Journal articles: 'Tswana language'

1

le Roux, J. C. "Demonstratief in Tswana." South African Journal of African Languages 8, no. 2 (January 1988): 41–55. http://dx.doi.org/10.1080/02572117.1988.10586749.

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Khoza, Katijah, Lebogang Ramma, Munyane Mophosho, and Duduetsang Moroka. "Digit Speech Reception Threshold Testing in Tswana/English Speakers." South African Journal of Communication Disorders 55, no. 1 (December 31, 2008): 20–28. http://dx.doi.org/10.4102/sajcd.v55i1.766.

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The purpose of this study was to establish whether digit stimuli offer a more accurate measure for Speech Reception Threshold (SRT) testing when assessing first-language Tswana (or Setswana), second-language English speakers, as compared to an English word list (CID W-1) and a Tswana word list. Forty Tswana first language speaking participants (17 males and 23 females) aged between 18 and 25 years, participated in this study. All participants were undergraduate students at a tertiary institution in Johannesburg, Gauteng. This study utilized a quantitative single group correlation design which allowed for a comparison between three SRT scores (CID-SRT, T-SRT, and D-SRT). Participants underwent basic audiological assessment procedures comprising of otoscopy, tympanometry, conventional pure tone audiometry and SRT testing. SRT measures were established using monitored live voice testing. Basic audiometric data were descriptively analyzed to ensure that hearing function was with in normal limits, and PTA-SRT averages and means were calculated. Furthermore, analysis of the SRT-PTA correlation data was conducted through the use of the non-parametric Spearman's correlation co efficient and linear regression. Results from this study were statistically significant (p .05) and indicated that digit-pairs were not the most effective stimuli for establishing SRT, compared to the CIDW-1 and Tswana word lists. On the contrary, findings of the current study revealed that PTA-SRT comparison was best in Tswana (r= 0 .62), followed very closely by CID W-1 (r = 0.61), and lastly digit- pairs (r = 0.60). The results however, confirm the efficacy of using digit pairs as alternative stimuli when more appropriate speech stimuli for the establishment of SRT are unavailable, as the correlation between SRT for digit pairs and PTA was also a strong one (r= 0.60). Linear regression analyses indicated that all three lists were acceptable speech stimuli for the population under investigation with the standard error of estimate being significantly smaller than the 5dB-stepused to collect the data (1.62 for Tswana, 3.56 for CID W-1, and 3.80 for digit-pairs).

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Kololo, Peggy, and Ethelbert E. Kari. "Politeness in Language Use in Tswana Kgotla Meetings." Studies in Linguistics 59 (April 30, 2021): 215–52. http://dx.doi.org/10.17002/sil..59.202104.215.

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CREISSELS, Denis. "Valence verbale et voix en tswana." Bulletin de la Société de Linguistique de Paris 97, no. 1 (January 1, 2002): 371–425. http://dx.doi.org/10.2143/bsl.97.1.503765.

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Cole, Desmond T. "Old Tswana and new Latin." South African Journal of African Languages 10, no. 4 (January 1990): 345–53. http://dx.doi.org/10.1080/02572117.1990.10586868.

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MOHR, SUSANNE. "Plural nouns in Tswana English." World Englishes 36, no. 4 (June 23, 2017): 705–25. http://dx.doi.org/10.1111/weng.12246.

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7

Suzman, Susan M. "Kay McCormick & R. Mestrie (eds.), Post-Apartheid South Africa. International Journal of the Sociology of Language 136. Berlin: Mouton de Gruyter, 1999." Language in Society 30, no. 2 (April 2001): 265–68. http://dx.doi.org/10.1017/s0047404501212056.

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

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Schaefer, Ronald P. "Motion in Tswana and its characteristic lexicalization." Studies in African Linguistics 16, no. 1 (April 1, 1985): 58–87. http://dx.doi.org/10.32473/sal.v16i1.107508.

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Characteristic patterns for the lexicalization of motion in Tswana, a Southeastern Bantu language, are explored. Examination of constraints governing classes of verb roots referring to motion events reveals two of the typological patterns put forward by Talmy [1984] for the lexicalization of motion in natural language. The distinguishing feature of each pattern lies in the particular semantic elements incorporated in a main clause verb root. The fact of Motion and Manner/Cause are incorporated in the verb root when lexicalizing complex location-motion events. However, when lexicalizing complex motion events of a directional nature, as well as both locational- and directional- motion events of a less complex nature, the verb root incorporates the fact of Motion and the Path which a moving object takes.

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Steffensen, Kenn Nakata. "BBC English with an Accent: “African” and “Asian” Accents and the Translation of Culture in British Broadcasting." Broadcasting with Intent 57, no. 2 (February 4, 2013): 510–27. http://dx.doi.org/10.7202/1013959ar.

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Foreign accents acted by Anglophone actors are a ubiquitous but politically and theoretically problematic feature of many audiovisual productions in the English-speaking world. This paper investigates the use of Tswana and Japanese accents in two BBC productions as acts of audiovisual translation (AVT) which are illustrative of a more general problematic of Western representations of non-Western languages and cultures. It argues that the phonological features of speech, which are classified as accents, divide the community of native speakers into different social groups and that they create and maintain boundaries between native and non-native speakers. Language discrimination is recognised by the BBC as a problem in relation to its domestic audience and the Corporation actively attempts to become more inclusive and representative of British society by broadcasting non-standard accents. On the other hand, when representing foreign, and especially post-colonial and non-Western languages and cultures, accent is used to define the boundary between the native English-speaking community and its outside. Accents are used to represent and translate the outside in stereotyping ways that tend towards racialisation and towards actors using generic “Southern African” and “East Asian” accents that bear little resemblance to the actual phonological profile of native speakers of Tswana and Japanese.

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10

Creissels, Denis. "L'emploi asubjectal de formes verbales passives en tswana." L Information Grammaticale 62, no. 1 (1994): 32–35. http://dx.doi.org/10.3406/igram.1994.3096.

