Dissertations / Theses on the topic 'Tsonga language – South Africa – Limpopo Province'
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1
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 .
2
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.
3
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
4
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.
5
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.
6
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.
7
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.
8
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
9
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.
10
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.
11
Mokone, R. L. "Nxopanxopo wa xitayela xa mutsari eka novhele ya nsuku wa mina na ndzi ta n'wi kuma hi W. R. Chawuke." Thesis, 2015. http://hdl.handle.net/10386/3314.
Abstract:
Thesis (M.A. (African languages)) -- University of Limpopo, 2015CHAPTER 1: This chapter outlines as follows : The introduction , cause affects, aim of the study, problem statement of the research , value of the research, research method to be used , literature review and definitions of terms. CHAPTER 2: This chapter outlines the detailed biography of the writer W .R. Chauke, summary of literature in the selected books of Nsuku wa mina and Ndzi ta n’wi kuma. CHAPTER 3: In this chapter different types of conflict will be defined and also explain each types. CHAPTER 4: In this chapter we will explain what is characterisation, allegorical figure and caricature. CHAPTER 5: This chapter will focus on the analysing of language and different style of the author in the selected novels. CHAPTER 6: This chapter concludes the research by outlining the findings and giving recommendations.
12
Mashau, Pfunzo Lawrence. "An exploration of the implementation of language policies for community radio stations in Vhembe District of Limpopo Province." Diss., 2019. http://hdl.handle.net/11602/1443.
Abstract:
MA (Linguistics)Department of Communication and Applied Languages Studies
The question of the use of languages in radio broadcasting is of particular importance in multilingual communities in Vhembe district of Limpopo province. The Independent Communications Authority of South Africa (ICASA) issues broadcasting licenses, and further regulates conditions of implementation of these licenses. The purpose of this study is to explore the extent to which community radio stations in Vhembe district adhere to ICASA language policies and guidelines stipulated in their licenses. Literature was drawn from government language policy documents (Acts, rules and regulations), broadcasting legislative framework manuals (ICASA), government gazettes, books, journals, magazines, and newspapers. The design for the study is exploratory, whereas the target population comprised of seven (7) community radio stations, fifteen (15) radio programmes, and station managers of community radio stations in the Vhembe district. Purposive sampling was used to select three community radio stations, three programmes per station and station manager of each sampled station. Non-participant observation, documents analysis and tape recorder were used as instruments for data collection, whereby the researcher observed, recorded a total of (nine) 9 talk format programmes. The researcher further analysed documents (broadcasting licenses and programme schedules), from sampled radio stations, to examine stipulated language quotas by ICASA. Lastly, the researcher employed unstructured interviews to collect data from the station managers of community radio stations, in the Vhembe district. The sampled data was analysed through qualitative content analysis and interpreted subsequently. Findings from data analysis determined that community radio stations partially adhere to the policies stipulated in their licenses.
NRF
13
Khosa, Martha. "Early reading development in Xitsonga : a study of learners and teachers in grade 1 classrooms in Limpopo province." Thesis, 2021. http://hdl.handle.net/10500/27429.
Abstract:
Summaries in English, Xitsonga and AfrikaansReading literacy for many black South African learners is a problem. In order to understand what happens in the South African foundation phase classrooms that affect learners’ reading performance, this study uses the adapted early grade reading assessment (EGRA) tool to assess Grade 1 learners’ reading abilities in the home language (four schools) and in the first additional language (one school). The EGRA is important for measuring foundational literacy skills. Its outcomes help teachers plan instruction that accommodates diverse learning capabilities. Data were collected through observing literacy practices and activities in the Grade 1 classrooms, evaluate classroom settings and interview Grade 1 teachers and curriculum advisors of the general education and training band to understand their perception of Curriculum and Assessment Policy Statement (CAPS). The main findings revealed that the Grade 1 learners are acquiring foundational reading skills in Xitsonga very slowly during the first year of schooling and on all measures, performance was either low or very low. The teachers’ lack of deep understanding of how early reading develops and how each of the reading activities contributes to different aspects of this development may have contributed to the learners’ reading outcomes. Findings further revealed that the ability to read fluently and with comprehension is determined by hierarchical relationships between various reading skills. Thus, knowledge of letter-sounds facilitates word reading which impacts reading fluency and then reading comprehension – all these skills are important for reading development during early learning only if they are taught well in the classroom.
Ku hlaya ni ku tsala swi tikela vadyondzi vo tala laha Afrika Dzonga. Eka ndzavisiso lowu, ku va hi ta kota ku twisisa leswi swi humelelaka mayelana na matirhelo yo hlaya ya vadyondzi va ntangha R-3, hi kambela vuswikoti lebyi vadyondzi va ntlawa wo sungula (Giredi 1) va nga na byona byo hlaya hi ririmi ra manana (mune wa swikolo) na hi ririmi leri ri nga le eka xiyimo xa masungulo (xikolo xin’we) hi ku tirhisa xikambelwana lexi xi vuriwaka early grade reading assessment (EGRA). Xikambelwana lexi (EGRA) xi ni nkoka lowu kulu mayelana ni ku kambela vuswikoti bya n’wana byo hlaya. Mbuyelo wa xikambelo lexi wu pfuna ngopfu mayelana na leswaku vadyondzisi va kota ku kunguhata madyindziselo lama ya angarhelaka vadyondzi hinkwavo. Ndzavisiso lowu wu humelerisiwile hi ku kambela madyondziselo yo hlaya ni ku tsala eka ntlawa wo sungula (Giredi 1), ku kambela xivumbeko xa kamara ro dyondzela eka rona, ni ku kambela vutivi bya kharikhulamu bya vadyondzisi va ntlawa wo sungula na vaseketeri va vona (curriculum advisors). Mbuyelonkulu wu humesele erivaleni leswaku vadyondzi va kuma ntokoto wo hlaya hi Xitsonga hi ku nonoka va ha ri eka lembe ra vona ro sungula xikolo. Leswi swi thlela swi nyanyisa na hi leswaku mbuyelo wa vona wo hlaya eka swiyenge hinkwaswo swa xikambelo lexi xi nga tirhisiwa ku va kambela a wu ri ehansi ngopfu. Eka ndzavisiso lowu, ku pfumala ka vadyondzisi vutivi hi vuenti bya ku dyondzisa vana eku hlaya swi nga va swi vile na xiave eka mbuyelo wa vadyondzi wo hlaya. Vulavisisi lebyi byi thlela byi humesela erivaleni leswaku vuswikoti byo hlaya hi ku twisisa swi koteka ntsena loko mudyonzi a ri ni ntokoto eka swiyenge hinkwaswo swa ku hlaya hikuva swi na vuxaka. Hikokwalaho, vuswikoti byo hlaya mimpfumawulo ya maletere swi pfuneta ku hlaya marito lawa ya thlelaka ya pfuneta ku hlaya hi nkhuluko ni ku twisisa leswi swi hlayiwaka. Vuswikoti lebyi hinkwabyo byi ni nkoka mayelana ni ku dyondza ku hlaya ntsena loko madyondziselo yo hlaya ya landzelerisa leswi kunguhatiweke eka kharikhulamu.
