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Malope, Nkhensani Lindiwe. "Yin'wana ya mitlhontlho eka theminoloji ya nawu wa vanhu : Hi ku kongomisa eka Xitsonga." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/955.
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Makondo, D. "The effects of language of instruction on the performance of the Tsonga (Shangani) speaking Grade seven pupils in Zimbabwe." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/880.
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Thesis (Ph.D. (Educational Psychology)) --University of Limpopo, 2012This research project was an endeavor to investigate the effects of the languages of instruction (English and Shona), to teach Tsonga (Shangani) speaking children in Chiredzi district of Zimbabwe. Because of the nature of the study, a mixed method design was used where both qualitative and quantitative methods were adopted to study the performance of the Tsonga (Shangani) minority language speaking learners in five purposively sampled schools. 222 learners participated in the study. The main aim of the study was to investigate the effect of the language instruction in teaching Tsonga (Shangani) speaking Grade Seven children in Environmental Science. In fact, the researcher was interested in finding out whether teaching learners in a foreign language was a bridge or barrier to learning. In this case, the research did not only look at the effect of using English for instructional purposes, but also investigated how other major or dominant indigenous languages which are used for instructional purposes affect the performance of minority language speaking children in Chiredzi district of Zimbabwe. Data for this study were collected using lesson observation, document analysis, the questionnaire and a knowledge test. In this case, fifteen lessons were observed. Fifteen Tsonga (Shangani) speaking Grade Seven learners per school were purposively selected and taught in Tsonga (Shangani) only and the other fifteen Shona speaking Grade Seven children per school were also purposively selected and taught the same topic in Shona, and a third group of fifteen Grade Seven learners per school, were randomly selected and taught in English only. A knowledge test was given to each group thereafter. Children from each language condition were allowed to answer questions in their home languages, except for the third group which was taught in English. This group answered the questions in English with the restricted use of Shona. Each of the test results from the knowledge tests were analysed using a One Way Anova of Variance (ANOVA) and conclusions drawn. The results from other data collection instruments were analysed using qualitative methods like narrative discussions of data. A sample of five learners per school had their exercise books analysed. Data were presented in tables. The results from the knowledge tests given showed a significant difference in the mean marks obtained from the three groups (the Shangani, Shona and English group). The result showed that language has a significant influence on the performance of learners since the p – value was 0.000. This implies that the performance of learners between the three groups is significantly different. On the basis of these observations, the Null hypothesis was rejected. The same picture was also shown in document analysis and in the questionnaires. Consequently,conclusions were drawn and recommendations made.
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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.
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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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Mdumela, Tsakani Amos. "A genre analysis of texts in Xitsonga." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/49715.
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Thesis (PhD)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: The recent introduction of the outcomes-based curriculum for the learning field language, literacy and communication has revealed a number of essential areas of research in African languages that urgently need to be addressed if this curriculum for African Languages is to be successfully implemented with the necessary theoretical basis as support. This dissertation addresses one such research issue, the genre-based approach to Xitsonga texts within the broad field of language and literacy. This study wil] first explore different models of writing approaches that relate to the analytic approach to genre literacy, including the traditional progressivist approach, the Bereiter and Scardamalia approach, and Grabe and Kaplan's (1996) model. It will be argued that Grabe and Kaplan's model is suitable as a framework for teaching writing, because it incorporates the ethnography of writing which entails that a detailed analysis of texts should address the following questions: who writes what to whom, for what purpose, why, when and how? The use of the ethnography of writing in the analysis of texts according to Grabe and Kaplan's model also explores factors such as the communicative purpose, the culture and the community in which the text is produced. This is investigated through the text-linguistic analysis of the nine Xitsonga written speeches where the speech genre has an identifiable format including an introduction, middle and ending. This study also explores the relationship between the ethnography of writing, the Grabe and Kaplan's theory of text construction, the learning outcomes 4 and 5 of grades 7, 8 and 9 and their related assessment standards. Attention is given to prescribed texts and the taxonomy of academic writing skills, knowledge bases and processes, using some of the nine Xitsonga written speeches for illustrative purposes. This study explores questions of how Grabe and Kaplan's model can be effectively employed in the analysis of texts within the framework of Curriculum 2005 in the teaching of language. This study further focuses on the teaching of Xitsonga as a language subject within a multilingual education system. It is argued that in order to develop Xitsonga terminology for teaching content subjects, resources must be put in place, both materially and financially. It will be argued that Xitsonga should be taught as a language subject and . used as a medium of instruction in content subjects in conjunction with English across the curriculum within a bilingual education policy in order to enhance teaching and learning. Learners who have Xitsonga as first language will be able to apply the writing skills acquired in the teaching of writing of Xitsonga as a language subject in their learning across the curriculum.
AFRIKAANSE OPSOMMING: Die resente invoer van die uitkoms-gebaseerde kurrikulum vir die leerarea tale, geletterdheid en kommunikasie het 'n aantal areas van noodsaaklike navorsing in die Afrikatale aan die lig gebring wat dringend aangespreek moet word om hierdie kurrikulum suksesvol te implementeer vir die Afrikatale. Hierdie proefskrif ondersoek een van hierdie navorsingsvraagstukke, naamlik die genre-gebaseerde benadering tot die analise van Xitsonga tekste binne die bree veld van taal en geletterdheid. Die studie sal eers 'n ondersoek doen van verskillende modelle van skryfbenaderings wat verband hou met die analitiese benaderings tot genre geletterdheid, insluitende die tradisionele progressivistiese benadering, Die Bereiter en Scardamalia benadering, en Grabe en Kaplan (1996) se model. Daar sal aangevoer word dat Grabe en Kaplan se benadering 'n toepaslike raamwerk vir skryfonderrig is, aangesien dit die etnografie van skryf inkorporeer, wat meebring dat 'n gedetailleerde analise van tekste die volgende vrae moet aanspreek: Wie skryf wat aan wie vir watter doel, waarom, wanneer en hoe? Die gebruik van die etnografie van skryf in die analise van Xitsonga tekste volgens Grabe en Kaplan se model ondersoek ook faktore soos die kommunikatiewe doelstelling, kultuur en die gemeenskap waarin die teks geproduseer word. Hierdie vrae word ondersoek deur die analise van nege geskrewe toesprake in Xitsonga, waar die toespraak genre 'n identifiseerbare formaat het, insluitende 'n inleiding, 'n middel en 'n slot. Die studie ondersoek ook die verband tussen die etnografie van skryf, die Grabe en Kaplan teorie van tekskonstruksie, die leeruitkomste 4 en 5 van Graad 7, 8 en 9, en hulle verwante assesseringsstandaarde. Aandag word gegee aan voorgeskrewe tekste en die taksonomie van skryfvaardighede, kennis basisse en prosesse, met verwysing na die nege geskrewe tekste in Xitsonga. Die studie ondersoek vrae oor hoe Grabe en Kaplan se model effektief ingespan kan word in die analise van tekste binne die raamwerk van kurrikulum 2005 in die onderrig van taal. Die studie fokus voorts op die onderrig van Xitsonga as 'n taalvak binne 'n meertalige opvoedkundige stelsel. Daar word aangevoer dat ten einde Xitsonga terminologie te ontwikkel vir die onderrig van inhoudsvakke, moet die nodige hulpbronne daarvoor voorsien word. Daar word ook aangevoer dat Xitsonga as 'n taalvak in die onderrig van inhoudsvakke, in samehang met Engels vir laasgenoemde, oor die kurrikulum ten einde leer en onderrig te bevorder. Leerders wat Xitsonga as 'n eerste taal het, sal in staat wees om die skryfvaardighede wat hulle verwerf her in die onderrig van skryf in Xitsonga as 'n taalvak in hulle leer oar die kurrikulum.