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11

Zerbian, Sabine. "A guide to tones in Tswana locatives." South African Journal of African Languages 31, no. 2 (January 2011): 254–64. http://dx.doi.org/10.1080/02572117.2011.10587369.

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12

Schapera, I. "Early European Influences on Tswana Law." Journal of African Law 31, no. 1-2 (1987): 151–60. http://dx.doi.org/10.1017/s002185530000930x.

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In the closing paragraph of his inaugural lecture Law and Language, Professor Allott referred to what he termed “a daunting obstacle” to the intensive study of African legal systems.That obstacle is the rapid disappearance, before our very eyes, of the traditional systems that we have proposed to study. A generation ago there would not have been that difficulty; but today the traditional tribunals have vanished in many African countries where their place has been taken by statutory local courts. Even where the traditional courts appear to have survived, at least in name, they are usually affected by the impact of western law and institutions and of central government control.Those words were written in 1965. How true and necessary they were is shown by the fact that more than fifty years previously—even more than “a generation ago”—the impact of “western” influences upon the Tswana peoples of the Bechuanaland Protectorate (now the Republic of Botswana) had already led to many changes in the indigenous legal system, although, at that time, the “traditional courts” still survived virtually intact and not merely “in name”.The nature and extent of those changes can be readily ascertained by the fortunate chance that, there are still available the records of approximately 470 cases tried, over a period of six and a half years, in the highest traditional court of the Ngwaketse, a major Tswana chiefdom.

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13

Krüger, C. J. H. "Notes on morphology with special reference to Tswana." South African Journal of African Languages 14, no. 1 (January 1994): 15–23. http://dx.doi.org/10.1080/02572117.1994.10587025.

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Pretorius, Rigardt, Biffie Viljoen, and Laurette Pretorius. "A finite-state morphological analysis of Tswana nouns." South African Journal of African Languages 25, no. 1 (January 2005): 48–58. http://dx.doi.org/10.1080/02572117.2005.10587248.

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Krüger, C. J. H. "Non-structural (anaphoric) semantic relations with reference to Tswana." South African Journal of African Languages 6, no. 4 (January 1986): 152–55. http://dx.doi.org/10.1080/02572117.1986.10586668.

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16

Louw, J. A., and Rosalie Finlayson. "Southern Bantu origins as represented by Xhosa and Tswana." South African Journal of African Languages 10, no. 4 (January 1990): 401–10. http://dx.doi.org/10.1080/02572117.1990.10586873.

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17

Mosaka, Naledi M. "Stress assignment in syllabic structures in Xhosa and Tswana." South African Journal of African Languages 20, no. 2 (January 2000): 177–85. http://dx.doi.org/10.1080/02572117.2000.10587424.

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Prinsloo, Danie J. "Electronic Dictionaries viewed from South Africa." HERMES - Journal of Language and Communication in Business 18, no. 34 (March 8, 2017): 11. http://dx.doi.org/10.7146/hjlcb.v18i34.25798.

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

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Haasbroek, F. T. "Lys van Literêre werke in Tswana tot ingang van 1988." South African Journal of African Languages 8, sup1 (January 1988): 58–70. http://dx.doi.org/10.1080/02572117.1988.10586766.

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Sebate, Phaladi M. "The role of silence in the modern Tswana short story." South African Journal of African Languages 16, no. 2 (January 1996): 67–72. http://dx.doi.org/10.1080/02572117.1996.10587120.

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21

le Roux, Jurie. "The border dispute between adverbials and conjunctions in Tswana grammar." South African Journal of African Languages 31, no. 1 (January 2011): 54–65. http://dx.doi.org/10.1080/02572117.2011.10587356.

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Batibo, Herman M. "Loanword clusters nativization rules in Tswana and Swahili: a comparative study." South African Journal of African Languages 16, no. 2 (January 1996): 33–41. http://dx.doi.org/10.1080/02572117.1996.10587115.

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23

Rooy, Bertus Van. "Stress placement in Tswana English: the makings of a coherent system." World Englishes 21, no. 1 (March 2002): 145–60. http://dx.doi.org/10.1111/1467-971x.00237.

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24

Pretorius, Laurette, Laurette Marais, and Ansu Berg. "A GF miniature resource grammar for Tswana: modelling the proper verb." Language Resources and Evaluation 51, no. 1 (February 26, 2016): 159–89. http://dx.doi.org/10.1007/s10579-016-9341-z.

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25

Wissing, Daan, and Wim Zonneveld. "Final devoicing as a robust phenomenon in second language acquisition: Tswana, english and afrikaans." South African Journal of Linguistics 14, sup34 (December 1996): 3–23. http://dx.doi.org/10.1080/10118063.1996.9724091.

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26

Coetzee, Andries W., and Rigardt Pretorius. "Phonetically grounded phonology and sound change: The case of Tswana labial plosives." Journal of Phonetics 38, no. 3 (July 2010): 404–21. http://dx.doi.org/10.1016/j.wocn.2010.03.004.

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Khoali, T. B. "Speech variations in Xhosa demonstratives and Tswana passive verb stems: A generative phonological explanation." South African Journal of African Languages 5, no. 1 (January 1985): 12–16. http://dx.doi.org/10.1080/02572117.1985.10586585.

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Bennett, Wm G., Maxine Diemer, Justine Kerford, Tracy Probert, and Tsholofelo Wesi. "Setswana (South African)." Journal of the International Phonetic Association 46, no. 2 (March 28, 2016): 235–46. http://dx.doi.org/10.1017/s0025100316000050.

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Setswana (also known as ‘Tswana’ or, more archaically, ‘Chuana’ or ‘Sechuana’) is a Bantu language (group S.30; ISO code tsn) spoken by an estimated four million people in South Africa. There are a further one million or more speakers in Botswana, where it is the dominant national language, and a smaller number of speakers in Namibia. The recordings accompanying this article were mostly produced with a 21-year-old male speaker from the area of Taung, North-West province, South Africa. Some of the accompanying recordings are of a 23-year-old female speaker from Kuruman (approximately 150 km west of Taung). The observations reported here are based on consulting with both these speakers, as well as a third speaker, from Kimberley. All three were speakers of South African Setswana varieties. For discussion of some differences between these varieties and more Northern and Eastern Setswana dialects – including those spoken in Botswana – see (Doke 1954, Cole 1955, University of Botswana 2001).

