made for both training institutions and hospitals to employ preceptors for students in the clinical practical.
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Lebaka, Morakeng E. K. "Analysis of traditional Pedi religious songs for curricular application in primary school." In die Skriflig/In Luce Verbi 48, no. 1 (March 20, 2014). http://dx.doi.org/10.4102/ids.v48i1.1822.
Abstract:
The Bapedi is an ethnic group in South Africa whose traditional music is not well documented. For this article, 31 traditional Pedi religious songs from 11 elderly Bapedi women in Sekhukhune, Limpopo Province, South Africa were collected and analysed. They were analysed using religious, musicological and contextual perspectives, and two choruses were selected. Eight Sepedi-speaking children from a school choir at Baxoxele Primary School in Soshanguve were observed whilst learning these two choruses. Repetition was used as a powerful, rhetorical and expressive device, skilfully employed to express and internalise faith and to impart dominant emotions. Informal discussions with teachers indicated that the children showed an improvement in their concentration and attitude to schoolwork. Learning these two choruses also unlocked some creative talent and improved their social skills. The joyous nature, rhythmic foundation, harmonic simplicity, and combination of intellect and emotion as well as the repetitiveness and briefness of these songs appealed to both children and adults. It was concluded that for the preservation of traditional Pedi religious music and culture there is an urgent need for the collection and documentation of traditional Pedi religious songs. In recognising their identity, such songs could contribute to the attitudes and cultural values of Sepedi-speaking children. Similar projects are suggested for the other 10 language groups in South Africa.Analisering van tradisionele godsdienstige Pedi-liedere vir gebruik in die laerskoolkurrikulum. Die Bapedi is ’n etniese groep in Suid-Afrika wie se tradisionele musiek nie goedgedokumenteer is nie. Vir hierdie artikel is 31 tradisionele godsdienstige Pedi-liedere van 11 bejaarde Bapedi vroue in Sekhukhune, Limpopo Provinsie, Suid-Afrika, ingesamel en ontleed.Hierdie liedere is volgens godsdienstige, musiekwetenskaplike en kontekstuele perspektiewe ontleed en twee kore uit die liedere is daarna gekies. Agt Sepedi-sprekende kinders van die Baxoxele Primêre Skool in Soshanguve se skoolkoor, is waargeneem terwyl hulle hierdie tweekore aangeleer het. Herhaling is gebruik as ’n kragtige, retoriese en betekenisvolle hulpmiddel,vaardig toegepas om uitdrukking aan geloof te gee en ’n verdieping daarvan te bewerkstellig sowel as om grootliks emosie daaraan te verleen. Informele gesprekke met onderwysers het aangedui dat die kinders se konsentrasie en hulle houding teenoor skoolwerk verbeter het. Die aanleer van hierdie twee kore het ook hulle kreatiwiteitstalent ontsluit en hulle sosiale vaardighede verbeter. Die vrolike en ritmiese aard, harmoniese eenvoud, die kombinasie van intellek en emosie sowel as die herhaling en bondigheid van hierdie kore het ’n effek op kinders sowel as volwassenes gehad. Die gevolgtrekking was dat daar ’n dringende behoefte is om soortgelyke liedere te versamel en te dokumenteer met die doel om tradisionele godsdienstige Pedi-musiek en -kultuur behoue te laat bly. Deur erkenning te gee aan die aard van sulke liedere kan bygedra word tot ’n positiewe houding van Sepedi-sprekende kinders teenoorkulturele waardes. Soortgelyke projekte vir liedere van die ander 10 taalgroepe in Suid-Afrika word voorgestel.
Dissertations / Theses on the topic "Tsonga language – South Africa – Limpopo Province":
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Shilubane, Paul Xilavi. "The ethnobotany of the Tsonga-Shangana in selected areas of Bushbuckridge in the Bohlabela District of the Limpopo Province." Thesis, University of Limpopo, 2008. http://hdl.handle.net/10386/2397.