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Sibuyi, Eliot Masezi. "The analysis of the impact of nonverbal communication Xitsonga discourse." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/733.
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Thesis (M.A. (Linguistics)) --University of Limpopo, 2011Xitsonga is one of the eleven official languages in South Africa. It is spoken mainly in three provinces, Gauteng, Limpopo and Mpumalanga, while English is a global language. Whenever two languages meet, challenges are evident in terms of communication. The study aim to analyse the impact of nonverbal communication in both English and Xitsonga cultures. Nonverbal communication accounts for 60 to 70 per cent of what people communicate. Furthermore, the study deals with the role of nonverbal communication as it shapes the perceptions of both the receivers and communicators’ personality. Categories of nonverbal communication have been investigated by exploring different intercultural dimensions which include nonverbal immediacy and non-immediacy behaviours, power, authority and status, power distance, responsiveness, high-context and low-context communication, individualistic or collectivistic cultures. In addition, the study explores facial expressions which, among others, include expression of emotions; the types of emotions; paralanguage; and factors that influence facial expressions; cultural display rules, eye contact and gaze. Also, the study gives attention to Facial paralanguage and facial reflexes. It has been discovered in the study that although English and Xitsonga cultures are related in some nonverbal communication aspects, there are other aspects that are culturally bound. The latter aspects require a serious scrutiny lest miscommunication and misinterpretation occur. In other words, culture cannot be taken for granted when it comes to nonverbal communication cues. Cultural display rules dictate responsiveness, attitudes, and perspectives of communicators’ perceptions.
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Mkhari, B. E. "Nkanelo wa nkoka wa swiyila eka vutomi bya vaTsonga." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1689.
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Bila, T. J. "Nkanelo wa matekanelo ya ndhavuko wa vaTsonga." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1445.
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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.
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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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Swanepoel, Crizelle. "The establishment of implicit personality perspectives among Tsonga-speaking people in South Africa / Crizelle Swanepoel." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1194.
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Cross-cultural assessment in South Africa has become more prominent since the first
democratic elections held in April 1994, and stronger demands for the cultural
appropriateness of psychological tests have arisen. The use of psychometric testing, including
personality assessment in the workplace, is now strictly controlled by legislation, among
others the Constitution of the Republic of South Africa (Act 108 of 1996), the Labour
Relations Act (66 of 1995), and the Employment Equity Act (55 of 1998), and the Health
Professions Act (56 of 1974).
Much controversy has arisen regarding the relevance and applicability of assessment
instruments in South Africa. The majority of assessment procedures still make use of
imported instruments that are either used in their original or adapted form. Psychological
assessment instruments imported from abroad have an insufficient suitability in the
multicultural South African context. There are various perspectives regarding the appropriate
measurement of personality across cultures. In this research study implicit perspectives of
personality, the lexical approach, indigenous psychology and the emic approach were used to
determine the personality perspectives of the Tsonga culture in South Africa.
The objectives of this study were to investigate how personality is conceptualised in
literature, to identify the problems surrounding personality measurement for the South
African context, to explore how personality perspectives could be determined and to
investigate the personality descriptive terms in the Tsonga language group.
A qualitative research design was used to collect the data of this research. A total of 5 502
personality descriptors were obtained through the 1 0-item interview questionnaires. Content
analysis was used to analyse, reduce and interpret the data obtained from the participants. The
personality descriptors obtained were reduced by removing superfluous words. These
personality descriptors were then interpreted and categorised into a total of 109 personality
dimensions. These characteristics were categorised into nine clusters, namely Optimism,
Agreeableness, Emotional Stability, Narrow-mindedness, Intelligence, Conscientiousness,
Aggressiveness, Dominance and Sociability. The following personality dimensions had the
highest frequency: Emotional Stability, Caring, Helpful, Hard working, Advising, Generous,
Traditional, Aggression, Recreational, Substance use, Religious, Sociable and Loving.
Recommendations for future research were made.Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.
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Nukeri, Elminah Reginah. "Nkanelo wa yin'wana ya mindhavuko ya ririmi ra Vatsonga - Machangana hi ku kongomisa eka swakunwa swa ndhavuko." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/1135.
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Thesis(M.A.(African Languages)) --University of Limpopo, 2012Ndzi ba mandla ndzi vuyelela eka wena Dokodela N.E. Nxumalo, muleteriwa mina eka dyondzo leyi. A wu ndzi helelanga mbilu hambiloko swi pfa swi gonya swiganga.A wu ndzi tiyisa nhlana hi masiku hinkwawo.Ndzi ri khanimambo Ndwandwe! Ndzi khensa Xikwembu Tatana wa hina loyi a nga yena a ndzi tumbuluxeke, a tlhela a ndzi nyika vutomi ni vutlhari byo humelerisa xitsalwana lexi hi mfanelo. Ndzi ngava ndzi endla xihoxo loko ndzo rivala wena nkatanga, Cakes Colbert Nukeri ku va u ndzi seketerile no ndzi komba rirhandzu eka ntirho lowu. Hambi leswi a ndzi pfa ndzi ku siya na vana, a wu ndzi helelanga mbilu. Vavanuna vo fana na wena va hlayiwa hi tintiho eka leyi misava. Xikwembu a xi ku katekise Gunela.Eka vana va mina Vialli, Sakhile naTalita, ndzi khensa nseketelo lowu mi ndzi kombeke wona. A mi pfa mi pfumala rirhandzu ra manana loko ndza ha yile ku ya handza vutivi.Ndza khensa vana va mina ku tiyisela ka n’wina. Eka vatswari va mina Tatana Samson na nghamu Selina N’wa-Malesa Ngoveni, ndzi pfumala marito yo khensa eka rirhandzu leri mi ndzi kombeke rona. Vamakwerhu Xitlhangoma, N’wa-Khada, Calvin, Charles na Mcgyver, ndzi khensa nseketelo wa n’wina vana va mhani. Na n’wina kokwana Midjadji, kokwana N’wa-Mongwe, kokwana N’wa-Hlabathi,kokwana N’wa-Juliyazi,Mhani Mphephu, Hahani N`wa Xitlhangoma na kokwani N`wa-Jakobo,ndzi ba mandla ndzi vuyelela. A mi nga karhalin loko ndzi tshama ndzi ri karhi ndzi mi vutisela swivutiso. Hosi a yi mi endle hi tintswalo. A ndzi mi rivalangi na n’wina mhaninkulu N’wa-July Mabunda na Sesi Ednah Mhinga. Mi ndzi khatsisile ndzima leyi. Ndzi ri kudya hi ku engeta. Ndzi hetelela hi ku khensa makwerhu Florence Motupa na Mixo Nkuna lava va nga vathayipi
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Maseko, Pamela. "Vocational language learning and how it relates to language policy issues." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002158.