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McLeod, Sharynne, and Kathryn Crowe. "Children's Consonant Acquisition in 27 Languages: A Cross-Linguistic Review." American Journal of Speech-Language Pathology 27, no. 4 (November 21, 2018): 1546–71. http://dx.doi.org/10.1044/2018_ajslp-17-0100.

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Purpose The aim of this study was to provide a cross-linguistic review of acquisition of consonant phonemes to inform speech-language pathologists' expectations of children's developmental capacity by (a) identifying characteristics of studies of consonant acquisition, (b) describing general principles of consonant acquisition, and (c) providing case studies for English, Japanese, Korean, and Spanish. Method A cross-linguistic review was undertaken of 60 articles describing 64 studies of consonant acquisition by 26,007 children from 31 countries in 27 languages: Afrikaans, Arabic, Cantonese, Danish, Dutch, English, French, German, Greek, Haitian Creole, Hebrew, Hungarian, Icelandic, Italian, Jamaican Creole, Japanese, Korean, Malay, Maltese, Mandarin (Putonghua), Portuguese, Setswana (Tswana), Slovenian, Spanish, Swahili, Turkish, and Xhosa. Results Most studies were cross-sectional and examined single word production. Combining data from 27 languages, most of the world's consonants were acquired by 5;0 years;months old. By 5;0, children produced at least 93% of consonants correctly. Plosives, nasals, and nonpulmonic consonants (e.g., clicks) were acquired earlier than trills, flaps, fricatives, and affricates. Most labial, pharyngeal, and posterior lingual consonants were acquired earlier than consonants with anterior tongue placement. However, there was an interaction between place and manner where plosives and nasals produced with anterior tongue placement were acquired earlier than anterior trills, fricatives, and affricates. Conclusions Children across the world acquire consonants at a young age. Five-year-old children have acquired most consonants within their ambient language; however, individual variability should be considered. Supplemental Material https://doi.org/10.23641/asha.6972857

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Zeller, Jochen, and J. Paul Ngoboka. "Agreement with locatives in Kinyarwanda: a comparative analysis." Journal of African Languages and Linguistics 39, no. 1 (May 25, 2018): 65–106. http://dx.doi.org/10.1515/jall-2018-0003.

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AbstractIn Bantu languages such as Chichewa or Herero, locatives can function as subjects and show noun class agreement (in class 16, 17 or 18) with predicates and modifiers. In contrast, (preverbal) locatives in Sotho-Tswana and Nguni have been analysed as prepositional adjuncts, which cannot agree. Our paper compares locatives in Kinyarwanda (JD61) with locatives in these other Bantu languages and demonstrates that the Kinyarwanda locative system is essentially of the Chichewa/Herero type. We show that Kinyarwanda locatives are nominal in nature, can act as subjects, and agree with predicates and modifiers. However, even though Kinyarwanda has four locative noun classes (16, 17, 18 and 25), there is only one locative agreement marker (class 16ha-), which indiscriminately appears with all locatives, regardless of their noun class. We explain this fact by arguing that noun class features in Kinyarwanda do not participate in locative agreement; instead, the invariant class 16 marker expresses agreement with a generic feature [location] associated with all locatives. We offer a syntactic analysis of this peculiar aspect of Kinyarwanda locative agreement, and we propose a parameter that accounts for the relevant difference between Kinyarwanda and Chichewa/Herero-type Bantu languages.

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Motsamayi, Mathodi Freddie. "Cattle culture and colour symbolism as reflected in selected artworks of Sotho-Tswana in South Africa." South African Journal of African Languages 40, no. 3 (September 1, 2020): 297–307. http://dx.doi.org/10.1080/02572117.2020.1855723.

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Sebina, Boikanyego, and Thapelo Joseph Otlogetswe. "Syllable Structure in Setswana Personal Names." Вопросы Ономастики 20, no. 2 (2023): 174–92. http://dx.doi.org/10.15826/vopr_onom.2023.20.2.020.

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The study analyses the characteristics of syllables in personal names of the Setswana (Tswana) language (Sotho subgroup of the Bantu languages, Southern Africa). The authors focus on 1,001 most frequent names extracted from a dataset of 1,093,265 names using Wordsmith Tools. Of all the studied names, 55.5% are male, while 40.2% are female and 4.3% — unisex names. Most Setswana names have three syllables followed by those with four syllables (more than 70% of the studied personal names are either three or four syllable names), ﬁve syllable names are the third most common, while six syllable names are rare in Setswana. The study reveals that in female names, the ﬁrst and penultimate (perceptually most prominent) syllables statistically more often end in front vowels, while in male names, in the same positions, back vowels are more frequent. At the same time, the last phoneme in most female names is a back vowel, while most of male names end in front vowels. Female names also more often terminate in syllabic constants compared to male names. All this suggests that in Setswana, there are distinct patterns for male and female names, which means that Setswana speakers are phonologically aware of the relations between the gender of a person and the phonological form of his or her name. These patterns found in Setswana are compared to what is known about the syllable structure of personal names in English and French. The results demonstrate that the phonological patterns in Setswana personal names may display sound symbolism.

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van Rooy, Bertus. "A multidimensional analysis of student writing in Black South African English." English World-Wide 29, no. 3 (October 1, 2008): 268–305. http://dx.doi.org/10.1075/eww.29.3.03van.

