Browsing by Author "Mncwango, Elliot M."
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- ItemA contrastive analysis of articles in English and demonstratives in isiZulu(AOSIS Publishing, 2022-10-18) Mncwango, Elliot M.An analysis of the use of demonstratives in isiZulu (izabizwana zokukhomba) has shown that they go beyond the known deictic functions of demonstratives as used in other languages like English. In isiZulu, demonstratives tend to also denote specificity, a function normally performed by the definite article in English. This article, therefore, compares the functions of articles in English to those of demonstratives in isiZulu, with the aim to demonstrate the similarities in terms of use between the two languages. This added function of demonstratives, it is argued, may account for some of the errors in English second language learners’ use of articles, as evidenced by data from written exercises of learners whose first language is isiZulu. The findings suggest that second language learners of English tend to confuse articles because of the differences between the two languages, especially during their (learners’) interlanguage stage. Contribution: The article highlights a significant difference in the use of demonstratives between English and isiZulu due to the added function of specificity in isiZulu demonstrative (isabizwana sokukhomba) which is performed by the definite article in English. It also demonstrates how, without an article system, isiZulu can convey meaning like any language with an article system.
- ItemThe stuttering implementation of language policies in the South African education system(University of Zululand, 2012-01) Mncwango, Elliot M.The current status of indigenous African languages in South Africa has caught the attention of language experts, academics and the general public. The main focus of this article is on the role which schools can play to promote and develop indigenous African languages. Schools are viewed as a fertile ground where second languages can be grounded, particularly urban schools which are multiracial, with learners from different linguistic backgrounds. The article observes that while the South African government is committed to promoting and developing indigenous African languages, the implementation of its sound policies on education is lacking. The Language-in-Education Policy (2004) is cited as an ideal, the goals of which, once achieved, could mean massive progress. The article decries the lack of commitment on the part of native speakers of indigenous African languages, in some instances, to invest in their languages, as a retrogressive step in the promotion and development of these languages.
- ItemUniversity students’ perspectives on an English-only language policy in Higher Education(AOSIS Publishing, 2022-11-01) Ngidi, Sizakele A.; Mncwango, Elliot M.The study aimed to determine students’ perspectives on a shift from a dual-medium (English and Afrikaans) language policy to a monolingual (English-only) language policy at a University of Technology in South Africa and to establish whether the shift had any impact on student learning at the institution. The study used a quantitative method of inquiry, with a questionnaire used for data collection. The findings revealed that language-related challenges vary amongst students, and these can be categorized as low, medium and high language learning problems. The article concludes that the language policy shift does not reflect the multilingual nature of the country, student demographics or their language needs at the institution. Instead of addressing the real challenge facing the majority of students who speak Sesotho, it merely dropped a second medium of instruction (MOI), Afrikaans, instead of developing a dominant indigenous language (Sesotho) for educational use alongside English and Afrikaans. Transdisciplinary Contribution: The article lays bare the access paradox in higher education owing to the misalignment between the country’s progressive language policies and learning institutions’ language policies. The students’ perspectives bring a much-needed dimension to the ongoing debate on the use of the learners’ home languages as languages of learning and teaching.