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This research explores issues relating to language policy, and language learning and teaching. It further looks at the relationship that exists between language policy and language learning and teaching. In the research I argue that well-thought out and well-meaning language policies will fail to be implemented meaningfully if there is no clear and unambiguous implementation plan. I also note that the national vision and ideals which are often embodied in the language policy fail to take effect if, again, there is no comprehensive implementation plan. This view is held by many scholars and researchers in the areas of language policy and planning.
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Ganiso, Mirriam Nosiphiwo. "Sign language in South Africa language planning and policy challenges." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1002163.
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This thesis sets out to undertake research into the very important topic of sign language and its usage, particularly in the Western Cape Province of South Africa. Three schools are used in this study. Interviews and questionnaires were used to conduct research with teachers, students and deaf teacher assistants within this context. The analysis of this data is presented in Chapter five of this thesis.
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Dommisse, Anne. "Criteria in English language assessment : a South African perspective." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/17078.
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Bibliography: pages 181-186.The study recorded in this dissertation was undertaken in the School of Education at the University of Cape Town (UCT) during the period 1986-1990. It was motivated by perceived anomalies in the administration of State regulations for endorsement of teachers' diplomas in respect of ability in English (E/e). The study commences with an analysis of the relevant requirements of the regulations for teacher bilingualism, as set out in sections 10 and 11 of Criteria for the Evaluation of South African Qualifications for Employment in Education, 1988. Theoretical and practical problems of evaluation and endorsement identified at UCT are considered in relation to the concept of test failure, as opposed to testee failure. Responses to a questionnaire sent to other teacher training centres indicate similar concerns elsewhere. Arising from a review of recent literature on language testing, and against the background of the multilingual target groups tested at UCT, a proposition is put forward for a distinction between communicative competence and language proficiency as criteria in language assessment, depending on whether English is the medium (communicative competence), or the subject (proficiency), of instruction. Assuming that English will remain a medium of instruction in a changing socio-political dispensation, at least in the short and medium terms, the study then focuses on test design, construction and scoring, where the objective is to test communicative competence in English, rather than proficiency. The role of English in the curriculum in a future South Africa is discussed briefly. It is concluded that current regulations for language endorsement are in urgent need of review. The following recommendations are made in this regard: that the relevant requirements for teachers in State schools be reformulated to account for one level, rather than two, of endorsement in English as the medium of instruction; that such endorsement be required only in the case of non-English medium graduates, thereby recognising the integrity of the English medium teachers' diploma itself; that procedures for assessment for the purpose of diploma endorsement be standardised; and that the State support further research in this area.
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Dyers, Charlyn. "Language, identity and nationhood: language use and attitudes among Xhosa students at the University of the Western Cape, South Africa." Thesis, University of the Western Cape, 2000. http://etd.uwc.ac.za/index.php?module=etd&.
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This thesis is a study of patterns of language attitudes and use among Xhosa home language speakers at the University of the Western Cape, South Africa. Speakers of Xhosa, according to Statistics South Africa 2000, form the second largest speech community in South Africa (17.9% of the total population), second only to speakers of Zulu (22.9% of the total population). The University of the Western Cape, which is situated just outside Cape Town, was originally intended to serve only the Coloured (mixed-race) population of South Africa. Coloureds form the majority group in the population of the Western Cape, one of the nine provinces of South Africa. In 1982, the university took the bold step of defying the apartheid regime, by opening its doors to students of all races. Students from all over South Africa now attend the university, but Xhosa students, drawn mainly from the provinces of the Eastern and Western Cape, form the largest language group or speech community on the campus. The thesis presents a study of the patterns of language attitudes and use with which Xhosa students enter the university, as well as patterns of change in language attitudes and use revealed by a longitudinal study of a smaller group of Xhosa students.
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Hughes, Sharon. "The change of language and the language of change : a consideration of some of the assumptions behind non-governmental language planning projects : implications for language in education policy." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/16990.
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Bibliography: pages 70-80.Language planning and language policy are currently being debated by both politicians and educationists. Language policy is seen by both Afrikaner nationalists and some progressive educationists as the key to political and economic power. This dissertation argues that language policy-making alone cannot achieve political goals. It also proposes that the most successful and most democratic policies are those which are "facilitatory and enabling rather than compulsory and punitive" (Fishman, 1991: 82) and which are differentiated to take account of existing sociolinguistic contexts. Chapter 1 begins by looking at definitions of language planning and language policy. Following this, it examines some of the terms that people use to speak about language and languages in language planning. The concern here is not with establishing fixed meanings but with how the use of these terms constructs certain "realities", for example relationships amongst languages. This chapter also looks at some of the proposed relations between language and "reality". Chapter 2 briefly outlines the history of language planning in South Africa, focusing on language medium of instruction in education. It examines the Nationalists' and the ANC's language policy positions. A postscript discusses the agreement reached in November 1993. Chapter 3 looks at the role of various non-governmental associations in the language policy debate. It also examines the phenomenon of white advocacy of increased status for African languages. Chapter 4 deals with the process of language planning. Who decides on language goals and through what mechanisms are goals promoted? Chapter 5 asks questions about what bilingual or multilingual medium of instruction models would mean in terms of classroom practice and underlines the lack of consensus in bilingual education research about universally applicable solutions. Chapter 6 summarises the main arguments covered in the dissertation and makes some general recommendations about language-in-education policy.
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Blunt, Sandra Viki. "An analysis of how the Senior Certificate examination constructs the language needs of English second language learners." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1006243.