Abstract:
Thesis (PhD. (Anthropology)) --University of Limpopo, 2008In this study, the multidisciplinary epistemology of ethnobotany is reviewed within the wider context of ethnoecology and indigenous knowledge systems. The major problems derived from this theoretical framework cover aspects of the relationship between cultural groups and their natural environment - particularly the botanical component of the latter. Problems and critical questions about this relationship were investigated in selected areas of the Bushbuckridge district, which are inhabited by a number ofTsonga-Shangana communities. Salient aspects of the natural habitat in the study area are discussed with special reference to the vegetation, climate and soil types. A proper understanding of the culturally-based exploitation of plant resources necessitates a sound knowledge of the culture concerned, including relevan t aspects of its value-system and cosmology. In this review, emphasis is placed on those aspects of culture that are directly concerned with the utilisation of plant resources. The latter include a wide range of economic, technological and medicinal uses. Specimens of 200 plants were collected and identified by the University of Limpopo Herbarium. The uses of every species are described. Systematised tables of plant uses are presented, as well as comparative lists in which selected uses are compared to those of other cultures in which the same species are used. The effects of plant utilisation, as well as indigenous forms of resource management, are also discussed. Recommendations are made on how to counter the process of environmental degradation which is caused by over-exploitation .
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Rammala, Johannes Ratsikana. "Language planning and social transformation in the Limpopo Province: The role of language in education." Thesis, University of Pretoria, 2002. http://hdl.handle.net/2263/25725.
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Nkhwashu, Delina. "The use of Xitsonga at the University of Limpopo Turfloop Campus : A sociolinguistics analysis." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/744.
Abstract:
Thesis (M.A. (Linguistics)) --University of Limpopo, 2011This study examines the effectiveness and relevance of Xitsonga at the University of Limpopo, Turfloop Campus. The study argues that as one of the six (6) official languages of Limpopo Province, Xitsonga deserves to be treated with the respect that it deserves. Although Xitsonga enjoys some recognition and support nationally and on campus, the study has discovered that there are problems associated with negative attitudes among Xitsonga speakers as they feel that the use of the English language enables them to be part of a global world. Furthermore, a major stumbling block with regard to the use of Xitsonga at the University of Limpopo Turfloop Campus is that some of its speakers hold a negative attitude towards their language as they prefer the use of English language for academic purposes. This is one reason English is still dominant amongst the student community as it is viewed as the language of the corporate world. However, the study reveals that a large number of respondents now support the idea that Xitsonga should be used in all official communication. Finally, the study recommends the use of Xitsonga in social and educational settings. It also recommends the holding of workshops and cultural activities in order to further promote and revitalise the language and its people, thus widening the circle of its acceptance at the Turfloop Campus of the University of Limpopo and beyond.
the National Research Foundation
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Rabapane, Ernest Morokolo. "An analysis of a language policy with special reference to the Mopani District of the Limpopo Province." Thesis, University of Limpopo (Turfloop Campus), 2010. http://hdl.handle.net/10386/1405.
Abstract:
Thesis (M.A. (Translation studies and Linguistics)) --University of Limpopo, 2010The aim of this study is to analyse the language policy adopted by Mopani District. The study has discovered that although the Constitution of South Africa (1996) grants official recognition to all eleven languages, the Mopani District uses largely English and Afrikaans in its official communication. The study further reveals that although the majority of the residents of the district are Sepedi and Xitsonga speakers, they still prefer English to their own languages. In other words, most people in the district still harbour negative attitudes towards African languages. Lastly, the study recommends that Sepedi and Xitsonga should also be accorded the respect that they deser ve, if the district is to achieve its full potential in terms of social, economic and educational development.
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Baloyi, Khensani Samuel. "The role of gender and handedness on language functions in children aged 8-12 Mankweng Circuit, Limpopo Province in South Africa." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1735.
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Khweyane, Matshelane Anna. "The influence of the dialect Sepulana on learning of Sepedi at Sabie Circuit, Mpumalanaga Province, South Africa." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1674.
Abstract:
Thesis (M.A. (African Languages))-- University of Limpopo, 2014The 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.