Leesgeletterdheid vir baie swart Suid-Afrikaanse leerders is ‘n probleem. Om te verstaan wat in die Suid-Afrikaanse grondslagfase-klaskamers gebeur wat die leesprestasie van leerders beïnvloed, word in die studie die aangepaste instrument vir vroeë graad leesassessering (EGRA) gebruik om die leesvermoëns van Graad 1-leerders in die huistaal (vier skole) en in die eerste addisionele taal (een skool). Die EGRA is belangrik vir die meting van fundamentele geletterdheidsvaardighede. Die uitkomste daarvan help onderwysers om onderrig te beplan wat voldoen aan verskillende leervermoëns. Data is versamel deur die waarneming van geletterdheidspraktyke en aktiwiteite in die Graad 1-klaskamers, die klaskamerinstellings te evalueer en onderhoude met Graad 1-onderwysers en kurrikulumadviseurs van die algemene onderwys- en opleidingsband te onderneem om hul persepsie van Curriculum and Assessment Policy Statement (CAPS) te verstaan. Die belangrikste bevindings het getoon dat die graad 1-leerders in die eerste jaar van skool baie stadig basiese leesvaardighede in Xitsonga verwerf, en dat prestasies op alle maatstawwe laag of baie laag was. Die onderwysers se gebrek aan diep begrip van hoe vroeë lees ontwikkel en hoe elkeen van die leesaktiwiteite bydra tot verskillende aspekte van hierdie ontwikkeling, het moontlik tot die leerders se leesuitkomste bygedra. Bevindinge het verder aan die lig gebring dat die vermoë om vlot en met begrip te lees, bepaal word deur hiërargiese verwantskappe tussen verskillende leesvaardighede. Kennis van letterklanke vergemaklik dus die lees van woorde wat die vloeiendheid van lees en dan leesbegrip beïnvloed - al hierdie vaardighede is slegs belangrik vir leesontwikkeling tydens vroeë leer as dit goed in die klaskamer geleer word.
Linguistics and Modern Languages
Ph. D. (Languages, Linguistics and Literature)
14
Mudzanani, Ndiimafhi Nelson. "Effect of language of instruction on learners in secondary schools in Vhembe district, Limpopo Province." Thesis, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000255.
Abstract:
M. Tech. Education Tshwane University of Technology 2009.Determines the effect of language of instruction (LOI) on the performance of learners in Vhembe District, Limpopo Province. The findings revealed that language of instruction has an effect on the performance of learners. There is difference in the performance of learners who use mother tongue as medium of instruction compared to those using second language as medium of instruction. The government practices and peoples perception on the issue of language of instruction in African schools are the main factors hindering the introduction of African languages as medium of instruction in African schools. Recommendations were made that the Department of Education must support the constitutional right to equality of all languages by encouraging local language use in all the activities in local state institutions. The retraining of educators and translation of English books into African languages is to be done as matter of urgency.
15
Madzhie, Mpho. "A model to facilitate language acquisition/development in children between 0 to 3 years in rural communities of Makhado Municipality, Limpopo Province." Thesis, 2019. http://hdl.handle.net/11602/1425.
Abstract:
PhD (Psychology)Department of Psychology
The aim of the study was to develop a conceptualized model that will enhance language acquisition of children between 0 and 3 years. Language is a use of words and symbol to convey message, or communication. Generally, from birth to the age of four months children express their needs through crying and are soothed by the sound of voices or by low rhythmic sounds. When adults talk to children, children later imitate adult’s tongue movements and start to make sounds, coos and gurgles. Providing children with developmental stimulation and exposing them to learning opportunities increases their cognitive and social-emotional skills/abilities. Strategies to enhance language development are fundamental in children and can reduce many literacy related problems in later childhood. The objectives of the study are: to describe activities done by caregivers to influence language development; to identify factors that influence language development; to describe the importance of language development and to explain the disorders that are associated with language development. This study was qualitative in nature and it utilised an explorative design. This research design enabled the researcher to investigate the nature of acquisition comprehensively as well as the development of language and other factors that are related to it. The study was conducted at Vhembe District Municipality. Three villages were selected, namely Tshikuwi, Tshirolwe and HaMatsa villages, which are found in Makhado Municipality under Limpopo Province, South Africa. Purposive sampling was used to sample participants for the study. The individuals selected were those judged to have certain special characteristics as well as the ability to provide in-depth information for the purpose of the study. Thirty participants were selected to participate in the study. The semi-structured face to face interview and the interview guide with open-ended questions were used for data collection. Pre-testing of the interview guide was done to check if the guide would produce the expected results, three women from three different villages were selected for pretesting. All questions in the interview guide were addressed during data collection. Collected data were transcribed and analysed using thematic content analysis. The study adhered to the following research ethics: informed consent, anonymity, confidentiality, voluntary participation, no harm to the participants and dissemination of results. The study revealed that language is an important tool which is used to convey information from one person to the other. The findings indicate that language helps children to communicate and relate with other people. Language was also explained as a tool which is used to educate children, either at school or at home. The study shows that when children are learning language, they will also be stimulating their reasoning, thinking and problem-solving skills. In addition, it was also indicated that cognitive development reduces problems such as poor language development, a low self-esteem and isolation. The findings of this study show that there are a number of activities that can be used by caregivers and parents to foster the development of language in children. Those activities include, communicating with a child, reading of books, watching TV, naming of objects and explaining meaning of words. The study also identified several environmental factors that can be used to foster the development of language in children. The following environmental factors were identified in the study: communication, parental level of education, home socioeconomic status, caregiver’s personality and the availability of other children in the family. Lastly, the findings show that there are many disorders that may affect the development of language in children. The language disorders that the study identified include expressive language disorder, dyslexia, and inability to understand spoken. However, the study also reveals that these disorders may be treated. The findings of this study lead to the development of a conceptualized model to facilitate language acquisition in children between 0 and 3 years was developed. The meaning of one concept, namely reinforcement was explained in detail, in order for users of the model to understand its operational definition in the model. Reinforcement was explained because it has a diversity of meanings. The model enabled the researcher to create a link between research and what is happening in a society. Model validation was done to verify if the developed model relates to practical life, research and language development. The model for this study was validated for its applicability and usability. The drafted model was given to psychologists, speech therapists and parent to determine its usability and applicability. Keywords: language, language acquisition, language development model, language disorders.
NRF
16
Mona, Mulaleni Jacob. "The teaching of Xitsonga poetry to secondary school learners in Mhala, Mpumalange Province with reference to a sample of poems from the anthologies of Masebenza B.J., Chauke S.P. and Magaisa J.M." Thesis, 1997. http://hdl.handle.net/10386/2161.
17
Baloyi, Nkhensani Molina. "Nxopaxopo wa switandzhaku swa " globalisation" eka ririmi ra Xitsonga." Diss., 2018. http://hdl.handle.net/11602/1357.