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The Senior Certificate (SC) examination, a focus of the research described in this thesis, has an important function in terms of the quality of the education system overall and also in terms of the contribution of education to the achievement of national goals. The SC examination functions i) as a measure of achievement at school ii) as an indicator of work readiness and iii) as an indicator of the potential to succeed in higher education. This thesis offers a critique of the SC examination in respect of its functions. The way in which learners' language related needs are constructed is crucial in discussing the SC examination's legitimacy since perceptions about the needs of learners are reflected in what is taught and assessed. Since the majority of candidates writing the SC exarnination do so using a language which is not their mother tongue, the research described in the thesis attempted to identify the way in which the English second language (ESL) SC examination papers construct learners' needs. Examination papers represent a particular domain of social practice and are constructed through discourse. In the context of the research described in this thesis, discourses are understood as sets of ideas which are shared by communities of people and which give rise to practices which then define and sustain those communities and, thus, the discourses themselves. Discourse is language insofar as it converges with power and positions people in the interests of power. The ideological nature of discourse necessitates a critical orientation to research which interrogates, challenges and critiques the status quo. To identify the discourses constructing ESL learners' needs I conducted a critical discourse analysis on a representative sarnple of ESL SC exarnination papers and also interviewed six ESL examiners to corroborate the findings of the analysis. This then allowed me to identify several dominant discourses constructing ESL learners' needs: meaning-related, literature-related and process-related. The first meaning-related discourse, 'Received Tradition' discourse, focuses on the rules of grammar and spelling. Rather than approaching language as a resource to enable learners to understand the ideas to which they are exposed, learners are being taught discrete 'skills' to equip them for higher education study and the workplace. It is argued that school-based language literacy practices are not generalizable to the workplace and to higher education. Another aspect of 'Received Tradition' discourse holds that the study of English literature is a medium for understanding life and that there is moral value in teaching English literature. Learners are therefore constructed as lacking these values and their needs as having to acquire them. 'Received Tradition' discourse also overlaps with a second meaning-related discourse, 'Autonomous Text' discourse, which holds that the text's meaning is explicit and that if the learners can manipulate the rules of English grammar, 'have' vocabulary and can spell, they can retrieve meanings from texts they encounter in a wide range of contexts and construct texts for themselves. It is argued that a lack of awareness that meaning is constructed through recourse to other contexts, texts and the learner's experience is disadvantaging ESL candidates. 'Language as an Instrument of Communication' discourse, the last meaning-related discourse identified, sees language as the vehicle used to convey ideas, thoughts, information and beliefs, which are viewed as having been constructed independently of language. It is assumed that the answers, which, according to 'Autonomous Text' discourse, are in the text, can be conveyed if the tools of language are used correctly. The first literature-related discourse identified is 'Literature Study Develops Language Proficiency'. It is argued this is a misperception since language is learned as part of situated practice and instruction must thus be embedded in meaningful communicative contexts involving situated practice. The second literature-related discourse identified, 'Literature Study is a Medium for Understanding Life', is connected to the 'Received Tradition' discourse referred to above which holds that there is moral value in teaching English literature. This research identifies the ideological implications of these discourses, arguing that values are culture-specific and learners from diverse socio-cultural backgrounds experience life differently from the way it is depicted in English literature. Process-related discourses, which are part of the processes of teaching and assessment, concern the inadequacy of the ESL learner and of the markers and therefore dictate what can and cannot be expected of ESL learners in the SC examination. The research showed how all of the above discourses work through the SC curriculum to impose the values and beliefs of particular dominant groups on the ESL learner. Because of the robust and invidious nature of discourses this is a cause for concern. Although it is difficult to set a school leaving examination which serves both workplace and academic functions, there is a need to move beyond traditional, hegemonic approaches to understanding language learning. This thesis offers an analysis which can be used to inform practice.
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Fumba, Zamumzi Norman. "Development of a language policy in a rural school." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1007798.
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The study was undertaken to observe and participate in the process and development of a language policy for a rural secondary school in Peddie in the Eastern Cape. This was done in collaboration with parents, learners, and teachers. The researcher acted as a researcher, facilitator and learner in the process that Iead to the final product. Twenty four learners were selected from Grade 8 to Grade 10. These learners formed three focus groups. A questionnaire and lesson observation were used to establish what was taking place in the school with regard to language practices and preferences by learners, teachers and parents. Lesson observations were recorded by a tape recorder. Outcomes are that Xhosa is the dominant language to which the learners are exposed. They only have the exposure to 'chunks' of English in class and when they read magazines, newspapers and listening to radio and TV. Teachers code switch. This is supported by both learners and their parents. Parents want their children to improve performance by being taught in the medium of a language they understand well enough. The study shows different perceptions about the language that should be used as LOLT. Parents in the study favour English as LOLT, while parents in general favour Xhosa. This view is also held by both teachers and learners. At a conscious level when teachers and learners talk about the language to be used as LOLT, they favour English, but when they are faced with the reality of the class they are ambivalent, hence they code switch. The study finally reports on the divergent views of the parents, on one hand, and those of the teachers and the learners on the other hand. The divergence will be resolved in a workshop, part of the broader process of school language policy research, which is beyond the scope of the research reported in the thesis. The final product, in the form of the school language policy, will then be drafted for presentation to the School Governing Body (SGB) for ratification and writing up process.
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Mutasa, D. E. "The language policy of South Africa what do people say? /." Thesis, Connect to this title online, 2003. http://etd.unisa.ac.za/ETD-db/ETD-desc/describe?urn=etd-04132005-085827.
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Butler, Ian. "'People's English' in South Africa : theory and practice." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003574.
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Communicative Language Teaching, an approach to language teaching currently widely prescribed, has been criticised for its unquestioning acceptance of the cultural and political norms of the target language. People's English (an aspect of the larger People's Education movement), on the other hand, offers a philosophy and methodology that takes an actively critical view of language and its relationship to power. In the context of South African society, this stance has had clear political implications. Although still imprecisely defined , the concepts of People's Education and People's English have been debated and discussed by various ant-apartheid movements in recent years. Attempts have also been made to translate the evolving theory into practice through the development of materials and methodologies. This has been achieved on a relatively small scale, with varying degrees of success. Recent reform measures by the South African government have, however, prompted the proponents of People's Education to reassess their position. This thesis presents a historical overview and critical assessment of the development of People's English in South Africa.
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Distiller, Natasha. "Shakespeare in South Africa : literary theory and practice." Doctoral thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/10346.
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Bibliography: leaves 237-256.This thesis explores the development of a "South African Shakespeare". Relying on post-colonial theory as primary framework, it views colonised culture not as secondary and responsive, but as primary and creative. The main work of the thesis is to trace the role played by "Shakespeare", as a set of texts and as an icon, in a particular trajectory of writing in English in South Africa in the first half of the twentieth century.
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Mahlangu, Katjie Sponono. "Adoption of loanwords in isiNdebele." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-01062009-120416.
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Ownhouse, Aileen Lucia. "Implementation of the national language policy at institutions of higher education." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/3415.