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Evidence for the status of Black South African English (BlSAfE) as a variety of English is ambiguous. This paper examines 67 linguistic features of a corpus of BlSAfE student writing, the Tswana Learner English Corpus (TLE), in comparison to a Standard English reference corpus, the Louvain Corpus of Native English Speaking Students (LOCNESS), within the framework of Biber’s (1988) multidimensional model, to determine if evidence for indigenisation and systematicity exists. Linguistic features that occur more frequently in LOCNESS than the TLE suggest that LOCNESS is characterised by greater elaboration of information and information density, more syntactically complex subordination, more reference cohesion and more specialised meanings. The TLE shows evidence of greater involvement of reader and writer of the text, although some features of informality also occur in LOCNESS. Based on comparison of the coefficients of variation in the two corpora, it is concluded that they exhibit similar ranges of variation and that variety status cannot be denied to BlSAfE on the grounds of variability. The application of the multidimensional model shows that the reference corpus, LOCNESS, is similar to academic writing in four of the six dimensions, but differs in being more involved in style and more overtly persuasive. Superficially, the TLE appears to be quite similar to LOCNESS in terms of the various dimensions, but closer examination reveals a number of differences, which largely confirm the findings that were made on the basis of individual feature comparisons: The TLE carries a lower informational density, and information is more often presented in hypothetical ways. It shows a number of similarities with the style and the information processing strategies attributed to spoken registers, but it still remains very clearly distinguishable from spoken language. Many similarities between the corpora are observed, which should be attributed to the register features of student writing. The paper concludes that there is sufficient evidence to acknowledge BlSAfE as a variety of English, on the ground of the stylistic differences between the TLE and LOCNESS, particularly its greater interpersonal as opposed to informational focus, as well as discourse-functional differences in the use of linguistic forms.

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Van der Walt, Marthie. "Study orientation and knowledge of basic vocabulary in Mathematics in the primary school." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 28, no. 4 (September 7, 2009): 378–92. http://dx.doi.org/10.4102/satnt.v28i4.73.

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Whatever the reason, underachievement in mathematics in South Africa is endemic and tantamount to a national disaster. Despite the transformation of education in South Africa, failure rates in mathematics at school and university remain unacceptably high, and the number of learners who leave Grade 12 with a pass mark in both mathematics and physical science is unacceptably low. Relatively little has been written about inadequate performance of Grade 4 to 7 learners in mathematics in South Africa, and even less about possible solutions to the problem. South African primary school learners’ lack of basic mathematics and vocabulary skills in particular is a source of major concern. In the ﬁrst national systemic evaluation of learners’ skills in English, mathematics and science in 2001 Grade 3 learners achieved an average of 30% in mathematics. In the follow-up studies, Grade 6 learners achieved a national average of 27% in mathematices, in 2004, while nationally eighty percent of Grade 3 and 6 learners achieved less than 50 percent for mathematics and Languages in 2008. The ﬁnding that so many primary school learners today are not numerate or literate has a direct inﬂuence both on the teaching and the learning of mathematics. Everything possible needs to be done to change this situation. During the past 15 years, the research focus in mathematics has shifted to an examination of the inﬂuence of social, cognitive and metacognitive, conative and affective factors on achievement in mathematics. In this regard, it is of particular importance that an ongoing investigation into “other” aspects that impact on achievement in mathematics is launched, rather than to restrict the investigation to mere assessment of objectives that are aimed at continually evaluating cognitive progress in mathematics. There is sufﬁcient empirical evidence that an adequate orientation to the study of mathematics correlates positively with high achievement in mathematics on secondary and tertiary levels. The aim of this research was to investigate the extent to which the performance in study orientation (Study Orientation questionnaire in Mathematics (Primary)) and knowledge of basic vocabulary/terminology in mathematics (Mathematics Vocabulary (Primary)) (vocabulary as one aspect of language in Mathematics) of Grade 4 to 7 learners predict performance in mathematics (Basic Mathematics (Primary)). Three standardised questionnaires were administered, namely the Study Orientation questionnaire in Mathematics (Primary), or SOM(P), Mathematics Vocabulary (Primary) or (MV(P), and Basic Mathematics (Primary) or BM(P). The participants consisted of learners in Grade 4 to 7 (n = 1 103) in North-West Province with respectively Afrikaans, English and Tswana as their home language. Results from the data, by calculating intercorrelations and stepwise regression, conﬁrmed that learners’ performance in mathematics (BM(P)) can be predicted through their performance in the knowledge of basic vocabulary in mathematics (MV(P)), their “maths” anxiety, study attitude towards and study habits in mathematics (SOM(P)). The results can be implemented to improve learners’ performance in mathematics when teachers identify inadequate knowledge of basic vocabulary in mathematics as well as study orientation (for example, “maths” anxiety, study attitude towards and study habits in mathematics) in the early years of schooling. Learners’ scores can be checked to identify those requiring aid, support, remediation and/or counselling. An analysis of individual answers (particularly those where learner’s replies differ signiﬁcantly in respect of the answers usually given by good achievers in mathematics) could be extremely useful. Enculturing learners to the vocabulary of mathematical language is an aspect of instruction that needs speciﬁc attention. The three questionnaires, which are administered in this research, provide mathematics teachers with standardised tools with which to make a simple systematic analysis of a number of important background particulars, feelings, attitudes, habits and customs with regard to the learner’s academic orientation in mathematics, as well as to their knowledge of basic vocabulary in mathematics that could be remedied when inadequate.

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BRADFORD, HELEN. "TSWANA CHRISTIANS The Realm of the Word: Language, Gender and Christianity in a Southern African Kingdom. By PAUL LANDAU. London: James Currey, 1995. Pp. xxix + 249. £35 (ISBN 0-85255-670-5); £14.95 paperback (ISBN 0-85255-620-9)." Journal of African History 38, no. 1 (March 1997): 123–77. http://dx.doi.org/10.1017/s0021853796306907.

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‘Writing history’, claims Paul Landau in a revealing comment in his epilogue, ‘is an attempt to pin and mount lives on the page of a book, like butterflies or rose petals’ (p. 219). The generalization is sweeping, but the tropes aptly symbolize the type of history written in this book. This is a subtle, nuanced account of the intertwining of Christianity and politics in central Botswana from the 1850s to the 1940s. It is deeply informed by Foucauldian notions of power. Landau, moreover, is troubled by the implications of exercising power, through the very act of ‘pinning’ down lives.