Abstract:
MA (Xitsonga)Ehansi Ka Senthara ya M. E. R. Mathivha ya Tindzimi ta Afrika, Vutshila na Ndhavuko
Eka ndzavisiso lowu hi kanela hi switandzhaku swa globalization eka ririmi ra Vatsonga. Ku tlhela ku langutisiwa swivangelo leswi sivelaka ku hluvuka ka ririmi, hikokwalaho ka globalization. Ku langutisiwa swivangelo swa ku lahleka ka ndhavuko wa Vatsonga na tindlela leti nga tirhisiwaka ku kucetela Vatsonga leswaku va nga tshiki ndhavuko wa vona wu nyamalala. Ndzavisiso wu kongomisiwa eka maambalelo ni mahanyelo ma vantshwa, swakudya, matshungulelo, tidyondzo, matirhiselo ma nawu wa le hubyeni na matshamelo ma ndyangu. Hi tlhela hi valanga tindlela leti nga tirhisiwaka ku tlakusa ririmi ra Xitsonga leswaku ri nga ha tekeriwi ehansi. Eka ndzavisiso lowu hi tirhisa maendlelo ma nxopaxopo wa vundzeni bya hungu kumbe ku kuma vuxokoxoko bya ndzavisiso, leswi vuriwaka “qualitative research”. Ku tlhela ku tirhisiwa maendlelo mo hlengeleta mahungu (data collection) ku suka eka matsalwa mo fana na tiatikili, maphephahungu, xiyanimoya, tijenali na thelevhixini. Hi tlhela hi tirhisa maendlelo ma nhlokohliso wa swivutiso. Ku hlawuriwile vahlokosiwa va ntlhanu ku suka eka muganga wa ka Shihambanyisi lava nga ni vutivi hi tlhelo ra nhlokomhaka leyi ku endliwaka vulavisisi hi yona. Ku tirhisiwa thiyori ya mfuwo, thiyori ya matimu na thiyori ya nxopaxopo wa mbulavulo.
NRF
18
Masia, Hlupheka Enock. "Nxopaxopo wa dinothexini na khonothexini eka Xitsonga." Diss., 2012. http://hdl.handle.net/11602/1042.
19
Phokungwana, Pheladi Florina. "Reading comprehension strategies among biliterate grade 7 learners in Limpopo Province, South Africa." Thesis, 2012. http://hdl.handle.net/10386/818.
Abstract:
Thesis (M.A. (English Studies)) -- University of Limpopo, 2012Reading achievement in South Africa is generally cited as one of the lowest in the world. Whereas general reading challenges and lower reading proficiencies have been adequately expressed in the literature, very little is said about the information-processing strategies between learners who juggle between two distal language systems. In order to fill in this void, this study sought to investigate strategies used in processing-processing strategies among 7th graders when reading both English and Sepedi texts in rural Limpopo and to examine the anaphoric interpretation in Sepedi and English texts, to assess the application of inferencing reading strategies in Sepedi and English text, to determine the role of working memory (recall) in processing texts, to examine the differential comprehension levels in two Sepedi dialect; and also to ascertain recall achievement relationship between these languages. Based on data deduced from self-developed equivalent tests for recall, inference and anaphoric resolution among a research population of 150 (n=150) seventh graders from three geographically dispersed schools in Limpopo Province, both descriptive statistics and Analysis of Variance (ANOVA) were used to analyse central tendencies, measures of dispersion, and mean differences. The results of the study show a relatively low reading achievement in both languages, with the majority of the participants scoring below 50%. However, there was a differential performance, with statistically significant differences in favour of the Sepedi text. These results thus challenge the commonly held assumption that readers developed higher proficiency in English than they did in African languages (see Pretorius and Mampuru, 2007; Pretorius and Currin, 2010). Moreover, the results showed no statistically significant differences between the schools and Sepedi dialects used in the communities around the schools. In the end, implications for threshold hypothesis and suggestions for bi-literate development, emphasising reading achievement in the home language are offered for adaptations in comparable contexts.
20
Ramapela, Serola Selina. "The influence of language competency on learner academic achievement : a case study of grade 12 learners and educators in Capricorn district, Limpopo province, South Africa." 2014. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001269.
Abstract:
D. Tech. EducationLanguage is considered to be a crucial means of gaining access to knowledge and skills. It is the key to cognitive development which promotes or impedes scholastic success. Communicative or language competence refers to the capacity of persons to select, recognise and organise the language variety appropriate to the occasion, situation and subject matter at hand. Language competency assists learners to construct and integrate acquired information to one's own understanding. It is therefore pivotal to encourage education reforms through core knowledge that building a strong oral language and early development could result in future academic success. This study examined the influence of language competence on the academic achievement of Grade 12 learners in selected schools of the Capricorn District (Limpopo Province in South Africa). The purpose of this study was to establish the challenges that learners and educators experience in communicating for teaching and learning purposes. The study also investigated the language factors that influence their academic achievement.
21
Mabiletja, Matome Meriam. "An evaluation of the implementation of the new language-in-education policy in selected secondary schools of the Limpopo Province." Diss., 2008. http://hdl.handle.net/10500/2073.
Abstract:
The elections of the democratic government in South Africa in 1994 led to the formulation of the new Language-in-education policy (LiEP), which was adopted by government in July 1997. This study evaluated the implementation of this policy in selected secondary schools of the Limpopo Province. In making this evaluation the study wanted to answer the question: How should schools implement the new LiEP in Limpopo Province?
The major findings of the study are that the new LiEP remains largely ignored and unimplemented in Limpopo Province. The status quo remains unchanged in most schools and English and Afrikaans continue to be the language of learning and teaching (LoLT) in all schools investigated. The study therefore argues that there is a serious discrepancy between policy and practice. The study concludes by making recommendation to address the problems identified and to provide guidelines on how the policy may be implemented in Limpopo Province, such as the gradual phasing in of African languages as LoLTs.Linguistics
M.A. (Specialisation in Sociolinguistics)
22
Vuma, Mbhazima Jismon. "Nkoka wa tindziminyingi eku humeleleni ka swatidyondzo ta machudeni ya lembe ro sungula Eyunivhesiti ya Vhenda hi ku kungomisa eka Vatsonga." Diss., 2017. http://hdl.handle.net/11602/1094.
Abstract:
MA (Xitsonga)Ehansi ka Senthara ya M. E. R. Mathivha ya Tindimu ta Afrika, Vutshila ni Ndhlavuko
Xikongomelonkulu xa ndzavisiso lowu i ku lava ku andlala ntirho lowu wu tirhiwaka hi vutivi bya tindziminyingi hi ku kongomisa eka Vatsonga va lembe ro sungula eYunivhesiti ya Vhenda. Xikongomelo xin’wana xa ndzavisiso lowu i ku lava ku kumisisa ndlela leyi mhaka ya vutivi bya tindziminyingi yi vuyerisaka machudeni ha kona loko va ri karhi va ti nghenelerisa eka minhjekanjhekisano ya swa tidyondzo. Theme leri ra tindziminyingi ri tumbulukile khale hi nkarhi wa ku akiwa ka xihondzo ya Babel. Theme leri ri kongomisa eka xiyimo laha munhu a nga ni vuswikoti bya ku tirhisa tindzimi timbirhi kumbe ku tlula. Dyondzo ya tindziminyingi yi tanihi tidyondzo letin’wana hikuva nayona yi va yi simekiwile eka rimba ra dyondzo yoyoleyo. Ndzavisiso lowu wu simekiwile eka Thiyori ya Affordances. Xikongomelo xa ku va hi hlawuriwile thiyori i mhaka ya leswaku eYunivhesiti ya Vhenda ku kumeka vanhu vo hlaya laha swi nyikaka nkarhi eka machudeni ku va va dyondza tindzimi ta van’wana machudeni leswaku va oloveriwa hi swa tidyondzo ta vona. Dyondzo kumbe ndzavisiso lowu wu tirhisa tindlela timbirhi to hlengeleta mahungu, ku nga endlelo ra nkoka ni endlelo ra ntalo laha swi nga ta endliwa eYunivhesiti ya Vhenda. Machudeni lawa ya ta hlawuriwa hi ku tirhisa endlelo ra sampula ya xikongomelo laha ku nga ta hlawuriwa machudeni ya khumetsevu ku suka eka swikolo swo hambanahambana swa le yunivhesiti leyi. Vuxokoxoko byi ta hlengeletiwa hi ku tirhisa maendlelo ya vuxiyaxiya ni maendlelo ya Nongonoko wa swivutiso laha machudeni ya nga ta vutisiwa swi vutiso swo karhi. Hambiloko swi ti komba onge ririmi ra Xinghezi hi rona ririmi ra matimba eka swa tidyondzo kambe tindzimi ta Xintima na tona ta tirhisiwa swinene eka swa tidyondzo ta vona. Vulavisisi byi komba leswaku mhaka ya tindziminyingi yi ni xiave xikulu swinene eka ku pfuna machudeni loko ya ri karhi ya burisana hi mhaka ya swa tidyondzo ta vona. Ndzavisiso lowu wu ni nkoka swinene eka vanhu lava vatsakelaka ku hlaya ni ku hluvukisa tindzimi ta Xintima.