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This study investigated the implementation progress of the National Language Policy (NLP) of South Africa (SA) by reviewing pertinent research related to Language Policy (LP) initiatives. In particular, the study explored the implications of the NLP implementation on multilingual teaching and learning practices, especially practices aimed at developing proficiency in the Language of Learning and Teaching (LOLT). In particular, the LP implementation initiatives to support a multilingual practice community at Nelson Mandela Metropolitan University (NMMU) were overviewed. The study focused on and assessed the AHZ Project multilingual initiative in the Department of Applied Language Studies (DALS) at NMMU. The AHZ Project multilingual initiative included text translation and multilingual tutorial strategies to assist isiXhosa-speaking students understand grammatical concepts. As a result, an aim of this study was to determine the efficacy of the AHZ Project by assessing the perceptions of English Language Studies (LES111) students and lecturers who were responsible for implementing the initiative. Finally, the research aimed to determine reasons for the apparent slow progress of implementing multilingualism as a teaching and learning practice as well as the underlying constraints of implementing the NLP at Higher Education Institutions (HEIs). A mixed-method approach was selected to explore the aims of the research study as both quantitative and qualitative data collection tools were used. As the AHZ Project initiative was the study’s data sample, data was collected by conducting three face-to-face semi-structured interviews with two LES111 lecturers and a tutor as well as one focus-group interview with eight student participants. In addition, a LEC online assessment and 284 LES111 reflective paragraphs were analysed. NVivo 10 qualitative software was used for the coding of the data and a descriptive analysis of the interviews as well as the LEC online assessment was employed. To code and analyse the face-to-face semi-structured and focus-group interview transcripts, dominant themes from the study’s literature review, for example, Second Language Acquisition (SLA) and Mother Tongue (MT) transfer were used. The reflective paragraphs were analysed manually using a quantitative coding approach. From the data coding, the study’s findings were determined and interpreted. The LEC assessment confirmed that the students were not coping with the LOLT. By taking cognisance of the AHZ Project strategies and investigating the perceptions of the participants towards the initiative, conclusions were drawn. These conclusions indicated positive attitudes towards the multilingual language practices as implemented by the AHZ Project initiative. In addition, the perceptions towards identity, language status, mother tongue education and language transfer were articulated. Based on the findings of the study, recommendations were made to promote the use of African Languages as LOLTs in teaching and learning classroom practices. Recommendations were also made for future research relating to the teaching of African Languages (ALs) in the schooling sector.
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Chikanda, Flora. "The relationship between language and xenophobia: a developmental perspective." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/4942.
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Modernisation, globalisation, neoliberalism and the increase in immigration have morphed into xenophobia, as they have resulted in structures that increased inequalities and competition for scarce resources, although there are other factors such as the global recession that is deepening inequalities and social classes. In South Africa, xenophobia is a topical matter, with chronic violent outbursts. The study addresses the gap in knowledge in the relationship between language and xenophobia. Language is central to human communication and to human socialisation and is not neutral but is embedded in ideologies that favour specific interest groups. The neoliberal ideology compels people as human capital to develop linguistic capital. The paradox is that globalisation transcends the national to transnational, while at the same time being conscious of the local or the indigenous language. Globalisation promotes hybridity and diversity, while at the same time promoting homogeneity or Westernisation, which is contrary to the nationalist ideology to protect the cultural heritage of the locals. This thesis is guided by a range of classical and more contemporary development theories. It includes the use of Marxist theory with regard to ownership and unequal distribution of resources. The culture of violence that manifests in xenophobia in South Africa can also be related to the violence of the colonial and apartheid periods. This thesis is also guided by the post-colonial theory. It also looks at theories of modernity and of globalisation, suggesting that a truly ‘modern’ society should be transformed in all spheres and should value multifaceted human well-being (and not only in terms of economic ‘growth’). A primary objective of this study is to explore the role of language in social institutions such as education in order to understand how matters of language exacerbate xenophobia and to document the challenges related to language that ‘foreigners’ from other parts of Africa face in South Africa. Questions asked include whether they can survive/thrive without knowledge of local languages, whether they are victims of crime because they cannot speak the local languages and whether and how they are being assimilated into South African society. This research therefore, recommends that language planning in South Africa should maintain a balance in the use of the English language as a lingua franca and the use of the indigenous languages so as to avoid the language endangerment of the indigenous languages and monolingualism, as well as subtractive bilingualism. This research is against institutional discrimination of foreigners by use of language as a gate keeper or an entry fee into the higher domains. The results of this research lead to the recommendation on language planning that leads to economic opportunity, higher economic productivity, educational development, enrichment in the sense of creativity innovation, cognitive flexibility, and more effective social integration, while restoring citizens’ sense of self-worth and their experience of emotional and social security, and also promoting social integrity and nation-building. Good language planning should be a crucial aspect of development planning. This research contributes to the field of Development Studies in that it analyses the conflicting issues within language and xenophobia in South Africa, while using the complexity theory to restore a modernised society with modern values that are not xenophobic but open to the global society. It also contributes to the politics of culture by keeping a balance between the endogenous culture versus the exogenous culture; a localised culture versus a globalised culture.
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Orman, Jon. "Language policy and nation-building in post-apartheid South Africa." Thesis, Queen Mary, University of London, 2007. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1572.
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While not essential, the link between language and national identity is nevertheless often a highly important and salient one, a fact illustrated by the centrality of linguistic concerns in many nationalist discourses throughout the world. As a result of this linkage, it is understandable that those seeking to create or manipulate national identities have habitually attempted to do so through the formulation and implementation of language policy and planning. This thesis develops a broad theoretical framework for the study of national identity and language policy. Of particular interest is the manner in which these two phenomena frequently interact and the societal consequences of that interaction. South Africa represents a fascinating historical and contemporary context in which to investigate the effect of language policy and planning on the formation of social identities. From the earliest stages of European colonisation to the present day, successive governing regimes have attempted to manipulate the various ethnic and national identities of the South African population to suit their own ideological agendas. In the post-apartheid era, much has been made of the government's official policy commitment to promote 'nation-building' through the institutionalisation of genuinely multilingual practices in public life. In reality, though, public life in present-day South Africa is notable for its increasingly monolingual-English character. This contradiction between official policy and actual linguistic practices is symptomatic of the hegemony of an implicit 'English-only' ideology that permeates most governmental and public organisations. This has led to a situation of highly salient language-based identity conflict between many Afrikaans speakers resentful of the decreasing presence of Afrikaans in public life and those loyal to the de facto monolingual model of nationhood promoted by the ANC. But perhaps the most pernicious consequence of this increasing dominance of English has been its entrenchment of elitist governing practices that ensure the continued socio-economic marginalisation of African language speakers who constitute the large majority of South African citizens. If language planners are to convincingly address this problem, it is clear that a radically alternative model of language policy and national integration needs to be promoted and adopted.
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Krause, Lara-Stephanie. "Relanguaging language in English(ing) classrooms in Khayelitsha South Africa." Doctoral thesis, Faculty of Humanities, 2019. https://hdl.handle.net/11427/31726.