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Nyati-Ramahobo, Lydia. "Language Planning in Botswana." Language Problems and Language Planning 22, no. 1 (January 1, 1998): 48–62. http://dx.doi.org/10.1075/lplp.22.1.03nya.

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TSHOBOKO Ditogamaano tsa Puo mo Botswana Ditogamaano tsa puo go rewa fa go duwa letsholo la go dira gore batho ba tseye puo nngwe ka tsela nngwe mabapi le go e ithuta, go e kwala, kgotsa tiriso ya yone puo eo (Cooper 1989: 45). Maikaelelo a pampiri e, ke go sekaseka ditiro tsa Lekgotla la Sechaba la Puo ya Setswana mabapi le megopolong e e tswang mo ditshekatshekong tsa mafatshefatshe tsa ditogamaano tsa puo, ele maiteko a go tlhaloganya mathata a Lekgotla le. Pampiri e, e leka go supa gore megopolo e e tswang mo ditshekatshekong tsa mafatshefatshe e ka thusa jang go tlhabolola ditiro tsa Lekgotla le. Ka bokhutshwane, megopolo e e a tlhalosiwa, go baa go bolelwa gore Lekgotla le le simologile jang, maikaelelo a lone ke eng, mme le mathata a lone a a nankolwa. Sa bofelo, mabapi le megopolo ya ditshekatsheko, go ntshiwa kgakololo ya se se ka dirwang go ka tlhabolola ditogamaano tsa ditiro tsa puo mo Botswana. Tse di tlhokang kgato e e bofefo mo ditogamaanong tsa puo ya Setswana, ke tiriso le go rutwa ga yone, ebile di tshwanelwa ke go mekwamekwa mmogo bobeding jwa tsone, ka nako ele nngwe fela. RESUMO Lingvoplanado en Botsvano Lingvoplanado rilatas al "intenca klopodo influi la konduton de aliaj personoj koncerne la akiron, strukturon kaj funkcian distribuon de iliaj lingvaj kodoj" (Cooper 1989: 45). La celo de tiu ci referajo estas meti la agadon de la Nacia Secvana Lingva Konsilio (NSLC), lingvoplana organizajo en Botsvano, en la kuntekston de la aktuala lingvoplana teorio por kompreni la lingvoplanajn problemojn de la Konsilio. Gi celas montri kiel la lingvoplana teorio povas animi la agadon de NSLC. La aütoro prezentas simplan teorian kadron, klarigas la originojn, celojn kaj lingvoplanajn problemojn de la Konsilio, kaj fine sugestas, surbaze de la teoria kadro kaj la cititaj problemoj, lingvoplanan modeion por animi lingvoplanan agadon en Botsvano. La plej urgaj kampoj de Secvana lingvoplanado estas statusa kaj akira planado, kaj oni devas samtempe aliri ambaŭ.

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Creissels, Denis. "The grammaticalization path DEICTIC SPATIAL ADVERB > ADPOSITION." Cuadernos de Lingüística de El Colegio de México 10 (December 1, 2023): 1–30. http://dx.doi.org/10.24201/clecm.v10i00.269.

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In addition to the grammaticalization of nouns and verbs into adpositions, which has been widely discussed in the grammaticalization literature, this paper identifies and describes a much less well known grammaticalization path, by which deictic spatial adverbs (i.e., words such as English here or there) are converted into adpositions. Based on data from two sub-Saharan languages (Tswana, Bantu and Jóola Fóoñi, Atlantic), this study proposes that in this grammaticalization process, the source construction is the LOCATIVE APPOSITION CONSTRUCTION, defined as a construction consisting of the juxtaposition of two coreferential spatial expressions, a deictic spatial adverb and a spatial expression whose nucleus is a noun (as in English here in the village or there on the table). Considering also some other languages, such as Hoocąk (Siouan), Baule (Kwa), Beng (Mande), and Classical Nahuatl, the study defends the idea that the initial stage of the grammaticalization path DEICTIC LOCATIVES > SPATIAL ADPOSITIONS is the routinization of the locative apposition construction, eventually leading to its reanalysis as an adpositional phrase in which the role of adposition is fulfilled by the former deictic spatial adverb.

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Sebate, P. M. "Compression in Magoleng's short story ‘Ga le a ka la tswa’." South African Journal of African Languages 14, no. 1 (January 1994): 36–40. http://dx.doi.org/10.1080/02572117.1994.10587028.

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Yazbek, Michelle, Aimee V. Stewart, and Alison Bentley. "A verbal descriptor incremental pain scale developed by South African Tswana-speaking patients with low back pain." South African Journal of Physiotherapy 74, no. 1 (August 30, 2018). http://dx.doi.org/10.4102/sajp.v74i1.460.

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Background: Measuring pain in patients whose home language is not English can be difficult as there may not be a scale available in their home language. Scales devised in other countries may also not be accurate after translation.Objectives: The aim of this study was to develop and test a new verbal pain descriptor scale in a Tswana-speaking population in South Africa with low back pain.Method: Two separate Tswana-speaking groups (20 males and 20 females) of patients with low back pain were asked to describe each of four categories of pain: mild, moderate, severe and worst. They then voted and descriptions obtaining more than 70% of the vote were taken to the next round of voting with both groups together. A final scale of one description for each category of pain (Tswana Verbal Pain Descriptor Scale – TVPDS) for both males and females was tested on a sample of 250 patients with low back pain and against three other non-verbal pain scales.Results: All items on the final scale were approved by at least 70% of both male and female participants. The scores for the TVPDS correlated well with present pain perception (r = 0.729, p < 0.0001) measured on the numerical visual analogue scale. The TVPDS correlated well with the Wong–Baker FACES Pain Rating Scale (r = 0.695, p < 0.0001) and the Pakistani Coin Pain Scale (r = 0.717, p < 0.0001).Conclusion: The TVPDS has the potential to be a useful clinical scale but more testing in other languages is still required.Clinical implications: This pain scale has the potential to be a useful scale to use for Tswana-speaking persons with low back pain and could also be useful for persons of other languages, if translated.