NRF
23
Moroaswi, Olter Matsimela. "Assessing the use of Sepedi for official communicative purposes : a study of Greater Letaba Local Municipality, Limpopo Province." 2015. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001914.
Abstract:
M. Tech. Language PracticeSepedi 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.
24
Maposa, Benjamin. "Determinants of performance in English First Additional Language in the FET Phase of Grade 12 learners: a case study of selected schools in Vhembe District, Limpopo Province." Thesis, 2017. http://hdl.handle.net/11602/969.
25
Mapindani, Aleck. "Nxopaxopo wa mavito yo duvulela ya Vatsonga va le Zimbabwe." Diss., 2013. http://hdl.handle.net/11602/1044.
26
Madlome, Steyn Khesani. "Nkanelo wa mitlhontlho ya swa ririmi na swin'wana swa ndhavuko eka vuhundzuluxi bya xichangana xa le Zimbabwe." Thesis, 2016. http://hdl.handle.net/11602/719.
Abstract:
PhD (Xitsonga)Ehansi ka Senthara ya M. E. R. Mathivha ya Tindzimi ta Afrika, Vutshila na Ndhavuko
Ndzavisiso lowu wu wela ehansi ka dyondzo ya swa vuhundzuluxi leyi nga tlhelaka yi vuriwaka leswaku i xiyenge xa swa ririmi ni ndhavuko. Ndzavisiso lowu wu boxa no kanela mitlhontlho leyi ku hlanganiwaka na yona eka vuhundzuluxi lebyi khumbaka Xichangana eZimbabwe. Ndzavisiso lowu wu xopaxopa mitlhontlho leyi eka swiyimo swo hambanahambana swa xilingwistiki leswi katsaka mipfumawulo ya marito, swivumbeko swa marito, vulongoloxamarito na tinhlamuselo ta wona. Ndzavisiso lowu wu tlhela wu xopaxopa mitlhontlho ya vuhundzuluxi leyi khumbaka swa ndhavuko. Eka swa ndhavuko ku langutiwa swivuriso, swivulavulelo, switekatekisani/mitshayilo, swivongo na swithopo. Ndzavisiso lowu wu wela eka xivumbeko xa nhlawulo naswona ku tirhisiwa tindlela to hlengeleta mahungu ta nhlokohliso wa swivutiso ni ntlhatlho wa vundzeni. Tithiyori leti tirhisiweke i ta xilingwistiki ni ya matirhiselo leti khumbaka timhaka ta mindhavuko. Nsusumeto wo endla ndzavisiso wa muxaka lowu wu kongomisa eka Xichangana xa Zimbabwe i ku vona leswaku matsalwa manyingi ya hundzuluxeriwa eka tindzimi leti hluvukeke khale ta Xixona na Xindhevele, kasi tindzimi to fana na Xichangana na tin’wana leti a ti vuriwa ta vavulavuri va nhlayo yintsongo ti karhi ti honisiwa. Ndzavisiso lowu wu kumile leswaku ku na mitlhontlho ya swa ririmi leyi ku hlanganiwaka na yona eka swiyimo swa fonoloji, mofoloji, vulongoloxamarito na semantiki loko ku hundzuluxiwa switsariwa exikarhi ka Xichangana na Xinghezi. Xivangelonkulu xa mhaka leyi i ku hambana ka swivumbeko swa vuvulavuri bya tindzimi, ngopfungopfu eka mofoloji ni vulongoloxamarito. Ndzavisiso lowu wu kumile nakambe leswaku mitlhontlho yin’wana yi tisiwa hi timhaka ta matsalelo laha vahundzuluxi va tirhisaka matsalelo yo hambana ya Xichangana. Hi tlhelo ra swa ndhavuko, ndzavisiso lowu wu kumile leswaku ku na mitlhontlho loko swi fika eka ku hundzuluxela swivuriso, swivulavulelo, switekatekisani/mitshayilo, swivongo n swithopo. Eka xiyenge lexi ku kumekile leswaku ku na marito ya ndhavuko lama nga hundzuluxekiki ku ya eka Xinghezi. Leswi swi vangiwa hi ku hambana ka mindhavuko exikarhi ka Xichangana na Xinghezi.
27
Nyandoro, Kingston. "Language as a factor influencing teaching and learning mathematical literacy at grade 12 in Moloto circuit of Limpopo Province." Diss., 2019. http://hdl.handle.net/10500/26496.
Abstract:
The study was carried out to: (1) determine the relationship between English and mathematical
literacy scores at Grade 12 in Moloto Circuit, (2) understand and describe the learning difficulties
experienced by learners when English language was used as a medium of instruction, and (3) suggest
guidelines that could be used in teaching mathematical literacy. Regression and correlation analyses
were carried out to determine the functional and strength of relationship between English language
and mathematical literacy in the ten schools of Moloto Circuit. The views of the learners on the use
of English language in the learning of mathematical literacy and the use of technical terms were
sourced and analysed. The views of the educators about the use of English language as the medium
of instruction were also analysed. A mixed approach methodology was used since both quantitative
and qualitative methods were employed. The target population consisted of 305 learners who wrote
the Grade 12 public examinations in 2016, 585 Grade 12 learners and 10 educators who completed
questionnaires in January 2017. A census approach was carried out because everyone in Moloto
Circuit doing Mathematical Literacy at Grade 12 level and their educators were studied. Grade 12
results for English and Mathematical Literacy for the 2016 academic year were collected and
analysed. Questionnaires with closed and open-ended items were administered on Grade 12 learners
and educators for the 2017 academic year in January 2017. Results in the ten schools showed that
there was a positive relationship between performances in the two areas. In all cases the computed
correlations were significant. This suggested that English influenced performance in Mathematical
Literacy. This was supported by coefficients of determination calculations which ranged from 15%
to 40%. Most responses indicated that learners found Mathematical Literacy difficult when English
language was used as the medium of instruction. The learners preferred that Mathematical Literacy
be taught in their mother tongue and that educators explain technical terms associated with
mathematics. The educators said that learners had problems in Mathematical Literacy because of
the use of English as the medium of instruction. They also said that learners found it difficult to
relate Mathematical Literacy questions to real life situations and that the learners lacked adequate
practice. The educators recommended the use of code-switching in their teaching in order to
enhance understanding of Mathematical Literacy.Mathematics Education
M. Ed. (Mathematics Education)
28
Fawole, Adebola Abosede. "Communication strategies of english-speaking foreign medical doctors in the Limpopo Province." Thesis, 2014. http://hdl.handle.net/10386/1283.