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Institutional language teaching is built on the assumption that languages exist as homogeneous entities and is aimed at the mastery of standardised codes. In this view, English teaching in South African township schools is failing. Learners (and teachers) underperform in standardised English tests and are repeatedly described – by stakeholders in schooling and by scholars of language in education – as ‘ cut off’ from standard linguistic norms needed for success beyond the township. But is linguistic deficit all we can find in township English classrooms, given that the day-to-day language practices in these settings are known to be heterogeneous, flexible and creative? I begin here by taking this local linguistic heterogeneity seriously, asking: What does language education in Khayelitsha look like through a lens that is not a priori structured by separate, homogenised languages? In the first part of this thesis I develop such an analytical lens. I begin by committing not to use some key linguistic terms that imply a view of languages as discrete, homogeneous entities. I then engage with (trans)languaging literature and the inchoative sociolinguistic notion of ‘spatial repertoires’, conceptualising ‘languaging’ for my purposes as a spatial practice, with which speakers draw on and transform elements of spatial repertoires. This spatial perspective doesn’t allow for surface-level categorisation of linguistic phenomena. It demands instead fine-grained, situated analyses that I conduct with tools from Bantu linguistics, conversation analysis and ethnography, on data from participant observation, recorded classroom talk, a learners’ writing task and teacher interviews. Rather than training the spotlight on the alleged lack of Standard English, I show the Khayelitshan English classroom to be a space of specific linguistic possibilities, ordered by teachers through a linguistic sorting practice I call relanguaging. This practice instantiates teachers’ negotiations of Khayelitshan heterogeneous linguistic realities, and the demands of a centralised curriculum and testing system, in the classroom. Learners are also shown to be ‘relanguagers’, who display complex linguistic sorting processes in their writing, juggling what I find to be an oversupply rather than an undersupply of standard linguistic norms. My empirical findings and my conceptualisation of relanguaging, which develops and complexifies throughout this thesis, allow me to systematically unsettle a construction of linguistic hetero- and homogeneity as mutually exclusive. This comes with a theoretical critique of ‘translanguaging’ as a linguistic descriptor that, in my view, reifies a dichotomy between fluid languaging and fixed standard languages. As a result, it makes us overlook the relationality in practice regarding these two dimensions of language and the complexities that result therefrom. With the dichotomy between languaging and languages dissolved, I end by proposing ways of testing for Standard English beyond its own confines, i.e. to test for increasingly sophisticated linguistic sorting skills instantiated in emergent englishing.
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Van, Vuuren Kathrine. "A study of indigenous children's literature in South Africa." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/21491.
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Bibliography: pages 151-159.Whilst an accepted area of investigation in most other English speaking countries, indigenous children's literature is a relatively new area of academic study in South Africa. Traditionally, South Africa children's literature has been targeted for a white middle class audience. In addition, most of the fiction for children that was available in South Africa, with the exception of fiction in Afrikaans, tended to be imported children's literature, which meant that there was little by way of indigenous children's literature being produced. However, since the mid-1970s there has been a considerable increase in the local production of children's literature, much of which in the last five years has been intended for a wider and more comprehensive audience and market. This study considers various issues relevant to the field of children's literature in South Africa, through both traditional means of research as well as through a series of interviews with people involved in the field itself The focus of this dissertation is a sociological study of the process whereby children's literature is disseminated in South Africa. International theories of children's literature are briefly considered in sq far as they relate to indigenous children's literature. Of particular interest to this study are current thoughts about racial and gender stereotypes in children's literature, as well as the recently developed theory of 'antibias' children's literature. The manner in which people's attitudes to and about children's literature are shaped is explored in detail. Traditional methods of publishing and distributing children's literature, as well as the current and uniquely South African award system are considered. The need to broaden the scope of current publishing methods is highlighted and the ways in which publishers foresee themselves doing this is considered. The limitations of current methods of distribution are highlighted, and some more innovative approaches, some of which are currently being used in other parts of Southern Africa, are suggested. The gap between the 'black' and the 'white' markets are considered, and possible methods of overcoming this divide are considered. The indigenous award system is considered in relation to international award systems, and criticisms of the South African award system are discussed. The issue of whether or not children should read indigenous children's literature is considered. The debate about this issue centres around a belief in the importance of children having something with which to identify when they read, as opposed to a belief in the culturally and ideologically isolating effects of providing children with mainly indigenous children's literature to read. Finally, the current belief in children's literature as a means of bridging gaps in South African society is considered through a study of three socially aware genres- namely, folktales, historical fiction and socially aware youth fiction. By way of conclusion, some of the issues raised in the body of this study are highlighted and discussed.
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Jackson, Gail. "A comparative case study of the strategies used by grade one teachers who teach through the medium of English." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1007855.
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This research project begins by exploring the problems surrounding the implementation of the 1997 Language in Education Policy (LiEP), and offers insight into why some schools, despite the promotion of additive bilingualism, choose English as the primary medium of instruction. It is a comparative case study of two Grade 1 classes in different situational contexts, which highlights the teaching strategies and language practices of teachers who teach predominantly non-English speakers through the medium of English. Research carried out through this case study illustrates the use of a wide range of teaching strategies, which assist young learners when learning through an additional language. In School A, thematic linking between different learning areas to maximise vocabulary development in both the mother tongue and the additional language, as well as repetition, recycling, scaffolding and contextualisation of content were found to be important. In addition, the use of questioning to elicit understanding, as well as classroom organisation and code-switching were strategies which assisted both the teacher and learners in this multilingual environment. In School B, class size, group work and the inclusion into the timetable of a wide range of diverse activities over and above the main learning areas, which provided opportunities for language development, were important considerations. In addition, routine, predictability and an attention to detail, in keeping with a form-focussed approach, aided the children in understanding the mechanics of literacy and guiding them towards becoming phonologically aware.
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Nomlomo, Vuyokazi Sylvia. "Science teaching and learning through the medium of English and isiXhosa: a comparative study in two primary schools in the Western Cape." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5834_1257246912.
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This thesis compared science teaching and learning in English and isiXhosa in the Intermediate Phase (Grades 4-6) in two primary schools in the Western Cape. It explored the effects of using learners' home language (isiXhosa) and second language (English) as languages of learning and teaching science. The study is part of a broader project called the Language of Instruction in Tanzania and South Africa (LOITASA). The study was conceived against the background of English as a means of social, economic and educational advancement, and the marginalization of African languages in education.
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Johnston, Graham Francis. "A survey of the perceptions of lecturers and English Second Language students regarding ESL students' language-related problems at Technikon Natal." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003673.
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The shortage of manpower in South Africa with technological skills is a widespread problem. Technikons are under extreme pressure to develop these skills in the student population. Admission statistics at Technikon Natal show a marked increase in ESL students enrolling in a wide variety of national diploma courses. The inadequate education received by the majority of ESL students in South Africa has not prepared them for the demands of tertiary education. As English is the medium of instruction at Technikon Natal, underdeveloped language skills tend to hinder the students' progress. Technikon Natal is currently considering an Educational Development Strategy designed to assist students. In order for a response to perceived language-related problems to be meaningful, a survey of such issues was considered a practical starting point to establish that these issues were in fact problematic. The survey was intended to probe certain perceptions held by students and staff regarding attitudes, which might have been preconceived. It also provided clarification that some of these perceptions are inaccurate, and in some cases, incorrect. In addition to this, it established that there is considerable support among students and staff for departmentally-integrated support programmes. In terms of Technikon Natal's present position on an ESL educational development continuum, the findings indicate that much benefit could be derived from the research carried out in other tertiary institutions with regard to academic support programmes. Areas in which there was a considerable disparity of views held were identified and commented upon. In conclusion, it was felt that attention should be focussed on the following: recognition of the need for an integrated ESL programme; departmental reinforcement of academic skills; decentralisation of the ASP programme. The survey concludes with a brief comment on current developments in response to ESL needs at Technikon Natal.