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Zerbian, Sabine, and Frank Kügler. "Sequences of high tones across word boundaries in Tswana." Journal of the International Phonetic Association, October 6, 2021, 1–22. http://dx.doi.org/10.1017/s0025100321000141.

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The article analyses violations of the Obligatory Contour Principle (OCP) above the word level in Tswana, a Southern Bantu language, by investigating the realization of adjacent lexical high tones across word boundaries. The results show that across word boundaries downstep (i.e. a lowering of the second in a series of adjacent high tones) only takes place within a phonological phrase. A phonological phrase break blocks downstep, even when the necessary tonal configuration is met. A phrase-based account is adopted in order to account for the occurrence of downstep. Our study confirms a pattern previously reported for the closely related language Southern Sotho and provides controlled, empirical data from Tswana, based on read speech of twelve speakers which has been analysed auditorily by two annotators as well as acoustically.

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De Beer, N., A. Stewart, and P. Becker. "Validation of the Tswana Versions of the Roland-Morris Disability Questionnaire, Quebec Disability Scale and Waddell Disability Index." South African Journal of Physiotherapy 64, no. 3 (February 19, 2008). http://dx.doi.org/10.4102/sajp.v64i3.111.

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The use of reliable and valid outcome measures inclinical research as well as clinical practice is very important. Selfreported questionnaires are widely used as outcome measures to assessthe subjective perception of disability caused by low back pain (LBP).The Roland Morris Disability Questionnaire (RMDQ), Quebec DisabilityScale (QDS) and Waddell Disability Index (W DI) have been identifiedas reliable and valid instruments for assessing disability caused by LPBin English speaking patients. The fact that we do not yet have a validatedand published version of the RMDQ, QDS and W DI in a local SouthA frican language was the motivation to undertake this study. The threequestionnaires were translated, back-translated and tested in a final version for use with Tswana speaking subjects. The questionnaires were tested on one hundred respondents, who metthe inclusion criteria, at five hospitals in Tswana speaking areas. Of the one hundred respondents 31 were retested 24 hours later. The Visual A nalogue Pain Intensity Scale (VA S-Pain) and Disability Rating Index (DRI) were used ascorrelation tools. There was moderate correlation between the RMDQ and the DRI (0.74) and the W DI and the DRI(0.63). The correlation between the QDS and DRI was strong (0.85). The RMDQ, QDS and W DI correlated moderatelywith the VA S-Pain (0.63, 0.68 and 0.74, respectively). The RMDQ, QDS and W DI appeared to be internally consistentscales with Cronbach’s alpha values of 0.92, 0.95 and 0.75, respectively. The RMDQ, QDS and W DI showed excel-lent test-retest reliability with intra-class correlation coefficient values of 0.93, 0.91 and 0.84, respectively. The resultssuggest that the Tswana versions of the RMDQ, QDS and W DI validated in this study are easy to understand, validand reliable instruments for the measurement of functional disability caused by LBP in a Tswana speaking population.Therefore these translated instruments may be useful clinical instruments for collecting standardised data on activitylimitations resulting from LBP in a Tswana speaking population.

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Schubö, Fabian, Ian Bekker, Rigardt Pretorius, Valencia Wagner, and Sabine Zerbian. "An exploration into Penultimate and Final Lengthening in Tswana (Southern Bantu)." - Stellenbosch Papers in Linguistics Plus 62 (August 2021). http://dx.doi.org/10.5842/62-0-891.

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Ellece, Sibonile Edith. "The ‘placenta’ of the nation: Motherhood discourses in Tswana marriage ceremonies." Gender and Language 6, no. 1 (April 30, 2012). http://dx.doi.org/10.1558/genl.v6i1.79.

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Zerbian, S. "A contrastive analysis of the sound structure of Sotho-Tswana for second-language acquisition." Journal for Language Teaching 43, no. 2 (July 26, 2010). http://dx.doi.org/10.4314/jlt.v43i2.56988.

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Barnard, Adi, Sebastiaan Rothmann, and Deon Meiring. "The cross-cultural application of the social axioms survey in The South African police service." SA Journal of Industrial Psychology 34, no. 2 (November 24, 2008). http://dx.doi.org/10.4102/sajip.v34i2.474.

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The objectives of this study were to investigate the replicability, construct equivalence, item bias and reliability of the Social Axioms Survey (SAS) in the South African Police Service (SAPS). A cross-sectional survey design was used. the participants consisted of applicants who had applied for jobs in the SAPS (n = 1535), and the SAS was administered to them. An exploratory factor analysis utilising target rotation applied to all 60 items of the SAS revealed four interpretable factors (Social Cynicism, reward for Application, Fate Control, and Spirituality/religiosity). Values of tucker’s phi higher than 0,90 were found for seven language groups (Zulu, Sotho, Tswana, Swati, Tsonga, Venda and Pedi). Analyses of variance found that item bias was not a major disturbance. Unacceptable alpha values were found for some of the scales of the SAS.

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Alberts, Mariëtta. "The South African National Lexicography Units — Two Decades Later." Lexikos, 2022. http://dx.doi.org/10.5788/32-3-1729.

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The lexicography practice in South Africa has distinctive features and to a great extent relates to the political dispensation current at a given period. During the previous political dispensation only two dictionary units existed in South Africa that were state funded, namely the Bureau of the Woordeboek van die Afrikaanse Taal (WAT) and the Dictionary for South African English (DSAE). These dictionary units, therefore have a long dictionary history. Some of the African languages, such as Xhosa, Zulu, Tswana and Northern Sotho also had dictionary units at the time but they were situated at and funded by tertiary institutions. The current national government requires dictionaries in all official languages for proper communication in languages the citizens understand best, i.e. their respective mother tongues. The Pan-South African Language Board (PanSALB), established in 1996, was a direct consequence of the country's new multilingual dispensation. This dispensation required equal rights for all the official languages and the legislation governing PanSALB was therefore amended to allow for equal justice to all dictionary projects for the official South African languages. This led to the establishment of national lexicography units for each of the official South African languages. A strategic planning process conducted at the Bureau of the Woordeboek van die Afrikaanse Taal not only influenced the lexicography practice at the Bureau, but also had a huge impact on the newly established national lexicography units (NLUs). Both the articles published in Lexikos, that originated in 1991, and the activities of the African Association for Lexicography (AFRILEX), established in 1995, have a huge influence on the activities of the NLUs. Although the NLUs are already 21 years old and should officially be of age, the question remains whether they really gained their independence. This article focusses on the heritage of the Bureau of the WAT as National Lexicography Unit for Afrikaans and the example that it has set to the other NLUs. Keywords: academic journal, association, communication, dictionary, feasibility study, human language technologies, language for special purposes, legislation, lexicography, management, national lexicography units, strategic planning, terminography, terminology

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Campbell, Sandy. "The Swazi People by R. Van der Wiel." Deakin Review of Children's Literature 3, no. 3 (January 23, 2014). http://dx.doi.org/10.20361/g2qp5z.