Abstract:
Thesis (Ph. D. (Translation Studies)) -- University of Limpopo, 2014The study focuses on communication during consultations between English-speaking foreign medical doctors, patients and nurses as interpreters in the Limpopo province. It aims to identify and describe the communication strategies, politeness strategies, influence of gender on the communication process as well as a review of the policy on language practice in the hospitals with a view to suggesting amendments. Through a field work carried out in 10 public health facilities in Limpopo province, the study adopts an eclectic research method of semi-structured interviews, audio recording, and observation in the collection of data. Thirty-five patients, thirteen nurses and nineteen medical doctors are involved in the study. All the interviews and audio recordings were transcribed and translated wherever needed. Collected data was analysed using the Statistical Package for Social Sciences (SPSS) and Nvivo softwares. Results showed that many foreign doctors were frustrated that they could not communicate directly with patients because they could not speak the indigenous language and the assumption that most patients could communicate in English often turned out to be erroneous. The hospitals are ill equipped to deal with the language problems. The linguistic barrier made it difficult to give equal medical care to all patients and doctors resorted to avoidance strategies in selecting patients. Five consultations types based on the turn-taking were identified. These are clarification, continuation, convergence, knowledge and avoidance strategies. The study also reveals that the doctors use more positive politeness strategies when communicating with the patients and nurses. Gender was found to influence the choice of communication strategies by the foreign doctors. The inadequacies of the National Department of Health Language Practice Policy are highlighted and suggestions are made towards its amendment. KEY CONCEPTS English-speaking foreign medical doctors, communication strategies, politeness strategies, gender, language policy, interpreters.
29
Molepo, Lekgwaraneng Josephine. "Bilingual classrooms : a case study of educators' and learners perspectives at private and public schools in Limpopo Province, South Africa." Thesis, 2008. http://hdl.handle.net/10386/142.
Abstract:
Thesis (M.ED.) --University of Limpopo (Turfloop Campus), 2008Argument directed to bilingual instruction in South Africa is not new. The issue of eleven official languages in education remains contested. The apartheid language in education policy infused with imbalance proficiency demands for educators and learners’in the country. The policy was replaced in 1997 with a new policy based on non –discriminatory language use and the internationally accepted principle of home language education in the contest of bilingual or multilingual framework. The policy was designed to accommodate home language (HL)maintenance, proficiency and first additional language (FAL), English for the majority of learners and optimal cognitive development. The policy has not been accompanied by any significant government or language department to ensure the implementation plan. It has however been met with several arguments of bilingual resource and well –trained educators. The argument paved a way into publications which have been used to deflect government’s responsibility regarding bilingual instruction .The difference in language policy however disregard the fact that South Africa is multilingual and that home language is the most appropriate language of learning everywhere in the world. The implementation and understanding of bilingual and linguistic interdependence of both English and African languages have a role to pay in the development and sustainability of democratic country. The underlying implication is that since English and Afrikaans as the media of instruction that disadvantaged the majority of South African citizens over the years, it is time African languages be implementated alongside English or Afrikaans in education system. South Africa’s new language in Education policy (LiEP) has been regarded as one of the best progressive in the world. The dissertation describes research that investigates the gap between the policy expections and what is prevailing at some private and public primary school in Limpopo Province.
30
Motona, Johannes. "Managing an instructional programme for reading English as first additional language for grade 3 learners in Limpopo province." Diss., 2015. http://hdl.handle.net/10500/18739.
Abstract:
Literacy is a critical aspect of learning in the Foundation phase and forms an important
foundation for learners’ education. Studies, however, show that many learners in Grade 3
cannot read at the expected levels. This problem has generated increasing public demand for schools in South Africa in general and Limpopo Province, in particular, to produce learners who are able to read for pleasure, learning and enrichment. It is against this background that this study sought to examine the management of an instructional programme for reading English as First Additional Language in Grade 3. To achieve this aim, a qualitative research approach was followed to collect data through interviews, observations and document analysis. The results revealed weaknesses in the instructional leadership of School Management Teams, which the study attributes to a limited understanding of their roles in this area. The qualitative case study method was used for this study. The sample for this study comprised three principals, three Foundation Phase Heads of Department and three Grade 3
teachers drawn from three primary schools. Three qualitative data collection instruments,
namely, semi-structured interview schedule, classroom observation schedule and documents analysis were used to collect data. Data on the management of teaching and learning were collected during interviews from principals and HoDs. Data on how reading is taught and assessed were gathered through observation of teachers’ lesson presentations. Documents analysed were curriculum management files, monitoring tools, planning files, lesson plans, mark-schedules and learners’ workbooks. Thematic analysis was carried out to analyse data collected through the three instruments. This study found that School Management experience challenges in managing the teaching of English reading in schools. The study calls for continuous professional development for primary school principals and English teachers on the methodology of teaching English First
Additional Language as well as training of Curriculum Advisors.Educational Management and Leadership
M. Ed. (Education Management)
31
Nndwamato, Ndivhudzanyi Michael. "An analysis of written concord errors among Grade 12 First Additional Language learners in Vhembe District of Limpopo Province, South Africa." Diss., 2017. http://hdl.handle.net/11602/678.
Abstract:
MA (ELT)Department of Engliish
Learning English as a second language by the South African learners of English First Additional Language (FAL) causes many challenges, such as committing errors in concord as there are differences between the learners’ mother tongue and the target language. Even at Grade 12 level, which is the exit point to institutions of higher learning or to the workplace, learners still display some deficiencies in the mastery of the English concord. This happens despite the fact that, in many South African schools, English is used as a medium of instruction and learnt as a First Additional Language (FAL) especially at high schools. Through the analysis of the written concord errors committed by the 72 of the 720 sampled Grade 12 English FAL learners in Vhembe District, the study answered to two questions which formed its cornerstone which are: what are the most common types of written concord/ subject-verb agreement errors which are committed by Grade 12 FAL learners and what are the causes thereof? The study employed both the quantitative and the qualitative methods to pursue the primary question. Learners responded to the questionnaires and the researcher also analysed their teacher-marked English FAL composition scripts with the focus on concord/subject-verb agreement usage. The findings were that concord/subject-verb agreement was a challenge to the majority of the participants. There was not even a single question which recorded a 100% correct entry. The question on collective nouns was found to be the hardest to the participants while comparatively, the singular indefinite pronoun question recorded the best results. The learners’ written compositions were also found to have been marred by concord/subject-verb agreement errors. In most instances, the learners had resorted to simple sentences avoiding the complex sentence construction as those would have required complicated application of concord/ subject-verb agreement usage. Based on the findings, the following recommendations were made: teaching of grammar should be intensified, and that teachers of English should be retrained even if it will be through the in-service programmes
32
Madlome, Steyn Khesani. "Mpimanyiso wa vuvulavuri bya Xitsonga/Xichangana xa le Afrika-Dzonga na xa le Zimbabwe." Diss., 2013. http://hdl.handle.net/11602/1047.