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Duvenage, Amy Lisa. "Challenges to Ubuntu and social cohesion in South Africa." Thesis, Kingston University, 2015. http://eprints.kingston.ac.uk/35844/.
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Envisaged as vehicle for social cohesion in post revolutionary South Africa, ubuntu means 'humanness' and 'goodness' ; however, the optimistic post-apartheid discourse of ubuntu contrasts with the bleak post-apartheid fictions. These reflect a social and political landscape that does not live up to the optimistic ideology of the Rainbow Nation. This thesis argues that ubuntu - as a 'return to tradition' - is a problematic narrative of social cohesion because as an innate and essential aspect of African identity, ubuntu risks cultural simplification, it depends on ideas of racial polarization and the homogenisation of black African culture, and it legitimises the implementation of coercive social practices. The major literary texts examined are Zakes Mda's novels 'The heart of redness' (2002) and 'Ways of dying' (1995), Sindiwe Magona's 'Living, loving and lying awake at night' (1991). 'To my children's children' (1991), 'Forced to grow' (1991) and 'Mother to mother' (1998). Kgebetli Moele's 'Room 2017' (2011) and 'The book of the dead' (2009), Phaswanr Mpe's 'Welcome to our hillbrow' (2001), K. Sello Duiker's 'Thirteen cents' (2008) and Kopana Motlwa's 'Coconut' (2007). Each of the four chapters addresses ubuntu in relation to differences that are already embedded in discourses of ubuntu: that is, 'modernity' and 'tradition', gender, rural-urban migration, and the occult. These subject positions are then embedded in wider contemporary debates about a nation in transition: post-apartheid South Africa and where necessary the apartheid past. Ubuntu fails to offer a coherent programme for political change and now functions as a floating or empty signifier.
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Mhlanga, Samkelisiwe Isabel. "Parental preferences regarding medium of instruction in primary schools in the Nongoma district of Kwazulu-Natal." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003569.
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This thesis looks at what choice of medium of instruction (MOl) parents in a rural village in KwaZulu would make if they had the opportunity to choose. The background to this choice goes back to 1979, when Education and Training Act No. 90 established the mother tongue as MOl from Sub A to Std 2 in Department of Education and Training (DET) primary schools, followed by a sudden transition to English medium of instruction - (EMl) in Std 3. Though by 1990 98% of the schools had opted for EMI, conditions were not favourable for a sudden transition and the policy led to high drop-out rates. The problems encountered by teachers and learners were researched and documented by Macdonald in the Threshold Project Reports (1990). Although the Minister initially ignored the Project's findings, in May 1991 he admitted that his department's language policy was leading to serious educational disadvantages. The explosive situation that culminated in the 1976 school uprisings led to the amendment of the Act. There was concern among people involved in educational language policy that parents had not been given sufficient information to make informed educational choices. They feared that many parents would, largely out of ignorance, opt for straight-for-English, when in fact the conditions in the schools were not conducive to the success of that choice option. The widespread assumption about the parents choosing straight-for-English was based on anecdotal evidence. I decided to investigate this matter in the Nongoma area. My findings pointed to very healthy attitudes towards the mother tongue and there was even a measure of understanding of the place of mother tongue instruction in the beginner classes. But even though the respondents wanted their language to be respected, they also wanted their children to acquire a good education in English, so as to be eligible for jobs in an economy that emphasises the importance of English.
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Nukeri, Nyeleti Reggan. "Nxopaxopo wa ku xanisiwa ka vamanana hi vavanuna va vona eka matsalwa lama hlawuriweke eka Xitsonga." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1414.
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De, Jager Marina, and Johanna Geldenhuys. "Introducing and intervention programme for grade 2 Afrikaans home language learners with reading, comprehension and phonics barriers." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/6801.
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This research study was aimed at the Grade 2 Afrikaans Home Language learners who encounter reading, comprehension and phonics barriers in an inclusive classroom. The Grade 2 Curriculum and Assessment Policy Statement (CAPS) Home Language curriculum and pass requirements that the learners have to master in the mainstream, was a major concern. Consequently, seventy per cent of the Grade 2 Afrikaans learners have already failed Grade 1 or 2; and some seemed to be borderline cases; as their pace of development was so slow. The intervention programme was implemented intensively outside normal school hours, through qualitative and quantitative data collection, known as the multi-method. The research approaches were conducted through action research and case-study research. Bronfenbrenner’s model indicated that intrinsic and extrinsic factors cannot be disregarded in the learner’s holistic development; therefore, parent involvement was vital during the research study. As the Individual Learner Support Team (ILST) coordinator at the research school, I have experienced the despair and perplexity of the teachers, when dealing with teaching challenges; but also, that of the learners, who face barriers to learning. A sample of six learners was identified; and one parent in each household was active during the study. The parent’s responses varied from limited to worthy feedback throughout the intervention programme. The learners’ responses were observed during the intervention programme, the classroom situation; and their perceptions during the semi-structured interviews were recorded. The intervention programme links with the Screening, Identification, Assessment and Support of SIAS process; and it involved the assistance of a remedial expert by applying remedial education, without psychometric tests. The findings revealed that the learner must be intrinsically motivated to co-operate fully. And this relates to both intrinsic and extrinsic influences. Recommendations are offered to the various stakeholders, who are directly or indirectly engaged in the learner’s scholastic development, to ensure corrective and supportive measures, which are conducive to learning.
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Lague, Peter Ernest. "The language textbook in a post-apartheid education system." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/14348.
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Bibliography: leaves 107-141.Using the English language textbook as its focal point, this study attempts to determine the extent to which educational publishers are in a position, through their practices, to assist in the transformation of South Africa. The centrality of language to both the creation of individual consciousness and to the shaping of society inform this investigation. Regarded as integral to these processes is the premise that education is the primary terrain into which language, and its fundamentally moulding potential, is locked. Furthermore, the impact of not only the transition in south Africa, but also of the fluidity of the wider global backdrop on both language and education are acknowledged as crucial influences on all spheres of private as well as public life. In this context, the study endeavours to locate and define those elements which comprise and inform the practices of educational publishing. It attempts to demonstrate that the broader socioeconomic, political, educational and cultural processes, from which educational publishing takes its signals, severely restrain its capacity for participation in social transformation. The study concludes with some recommendations for the publishing of English language textbooks in a post-apartheid terrain, and suggests a few areas of research pertinent to such an undertaking.
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Abrahams, Eloise. "Efficacy of plain language drafting in labour legislation." Thesis, Peninsula Technikon, 2003. http://hdl.handle.net/20.500.11838/1742.