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Mawela, Mmasello Glothildah. "The impact of language registers on Sepulana : a case of Mapulana a ga Mogane." Thesis, University of Limpopo, 2010. http://hdl.handle.net/10386/2453.
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Lebese, Molatelo Prudence. "Biliteracy development in a rural primary school of Limpopo Province : an ethnographic case study." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/1045.
Abstract:
Thesis (M.A. (Translation Studies)) --University of Limpopo, 2013The research reported in this mini-dissertation is an ethnographic case study which sought to investigate the development of biliteracy in one of the rural primary schools in the Limpopo province. Its focus is on how Grade 3 learners engage with texts and the strategies that teachers use to promote biliteracy (in English and Sepedi). Data collection methods included classroom observation, semi-structured teacher interviews and analysis of teaching and learning materials and the print environment. A brief analysis of the school’s language policy was also completed. The research revealed that the learners are hardly being taught to read and write whether in Sepedi, (their home language) or in English. While the school language policy states that English should be introduced in Grade 2, it is actually taught only in Grade 3. Additionally, as the learners do not understand English, the teachers frequently code-switch into Sepedi and therefore the learners hardly get any exposure to English. Many other negative aspects were uncovered. Out of the 28 lessons scheduled to be observed only 20 lessons actually took place. The learners are therefore not actually spending the allocated time on literacy development. The teaching is highly routinised with teachers, by and large, using an approach that emphasises repetition and rote-learning. The learners hardly ever get a chance to engage with texts independently. Even the textbooks available are not used but are stored away in the cupboards. Teachers painstakingly copy material from the textbooks on to the chalkboard and learners then copy this into their exercise books. The classroom environment is uninspiring, as there are hardly any learning materials on display. The interviews showed that the teachers had not been adequately trained to teach literacy and were in fact unaware of more effective ways of getting learners to engage with texts. They saw themselves as victims of frequent policy and curricular changes and blamed Government for poor training and lack of resources. The study in fact confirms findings of earlier research that the acquisition of literacy is simply not taking place in the poor, rural schools of South Africa and there is indeed a crisis in education in these schools
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Radzilani, Thifhelimbilu Emmanuel. "The function and frequency of teachers code switching in two bilingual primary schools in the Vhembe district of Limpopo province." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96103.
Abstract:
Thesis (MA)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The decision by teachers to use a specific language for teaching in a bilingual context is influenced by a number of factors. These may include learners’ linguistic background, parental preferences on the use of language for teaching and learning, policy stipulations on language use, as well as learners’ cognitive level and their ability to comprehend lessons given in a specific language. Although policy stipulations and parental preference may emphasise the use of one particular language for teaching and learning, research shows that the classroom context and the dilemma teachers face in terms of language comprehension often play a role in the use of more than one language. Teachers often switch codes in a bilingual classroom for different reasons: clarifying subject matter, concept elaboration, encouraging leaners to participate, supporting exploratory talk, ensuring comprehension as well as switching codes as a classroom management strategy. This thesis investigates the frequency and the function of teachers’ code switching (CS) in a bilingual classroom context. The study was conducted in Limpopo Province, South Africa, in the Vhembe District Municipality. Two bilingual primary schools under Sibasa Circuit were chosen for study. A series of lessons were observed in the two schools and teachers’ interactions with learners in the classroom were recorded and then analysed qualitatively, guided by Myers- Scotton’s (1993) Markedness Model which is used to provide an account for different types of CS. This model is used to account for the motivations for every code choice in any discourse. The results of the study show that CS is a common feature in the two schools. The policy stipulations and parents’ preference do not limit teachers’ use of CS in such bilingual primary school classrooms.