33
Ntsoane, Mogodi. "Multilingualism : paving the way for mother-tongue education policy in Limpopo Province Schools." Thesis, 2018. http://hdl.handle.net/10386/2309.
34
Mafokwane, Moore Fridah. "An investigation of the challenges affecting reading in the foundation phase in rural areas of Bolobedu, Limpopo province." Diss., 2017. http://hdl.handle.net/10500/24499.
Abstract:
This study aims to investigate the challenges affecting reading in the foundation phase and to explore the different approaches that teachers use to address them. The research is qualitative in nature and used a case study approach. Data was collected through semi-structured interviews, observations, and document analyses. Participants were teachers from two different schools in the rural areas of Bolobedu, Limpopo Province of South Africa. The data collected revealed the challenges encountered by teachers in teaching reading in the foundation phase of schooling. I also analysed documents that teachers used in teaching reading. The documents were used to triangulate the data obtained through observations and interviews. Content analysis was used to interpret and make meaning of the data. The findings revealed challenges of a socio-economic nature, parental involvement, family roles, poverty, teacher competency, availability of resources and language barriers leading to barriers to reading. In addressing these challenges, teachers rely on workshops, phase and grade meetings and their personal experiences.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
35
Lambani, Matodzi Nancy. "Conceptual teaching by grade 7 non-mother tongue English teachers : a formative evaluation study from the Vhembe district, Limpopo province." 2014. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001413.
Abstract:
D. Tech. Language PracticeThe teaching of English concepts by non-mother tongue (L2) speakers of English poses serious challenges to primary school teachers in South Africa. The study therefore addressed three problem areas relating to inappropriate teaching of concepts by Grade 7 L2 English teachers of the Vhembe District in the Limpopo Province. They included the teachers' non-implementation of professional knowledge and practices, their inadequate mastery of prescribed concepts, and lack of use of suitable teaching methodologies and strategies.
36
Choshi, Morongwa Adolphina. "Application of teaching strategies in grade 12 english second language classrooms in Mankweng Circuit, Limpopo Province." Thesis, 2015. http://hdl.handle.net/10386/1640.
Abstract:
Thesis (M. A. (English Studies)) -- University of Limpopo, 2015The purpose of this study is to investigate the application of teaching strategies in Grade 12 English Second language in Mankweng Circuit, Limpopo Province. This study aims to achieve the following objectives: to identify teaching strategies used in Grade 12 English second language classrooms in Mankweng Circuit, Limpopo Province, to assess teachers experiences in applying a variety of teaching strategies in English second language classrooms, to establish if the way in which English second language teachers are trained affect the way they teach and to determine how teaching strategies affect the performance of learners in English second language classrooms. The study applied a mixed method-quantitative and qualitative approaches to elicit data. An exploratory research was applied to explain teaching strategies. The literature review was carried out focusing on the following themes: Communicative language teaching model, Language needs for English Second language teaching and teaching strategies in English Second language. In addition, the study found the following: there are no prescribed teaching strategies by the Department of Basic Education, teachers are innovative in coming up with teaching strategies that suit the lesson and the type of learners, learners learn English better when teachers apply various teaching strategies during lessons and teachers who apply teaching strategies in Grade 12 English Second language classrooms contribute to learners good performance in all schools at Mankweng Circuit. Lastly, the study recommend that teachers of English in Grade 12 classes in Mankweng Circuit should be made aware that teaching strategies are important and should be applied at all times during the lessons, all teachers who teach English Second language in all grades, Grade R- 12 should apply teaching strategies as they contribute to the learners understanding of the subject, etc.
37
Nhlangwini, Andrew Dandheni. "Pictography embedded in traditional African decorated walls and floors as an early cultural language : the case of three languages in Limpopo province." Thesis, 2018. http://hdl.handle.net/10500/25321.
Abstract:
The colonial era brought about Western civilisation, industrialisation, urbanisation and technology that led to the negation of the validity of the traditional wall decorations and the meaning behind what is understood as merely decorative shapes and parttens. To research as to whether this is true, the aim of this study is to establish whether the symbols applied on the traditional African murals have any linguistic significance. The research investigated the pictography embedded in the traditional murals of three linguistic groups, namely the Balobedu, Vatsonga and Vhavenda in Limpopo Province.
The researcher gathered and recorded from the surviving elders the vital codes which unlock the meaning of signs, symbols, colours and geometric shapes before the knowledge is lost forever when they die. Data was collected mainly from Vatsonga female elders in their homes by using unstructured interviews. Traditional huts are decorated with symbols, signs, shapes, lines, and colours on the maguva (walls around the courtyard), mavala ya nghotsa (design and patterns, mainly in repeated half circles (figures 26 to 35)), mabilomu/swiluva/ swiphaswana (calabash/gourd flowers), ku sindza hi makholo (patterned cow dung floor) and ku tsema (coloured bands around the hut), depicted in figures 12 to 15. According to the respondents, the maphapha (calabashes/gourds) is a symbol for the plant that feeds the people. The plant from which maphapha are made, has heart-shaped green leaves and yellow flowers that develop into a calabash/gourd, which are consumed as food (figures 10–11). In this sense, it represents a woman and her responsibilities as carer and life giver.
The results affirm that the pictography is not merely a reproduction of common decorative patterns, but is instead the source of an ancient visual expressive language carried down from generation to generation through oratory and visual narratives in the form of symbols, and signs. The study recommends the preservation of the linguistic significance of the traditional South African murals that have long been marginalised, possibly encouraging the younger generations to review their own history.African Languages
D. Litt. et Phil.(African Languages)
38
Modiba, Phutiane Abram. "Evaluating the implementation of curriculum in teaching reading and writing in Sepedi home language in Mankweng Circuit of Limpopo Province." Thesis, 2018. http://hdl.handle.net/10386/2414.
Abstract:
Thesis (M.Ed. (Language education)) -- University of Limpopo, 2018The 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.
39
Mona, M. J. "Attitudes of intermediate phase learners, educators, and school governing bodies towards Xitsonga as medium of learning and teaching in Limpopo Province." Thesis, 2015. http://hdl.handle.net/10386/1509.