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Thesis (MTech (Human Resource Management))--Peninsula Technikon, 2003The framework of the employment relationship is regulated by labour legislation. The relationship is known as the tripartite relationship, it is made up of the employer, employees normally represented by the union and the state. The state is responsible for the statutory and legislative framework within which this relationship is conducted.Legislation has been traditionally written in such a manner that only a selected group could understand and interpret it. The new dispensation in South Africa necessitated a move from the traditional manner in which legislation has been drafted to a more open and transparent format, which the general public can understand and comprehend. Plain language drafting that has been in use for the past 28 years intemationally is a method of drafting legislation which focuses on the reader or end-user.This study investigated the impact on comprehension and understanding levels of subjects when presented with a format of labour legislation that was redrafted using the guidelines of plain language drafting as opposed to the current format of the legislation.The research hypothesis was "Legislation will be more easily understood if redrafted in terms of plain language principles."An extensive literature review on plain language drafting, plain language principles and on mass communication was undertaken. The focal area in the literature review dealt with research that has been conducted on plain language drafting in labour legislation and on the theory of drafting and plain language.The empirical study was conducted at a model C type, senior secondary school in the Westem Cape with English speaking grade 11 students. The study tested the comprehension and understanding levels of the respondents 'In an experimental and control group environment. The experimental group receivedthe redrafted format of the legislation and the control group received the current format of the legislation.The results of the empirical study, conclusively demonstrated that the respondents in the experimental group who received the redrafted fonnat of the legislation, far exceeded the performance of the results that were achieved by the control group who received the current format of the legislation. The test results were exposed to various statistical measures to validate the research hypothesis. The findings of the statistical measures supported the research hypothesis.The findings of the empirical study concurred with the literature review and the research hypothesis; that when plain language drafting principles are applied to legislation, the reader more easily understands it.In conclusion the statistical tests have conclusively proved that, overall, plain language does improve comprehension of the legislation.
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Masunga, Sarah Hlekani. "Language management in South Africa : a case study of the Xitsonga Language Board." Diss., 2000. http://hdl.handle.net/2263/30361.
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Mamarara, Thomas Simeon. "Adoptives in Xitsonga : a morphological, phonological and semantic perspective." Thesis, 2010. http://hdl.handle.net/10386/2496.
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Shibanda, Stephen Risimati. "Hemispheric language lateralization and verbal ability in Tsonga children." Thesis, 2014. http://hdl.handle.net/10210/9746.
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M.A. (Clinical Psychology)Research on lateralization has been replicated in many countries of Europe, the American states and the Asiatic states. The research findings on language functions verify the occurrence of cerebral dominance or lateralization in these various races. In the South African context, language lateralization has been studied among the whites and the asiatics, but no study to date has been done among the various black population groups. The specific aim of the present study was to fill this void by researching language lateralization in a young mail Tsonga population, ascertaining the effect of the degree of language lateralization on various language abilities (reading, writing, spelling, vocabulary)...
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Vratsanos, Alyssa Vida Castrillon. "Some repair strategies in Xitsonga." Thesis, 2018. https://hdl.handle.net/10539/26327.
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A dissertation submitted to the University of the Witwatersrand in fulfilment of the requirements of the degree of Master of Arts in Linguistics, March 2018Every language has its own unique set of preferred phonological structures, along with an array of strategies that it can employ to ensure that these structures are maintained. This study examines repair strategies used in Xitsonga in relation to syllable structure and Prosodic Word (PWord) minimality. Evidence gleaned from loanword adaptation supports claims by previous work (Vratsanos and Kadenge, 2017) that Xitsonga prefers a CV syllable structure. When words from English and Afrikaans are adapted to suit the Xitsonga phonological structures, several repair strategies may occur: segment substitution ensures that the phonemic inventory of Xitsonga is adhered to; vowel epenthesis is used to eliminate codas and break up consonant clusters; diphthongs are repaired using glide epenthesis and, in some cases, monophthongisation; and prenasalisation resolves NC consonant clusters. Secondly, Xitsonga requires words to be minimally disyllabic, and uses the epenthesis of a semantically null morpheme in order to achieve this. The analysis is couched within Optimality Theory (OT: Prince and Smolensky, 2004), with additional insights gleaned from Feature Geometry (FG: Clements and Hume, 1995). OT allows for strategies to be accounted for by means of constraint interaction, and for variation to be accounted for by means of constraint rerankings. The aim of this study is to present what is thought to be the first comprehensive account of repair strategies used in Xitsonga syllable to maintain preferred phonological structures, highlighting the importance of the syllable as a level of phonological analysis in this language and others like it. Additionally, the results of this analysis are compared to iv those of other Southern Bantu languages in an effort to situate Xitsonga within its language family, thereby contributing to linguistic typology. Key words: repair strategies, loanwords, rephonologisation, prosodic word minimality, Optimality Theory, Feature Geometry, constraints, candidates, input, output, Bantu languages
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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.
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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.
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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.
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Hlangwani, Tinyiko Maurice. "Sexism in the Xitsonga language." Thesis, 2007. http://hdl.handle.net/10386/2273.
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Baloyi, Nkhensani Molina. "Nxopaxopo wa switandzhaku swa " globalisation" eka ririmi ra Xitsonga." Diss., 2018. http://hdl.handle.net/11602/1357.
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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.
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Ngobeni, A. T. "Ririmi leri tirhisiwaka eku phahleni ku katsa ni tinxaka to hambana hambana ta mphahlo wa Vatsonga." Thesis, 2012. http://hdl.handle.net/10386/2270.
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Ndukwani, Tiyiselani. "The attitudes of grades 5-7 Xitsonga learners towards learning English as a first additional language." 2016. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001913.
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M. Tech. Language PracticeThis study investigates the attitudes of Grades 5-7 Xitsonga learners towards learning English as a first additional language using the four language skills viz. listening, speaking, reading and writing. Variables such as attitude, orientation, motivation, and anxiety are imperative, influential factors to consider when studying aspects that contribute to learning a second language. Learners' attitude towards language learning is considered to be the key factor that affects the levels of learner motivation in their trajectory to learn a language and are intertwined with the aspect of motivation. This study explores the attitudes of learners from a particular primary school towards learning English as a first additional language. This study deals with a sample of a selected primary school's learners' attitudes towards learning English as a first additional language. The first language of these students is Xitsonga, one of the eleven official languages in South Africa.
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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.
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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.
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Mthethwa, Gugu Marie. "Presence of Xitsonga linguistic features in Black South African English (BSAE): an investigation of mother-toungue transfer." Thesis, 2007. http://hdl.handle.net/10386/1833.
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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.
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Masia, Hlupheka Enock. "Nxopaxopo wa dinothexini na khonothexini eka Xitsonga." Diss., 2012. http://hdl.handle.net/11602/1042.
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Mahime, Neftali. "Mathyelo ya mavito ya swinyenyana exifundzenintsongo xa Mhala ehansi ka Xifundzankulu xa Bohlabela : Maendlelo ya onomisitiki." Thesis, 2013. http://hdl.handle.net/10386/2295.
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