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Van der Wiel, Renée. The Swazi People. Gallo Manor, South Africa: Awareness Publishing Group, 2012. Print.South Africa describes itself as “one rainbow nation going forward”, but within that rainbow there are eleven indigenous South African peoples. The Swazi People is one of eleven volumes in the African Cultures of South Africa series, which presents the cultures for readers at the upper elementary level. The other volumes include the cultures of The Khoikhoi, The Ndebele, The North Sotho, The San, The South Sotho, The Tsonga-Shangaan, The Tswana, The Venda, The Xhosa, and The Zulu.In The Swazi People, Renée Van der Wiel describes their arts and crafts, beliefs, clothes, history, houses, language, leaders, marriage, music and dance, recipes, and way of life. The book incorporates many Swazi words, which are listed in the glossary at the back of the book. For example, mahiya (cotton cloth), gogo (grandmother) and lobola (marriage gift, usually cattle) are all listed in the glossary.This volume is attractively produced and brightly coloured. It opens with a full-page map of South Africa that shows the historical movements of the Swazi people and highlights their homelands. Text and images are presented on alternate pages. The professional quality images are usually full-page and are either historical black and white photos or modern colour photos of Swazi people engaged in traditional activities. There is also an index, which improves the book's usefulness as an elementary research text.The text is written in age-appropriate language and deals with the subjects in sufficient detail that as an adult, I was able to learn from it. In general, the tone is objective and non-judgemental. For example, "[i]n 1973, King Sobhuzall and the Imbokoduo National Movement stopped all other political parties from taking part in elections in Swaziland. (…) After only five years of being a democracy, Swaziland became a country ruled by a king." Where there is bias present, it is more in the form of presenting the Swazi point of view: "But the Boers did not care about looking after the Swazi people – all they wanted was to get through to the sea without having to travel through British territory.".This sturdily bound volume is an excellent work and is highly recommended for public and elementary school libraries. Highly recommended: 4 stars out of 4Reviewer: Sandy CampbellSandy is a Health Sciences Librarian at the University of Alberta, who has written hundreds of book reviews across many disciplines. Sandy thinks that sharing books with children is one of the greatest gifts anyone can give.

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Le Roux, Elritia. "�n Johannese perspektief op die huwelik, geslagsrolle en seksualiteit in �n postmoderne konteks." Verbum et Ecclesia 31, no. 1 (March 29, 2010). http://dx.doi.org/10.4102/ve.v31i1.347.

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The hypothesis offered in this study is that the Johannine texts are authoritative, canononical documents with the inherent potential that is applicable to the practical lives of the faithful. Since Biblical texts are the product of the patriarchal culture within which they originated, a hermeneutic of suspicion becomes essential. In the interaction between the Biblical text and the contemporary context, a creative space is being created which requires a humble attitude from the exegetes to acknowledge the temporary nature of their findings. We need to look past the patriarchal nature and language towards a more inclusive paradigm. The Bible does not bind us to a rigid way of living, but liberates us for the appreciation of the healing power of God�s grace in our context. We need to move past stereotypes and to see others through the eyes of Christ. Jesus took a radical stance against the culture of his day. From the beginning of his public ministry, we find in him the tension between his prophetic role and the dominant culture of day. This tension leads to Jesus becoming a marginalised Jew, who stands outside the Jewish inner circle. He does not fit into the conventional social roles of his day. Jesus rather associates himself with the marginalised. This illustrates Jesus� radical commitment to God and his passionate commitment to the truth of the Gospel.�--- Abstract translated into Sipedi ---T�a lenyalo, seabe sa bong bja motho le t�a bong mo maemong a phosmodene go ya ka JohaneSenaganwaKakanyo ye e fiwago pampiring ye ke go re ditemana t�a puku ya Johane ke dingwalo t�e di nago le maatla, di ka gare ga Bibele yeo e sa �omago ka go ama maphelo a batho thwii, gape di na le khuet�o ye kgolo maphelong a badumedi. Ka ge Bibele e tswalwa ke set�o sa phatriakhi(go ba monna ke seelo mafapheng ka moka a bophelo), go sekaseka Bibele motho a na le maseme go ba bohlokwa mo. Kamanong ya Bibele le maemo ao babadi ba ikhwet�ago ba le go ona, go hlolega sekgoba sa go ikakanyet�a seo se nyakago gore basekaseki ba Bibele ba ikokobet�e ka go amogela gore dikutollo t�a bona ke t�a lebakanyana fela. Re swanela go tlo�a mahlo go sebopego sa phatriakhi gomme re �et�e tsela ya go akaret�a bohle ditshekatshekong t�a rena. Bibele ga e re kgokolele go tsela e tee ya go se �i�inyege ya bophelo, eup�a e a re lokolla gore re bone maatla a pholo ya go tla ka mogau wa Modimo mo maphelong a rena. Re hloka go tlogela go bona bophelo ka mahlo a ditlwaedi t�a ka mehla gomme re bone batho ka fao Kriste a ba bonago ka gona. Jesu o ile a t�ea maemo a e sego a tlwaelo, a thata, kgahlanong le ditlwaedi t�a set�o sa gabo. Go tloga mathomong a mo�omo wa gagwe wa go lokolla batho, re bona mo go Yena ngangego ya go kgala(profeta) le set�o se se bego se rena nakong ya bophelo bja Gagwe. Ngangego ye e dira gore Jesu e be Mojuta yo a hlokolwago, a kgaphelwago ka ntle ga sedikadikwe sa Bajuta ba paale. Ga a swanet�ane le go hlankela set�haba fao go bego go tlwaelegile nakong ya Gagwe. Jesu o ikgethela go tswalana le bao ba hlokolwago set�habeng. Se se laet�a boikgafo bja Gagwe bjo bo tibilego go Modimo le go ikgafa ka phegelelo ye kgolo go there�o ya Ebangedi.--- End of translation ---