Abstract:
Thesis (Ph. D. (Language and Education)) -- University of Limpopo, 2014This research study dealt with specific aspects relating to attitudes of intermediate phase learners, educators, and SGB members towards Xitsonga as medium of learning and teaching in Limpopo. The statement of the study’s problem was articulated against clearly defined contexts. As a foundational slab for the study, the thesis deemed it fit and necessary to give the background to the problem on attitudes in general and language attitude in particular. When the foundation had been laid, the statement of the problem was clearly articulated so as to open a curtain on the niche and the exact problem the thesis sought to investigate. The aim of the study was derived from the title, finetuned in the niche and focused on clearly defined objectives which informed the research lanes the whole project operated in. The significance of the research project was not a stand alone entity, but spoke to the aim and objectives. The police officer of the thesis was the theoretical framework. It directed the process by means of indicating that mother-tongue education as an ideal practice should also be considered for the post foundation phase studies also in South Africa. On its wings, was the behaviourist theory. Unlike its counterpart the mentalist theory, the former was a vehicle through which the study elicited valuable data by observing the behaviour of the target subjects in the Mopani District. Without a well-indicated scope of the study, the investigation would had been too general to address a specific niche. The distinct niche of the thesis was further uncovered and demonstrated by the evaluation of literature survey of various studies on language attitudes in the country as well as the world over. The search design of the study was also a context against which the qualitative approach was used for data gathering instruments, and sampling process. The ethical considerations were clearly outlined and applied accordingly prior and during the data collection process. The thesis would had been incomplete if relevant and up to date literature review was not done. In order to contextualise the thrust of language attitudes among the target research respondents, Chapter Two provided a brief but inclusive overview of (vi) historical data. The data were evaluated against language attitude theories, home language instruction principles, attitudes towards a sample of three dominant Limpopo official languages (that is, Xitsonga, Sepedi and Tshivenḓa), completed research studies that focused on language attitudes, language policy matters and curricula development and implications from the first post apartheid Curriculum 2005 up to the current Curriculum and Assessment Policy Statement (CAPS). The review or survey ended up with a critical evaluation of the concept of multilingualism in South African schools against language attitudes, four periods of language policy in the RSA, as well as the language phenomenon from divine creation to date. Before the fieldwork was undertaken, description was made in some detail on how the research data were collected, possible limitations to the research exercise were spelt out, coupled with counter-measures taken to ensure reliability, validity and objectivity in collecting data, and how analysis and interpretation of research data were actualised. The analysis and interpretation of the research data elicited from learners, teachers, and SGB members yielded almost similar results. The majority of all the respondents across the Mopani District (an average of 80%), displayed very strong negative attitudes towards mother-tongue instruction at Intermediate Phase level. Though learners and teachers had challenges with the use of the source language in class, they still did not favour the target language medium. Only 20% of their counterparts favoured the mother-tongue medium. The volunteer system in the composition of parent component of the SGB members was discovered by the study to be a serious challenge. This challenge does not assist the institutions they are governing to be what they should be. Almost 100% of them exposed themselves through the research tool used that they were not performing the core duties they were expected to perform save signing cheques and solving petty disputes. In conclusion, relevant and appropriate recommendations were made to affected stakeholders. They were addressed mainly to: communities, managers, teachers, government, community leaders, academics, researchers and writers on ways and means of addressing the deep-seated negative attitudes towards Xitsonga as a medium of instruction at Intermediate Phase level of the Mopani District.
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Mboacha, Evelyne. "A comparative study of the reading comprehension of english second language learners between urban and rural schools in Limpopo Province." Thesis, 2015. http://hdl.handle.net/10386/1646.
Abstract:
Thesis (M.A. (English Studies)) -- University of Limpopo, 2015.This study explores reading comprehension in rural and urban schools. The study was conducted against the background that it takes five to seven years for second language (L2) learners to become proficient in the English language. Generally, learners in rural schools use the mother tongue as the language of schooling. English is introduced only as a medium of instruction at Grade Four, although this is not often implemented or applied. By contrast, in urban schools the medium of instruction is English from as early as Grade R. As a result of this discrepancy in practice, learners in urban and rural schools have different experiences. This study was conducted to gain more insight into the reading comprehension and reading preferences of learners in both rural and urban schools, especially since there is a mismatch between the language policy on paper and the language realities on the ground. Descriptive statistics and analysis of variance was used to measure differences, determine mean scores and analyse tendencies of preferences. The total mean score for reading comprehension obtained by learners from Grade Four Rural (GFR) was 1.48, whereas the mean score for Grade Four Urban (GFU) was 1.92. From these scores, it is evident that the learners from GFR gave comparatively more wrong answers than their counterparts from GFU. Similarly, the results from the Grade Seven learners showed that there was a significant difference in mean scores (or performance) between Grade Seven Rural (GSR) and Grade Seven Urban (GSU) since the mean score for GSR was 1.37, while that for GSU was 2.24. The English language was preferred by the majority of the learners. The results of the study show that learners lack adequate proficiency in English second language to enable them to use it solely and effectively as a medium of instruction and learning. In addition, a low reading comprehension performance was noted, with the majority of the participants scoring below 50%. Recommendations are provided to improve the reading comprehension and performance of the learners.
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Choshi, Madumetja Kate. "Exploring the implications of the use of Official Languages Act 12 of 2012 on the establishment of the indigenous language courts in the Vhembe District, Limpopo Province, South Africa." Thesis, 2016. http://hdl.handle.net/11602/654.
Abstract:
PhD (African StudiesCentre for African Studies
This study explored the implications of Act 12 of 2012 on the establishment of indigenous languages within the ambit of the Constitution of the Republic of South Africa’s Act 108 of 1996 on the use of English and Afrikaans Languages only in the Vhembe District criminal court proceedings. The establishment of the Indigenous Language Courts for the purpose of using indigenous languages, namely Tshivenda, Xitsonga and Sepedi as languages of court was the main objective of this study. This study investigated (a) whether present legally-recognised methods on the use of English and Afrikaans only in criminal court proceedings give effect to the right to a fair trial and (b) what are the implications of the Use of Official Languages Act on the use of English and Afrikaans only in the Vhembe District multilingual criminal courtrooms. This was accomplished through qualitative methods of data collection and analysis, namely in-depth personal interviews and textual analysis of the literature and case law review on the phenomenon under investigation. The interviews were conducted with samples of seven categories of participants, namely, the accused persons, the convicted persons, the court officials, court interpreters, the DJ & COND Directors, the PanSALB and one University Centre for African Languages i.e. UCT. Through both methods, it was revealed that the legally enforceable methods that prefer the use of English and Afrikaans as languages of the courts and court records over the accused’s indigenous language or their mother-tongue in the entire trial thereby negating their right to a fair trial, are the provisions of the legislation and the Constitution and their application thereof, as well as legal instructions and culture. It was further revealed that this Act implied the elimination of the use of English and Afrikaans and creates opportunity to the accused’s right to use his or her mother-tongue as one of the indigenous languages in the entire trial thereby affording the accused the right to a fair trial. The study found that the two theories as designed and implemented revealed problems on the ground and helped this research to conclude that these legally enforceable methods created the feeling of unfair treatment amongst the users of the indigenous languages in court. It suggested that the three identified indigenous languages be used as languages of court and of court record.
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Takalo, Ramatladi Harold. "Compliance of grade 10 English first additional language school based assessment tasks with the curriculum and assessment policy statement in Nokotlou Circuit, Capricorn District, Limpopo Province." Thesis, 2018. http://hdl.handle.net/10386/2368.
Abstract:
Thesis (M. Ed. (Language Education)) --University of Limpopo, 2018Assessment is a crucial component in the learning and teaching environment. Many educators often go about assessment design by emulating their own teachers or predecessors. Gronlund (1993:1) argues that “despite the widespread use of achievement testing and the important role it plays in instructional programmes, many teachers receive little or no instruction on how to construct good achievement test.” Gronlund (1993) posits that the result is that there is no innovation towards good tests construction because many educators do not study the principles that guide effective test construction. Carey (1994:1) says that “effective teachers must also be proficient in testing, and proficiency in testing requires the synthesis of many different skills.” In Limpopo Province, especially in the under-resourced regions, the actual on-site practices by educators suggest that there are problems with the implementation of school based assessment tasks as prescribed by the National Curriculum Statement (NCS) through the Curriculum and Assessment Policy Statement (CAPS). This problem is further echoed in the sentiments of some academics that are skeptical about the authenticity of marks generated by educators and schools. This loss of confidence in the assessment practices impacts negatively on the worth of the education of the learners and their readiness to take their place in the academic and vocational spheres. The purpose of this study is to find the degree of success and failure in the implementation and management of school based assessment (SBA) in English Additional First Language in Grade 10 classes. Grade 10 is a crucial level of entry into the Further Education and Training (FET) Phase in schools because it lays the foundation for focused, rigorous and careeroriented high school learning in South Africa.