AFRIKAANSE OPSOMMING: ’n Onderwyser se besluit om ’n spesifieke taal vir onderrig in ’n tweetalige konteks te gebruik word deur ’n reeks faktore beïnvloed. Dit sluit die leerders se taalagtergrond, ouers se taalvoorkeur vir onderrig en leer, amptelike skoolbeleid in verband met taalgebruik, sowel as die leerders se kognitiewe vlak en hul vermoë om klasse te verstaan wat in ’n spesifieke taal aangebied word, in. Hoewel skoolbeleid en ouers se taalvoorkeur die gebruik van een spesifieke taal vir onderrig en leer beklemtoon, toon navorsing dat die konteks van die klaskamer en die dilemma wat onderwysers in die gesig staar in terme van taalbegrip, ’n rol speel in die gebruik van meer as een taal. Onderwysers gebruik dikwels twee tale in ’n tweetalige klaskamer, om verskeie redes: verduideliking van lesmateriaal, uitbreiding van konsepte, aanmoediging van die leerders om deel te neem, ondersteuning van ondersoekende gesprekke, versekering van begrip sowel as kodewisseling as ’n strategie vir die bestuur van die klaskamer. Hierdie tesis ondersoek die frekwensie en die funksie van onderwysers se kodewisseling in die konteks van ’n tweetalige klaskamer. Die studie is in die Vhembe Distriksmunisipaliteit van die Limpopo Provinsie, Suid- Afrika, uitgevoer. Twee tweetalige laerskole wat deel uitmaak van die Sibasa-streek is gekies vir die studie. ’n Reeks klasse is waargeneem in die twee skole en die onderwysers se interaksies met die leerders in die klaskamer is opgeneem en daarna kwalitatief ontleed , gegrond op Myers- Scotton (1993) se Gemarkeerdheidsmodel (“Markedness Model”) wat gebruik word om ’n verklaring te gee vir die verskillende tipes kodewisseling. Hierdie model is gebruik om ’n verantwoording te bied van die redes vir elke kodekeuse in enige diskoers. Die resultate van die studie toon dat kodewisseling ’n algemene verskynsel in die twee skole is. Die skoolbeleid en ouers se taalvoorkeur beperk nie die onderwysers se gebruik van kodewisseling in sulke tweetalige laerskoolklaskamers nie. Onderwysers gebruik om verskeie redes kodewisseling, insluitend uitbreiding, verduideliking, beklemtoning, en teregwysing as ’n dissiplinêre strategie.
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Montjane, Raesibe Oniccah. "The influence of English on mother-tongue in learning and teaching in secondary schools (Fet Band) with specific reference to Sepedi in Mankweng Circuit in the Limpopo Province." Thesis, University of Limpopo, 2013. http://hdl.handle.net/10386/1287.
Abstract:
Thesis (MA. (Translation Studies and Linguistics)) -- University of Limpopo, 2013The 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.
Book chapters on the topic "Tsonga language – South Africa – Limpopo Province":
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Mafukata, Mavhungu Abel. "Adoption of Microfinance in Entrepreneurship Development Amongst Rural Women in Vhembe District." In African Perspectives on Reshaping Rural Development, 193–215. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2306-3.ch009.
Abstract:
This chapter investigates a group of rural women in Vhembe District, Limpopo Province, South Africa who adopted microfinance-based entrepreneurship for self-empowerment and poverty alleviation. The chapter is anchored on multiple theories of empowerment, social capital, gender and development (GAD), and women in development (WID). The chapter adds to the growing body of the women empowerment literature. This is a mixed methods chapter. Various instruments are also used to collect data. Amongst others, data were collected through face-to-face and telephonic interviews using (English-Tshivenda) cross-language open-ended questionnaire. In addition, data were also collected through key informant interviews (KIIs) and desktop approach. The concept of bricolage entrepreneurship based on social capital exploitation by the women entrepreneurs has been explained. This chapter established that women were capable of developing sustainable entrepreneur activities to empower themselves and to also fight poverty.
Conference papers on the topic "Tsonga language – South Africa – Limpopo Province":
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Thobejane, Disego Vincentia, and Kgomotlokoa Linda Thaba-Nkadimene. "LANGUAGE OF TEACHING AND LEARNING IN THE FOUNDATION AND INTERMEDIATE PHASES: A CASE OF A PRIMARY SCHOOL IN LIMPOPO PROVINCE, SOUTH AFRICA." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1779.