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Ramagoshi, Refilwe M. "Using multiple intelligences to develop teachers of African languages and students’ initiative and creativity skills." Journal for Language Teaching 58, no. 1 (June 2024). http://dx.doi.org/10.56285/jltvol58iss1a6602.

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Creative learners need creative teachers. If teachers, whether teaching in higher teacher training institutions or schools, are unable to take any content and convert it into creativity, then we have a big problem before us. While teaching methods are mostly introduced to African language teachers in English, creative teachers can develop their own strategies to make these methods work. This can lead to new methods. In South Africa, some teachers use “scripted lessons,” written by outsiders unfamiliar with the class dynamics. This approach stifles both teacher and student creativity. Poetry teaching, for example, is often relegated to basic questions like ‘Give the content of the poem in your own words.’, ‘Give examples of poetic techniques from the poem.’ and ‘Which emotions does the poem evoke in you? This paper demonstrates that African languages can be as creative as any other language. It explores the use of multiple intelligences in teaching poetry, to illustrate differentiation in cognitive levels of questioning (Bloom’s taxonomy). The mainly qualitative study uses the poem "Molagodimo" (Rainbow) by M. Seboni, applying reader-response theory for broader literary appreciation. The poem is presented through a new lens. The multiple intelligences approach can be applied to any aspect of teaching African languages, even in the teaching of idioms. Employing this method will help accommodate all different types of learners/students in the classroom. Lower, intermediate and higher order questions are used, thereby not only supporting different learning styles, but also fostering learners’/students’ initiative and creativity. Tshosobanyo Barutwana ba ba nang le boitlhamedi ba tlhoka barutabana ba ba nang le boitlhamedi. Fa barutabana, ba ba rutang kwa ditheong tse dikgolwane tsa katiso ya barutabana kgotsa kwa dikolong, ba sa kgone go tsaya diteng dingwe le dingwe tse ba di rutang mme ba di dira gore e nne tsa boitlhamedi, go bontsha fa re lebane le mathata a magolo. Bontsi jwa mekgwa le ditogamaano tsa go ruta, di tlhagisiwa mo barutabaneng ba Dipuo tsa Bantsho ka Seesimane pele. Le fa go ntse jalo, morutabana yo o nang le boitlhamedi, a ka nna a itlhamela ditogamaano tsa gagwe go dira gore mokgwa mongwe le mongwe wa go ruta o atlege fa a ruta Dipuo tsa Bantsho. Seno se ka dira gape gore go nne le mekgwa e mešwa ya tshimologo kgotsa ditogamaano fa go rutiwa Dipuo tsa Bantsho. Mo Aforika Borwa, bangwe ba ikantse “dithuto tse di kwaletsweng ruri”, e leng thuto e e kwadilweng ke mongwe yo o sa itseng gore phaposiborutelo ya gago etlhamegile ka mokgwa mang. Seno ga se kgoreletse fela dikakanyo tsa morutabana le bokgoni ba boitlhamedi, gape go senya boitshimololedi le boitlhamedi jwa barutwana/baithuti. Poko e rutiwa fela ka go botsa dipotso jaaka ‘Neela diteng tsa leboko le ka mafoko a gago.’ ‘Neela dikao tsa diponagalo tsa poko go tswa mo lebokong le,’ le ‘Leboko le, le tsosa maikutlo afe mo go wena?’ Maikaelelo a letlhatlhelelo le ke go senola ntlha ya gore Dipuo tsa Bantsho di ka nna le boitlhamedi fela jaaka dipuo tse dingwe. Go feta foo, maikaelelo a mangwe ke go dirisa matlhale a mantsi fa go rutiwa poko go bontsha mefuta ya dipotso tse di ka botswang tse di tsamaelanang le mokgwa o wa go ruta, ka mafoko a mangwe, ka nako e le nngwe go rutiwa dipotso tsa go farologanya magato a botlhale a a farologaneng (Bloom’s taxonomy). Athikele e, e dirisitse bogolo Mmeo wa Khwalitatifi. Mo kokoanyong ya dinewane, go tlhophilwe leboko la Molagodimo ka M. Seboni go tlhagolela mokgwa o tsela. Dipatlisiso tse, di ikaegile ka tiori ya dikwalwa, e leng Bolepatsibogo, e e thusang go kgatlhegela lorato lwa dikwalwa le le anameng. Leboko le, le tlaa rutiwa ka tebo e ntšhwa. Matlhale a mantsi a ka dirisiwa go ruta karolo nngwe le nngwe ya go ruta Dipuo tsa Bantsho, go akaretsa le go ruta maele tota. Tiriso ya mokgwa o fa go rutwa Dipuo tsa Bantsho, go tlaa thusa go rekegela mefuta e e farologaneng ya barutwana/baithuti mo phaposiborutelong, ka mafoko a mangwe, ba ba leng bonya, magareng le ba ba ditlhaloganyo tse di majato/ba ba tlhaloganyetsang ka pele. Dipotso tse di bonolo, tse di mo magareng le tse di marara di a dirisiwa, ka jalo ga go akaretswe fela mekgwa e e farologaneng ya go ithuta, fela go akarediwa le boitshimololedi le boitlhamedi jwa barutwana/baithuti fa go rutiwa Dipuo tsa Bantsho.

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Journal articles on the topic 'Tswana language'

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