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Mabiletja, Matome Meriam. "Transition to multilingual education in South African schools." Thesis, 2015. http://hdl.handle.net/10500/19017.
Abstract:
Text in EnglishThere is an abundance of multilingual education (MLE) studies internationally and locally. Studies show that MLE is a global issue. South Africa is a unique country since it has assigned eleven languages official status at the national level. The multilingual nature of this country calls for the implementation of MLE. This study seeks to argue that if mother tongue, the language of wider communication as well as other languages are important, the transition should be geared towards MLE rather than to second language (L2). The question is how the transitioning to MLE is embraced in South Africa. This study is an attempt to examine the transitioning to MLE in South Africa schools with reference to Limpopo Province. The study mainly explored the Language-in-education policy (LiEP) implementation and practices in the selected schools as well as examining schools’ compliance with the pedagogical motivations and theories dealing with transition to multilingual education. The study used both quantitative and qualitative methodologies to corroborate the data obtained by using one method to reduce the limitations of another method. In quantitative research, questionnaires and semi-structured interviews were used to gather data from principals, parents, teachers and learners. In the qualitative research methodology, observations and document analysis methods of collecting data were employed. Purposive sampling was the major sampling method to ensure that relevant data was collected. Qualitative data was analysed thematically. LiEP and the National Language Policy Framework (NLPF) formed the major analytical framework for this study. Cummins’ theories (1978), bi/multilingual education models as well as the Language management theory form the theoretical framework that guided this study. The theories emphasise the link between mother tongue and the development of L2. The findings of this study show the misunderstandings of the LiEP, the implementation of early transitional bilingual education as well as the lack of confidence in the ability of African languages to provide quality education. The study generally suggests that language policies should be dealt with differently due to the contexts which they address. This study concludes by suggesting a working model that is suitable for the unique linguistic situations of schools.
Linguistics and Modern Languages
D. Litt. et Phil. (Linguistics)
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Phofele, Phuti Daniel. "An exploration of the challenges faced by grade 12 english first additional language learners in creative writing in Seshego Circuit, Limpopo Province : towards designing intervention strategies." Thesis, 2021. http://hdl.handle.net/10386/3383.
Abstract:
Thesis (Ph.D. (Language Education)) -- University of Limpopo, 2021Many studies in the field of English second language learning have been conducted in the past years. The studies focused on language skills such as speaking, reading, writing and language structures. In so far as the writing skill is concerned, the researchers have a consensus that it is difficult. South African English first additional language learners are no exception to the challenges posed by writing, hence this study explores these challenges which are due to learners’ inability to apply process writing stages in creative writing activities. The study explores the challenges faced by Grade 12 learners in creative writing in Seshego circuit, Limpopo Province. Intervention strategies would then be designed so that learners could improve the writing challenges. The study focuses on twelve (12) Grade 12 learners and two Grade 12 teachers using a qualitative research method. The study uses a phenomenological research design hence it is based on the participants’ lived experiences. Data collection methods such as classroom observation, teacher interviews and document analysis were used in the study. Data collected from each of the above mentioned data collection methods, was coded according to emerging common themes which were further labelled into basic themes for interpretation. The findings suggest that learners lack creativity due to poor vocabulary, and this results in L1 transfer. The findings also suggest that some learners do not have a detailed knowledge of the requirements of the process writing stages. The study recommends explicit teaching of process writing stages so that learners can familiarise themselves with what is required of them in the stages. The study also encourages collaborative learning since research indicates that learners may improve writing if they learn from their peers. More written work to learners is also recommended.
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Nxumalo, Julia. "Nkanelo wa ndhawu ya Xitsonga exikarhi ka tindziminyingi ta Afrika-Dzhonga." Thesis, 2019. http://hdl.handle.net/11602/1528.
Abstract:
PhD (Xitsonga)MER Mathivha Centre for African Languages, Arts and Culture
Ku va tiko ra Afrika-Dzonga ri simekile mfumo wa xidemokirasi hi 1994 swi vile mhaka yo saseka na ku va ndzhuti wa Vantima wu vuyiseriwa evutshan’wini bya wona. Mfumo wa xidimokirasi wu katsa na timhaka ta ndzingano wa tindzimi. Ndzavisiso lowu wu kanerile timfanelo ta tindzimi ni matimba ya tindzimi tin’wana hi ku langutisa ndhawu ya Xitsonga exikarhi ka tindziminyingi ta Afrika-Dzonga. Ndzavisiso lowu wu tirhisile maendlelo ya nongonoko wa swivutiso ku hlengeleta mahungu ya nkoka. Lawa i maendlelo ya swivutiso yo tsala kunene. Hi maendlelo lawa machudeni yo ringana makumembirhi lawa ya endlaka lembe ro hetelela ra Xitsonga na lama endlaka masitasi ya Xitsonga eyunivhesiti yin’we eAfrika-Dzonga va nyikiwile maphepha ya swivutiso kutani va hlamula hi ku tsala. Mulavisisi u kotile ku kuma mahungu eka machudeni mayelana na mavonelo ya vona ya ndhawu ya Xitsonga exikarhi ka tindziminyingi ta Afrika-Dzonga. Eka ndzavisiso lowu maendlelo ya nkoka na wona ma tirhisiwile. Wonaya tirhisiwile ku kombisa mavonelo ya vatekaxiave hi ku ya tlhantlha na ku ya hlamusela hi ku enta.Maendlelo ya nxopaxopo wa switsariwa ya tirhisiwile. Hi maendlelo lawa mulavisisi u anamisile miehleketo ya yena hi ku hlaya tibuku, tipholisi na milawu leyi khumbaka timhaka ta ririmi. Ndzavisiso lowu wu tirhisile thiyori ya ‘the universality and relativity of human rights, leyi yi boxaka leswaku timfanelo ta munhu hi leti munhu a nga na tona hikuva munhu i munhu. Hi ku kongomisa, timfanelo ta munhu i masungusungu ya vumunhu. Ndzavisiso lowu i wa nkoka hikuva wu ta endla leswaku vavulavuri va tindzimi leti nga na matimba lamatsongo va tiva timfanelo ta vona.Tlhandlakambirhi, vavulavuri va tindzimi leti nga na matimba lamatsongo na vona va ta titwa leswaku ririmi ra vona i ra nkoka exikarhi ka tiko ra tindziminyingi. Hi nga dlayiseta hi ku vula leswaku vavulavuri va Xitsonga hi ku kongomisa eka ndzavisiso lowu, va ta kota ku swi vona leswaku na vona va na lunghelo mayelana na vukorhokeri na nhluvukiso wa ririmi ra vona.
NRF