General Linguistics

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The attitudes of learners, educators and parents towards English as a language of learning and teaching (LOLT) in Mthunzini Circuit
(2007) Ngidi, Sizakele Audrey; Moyo, C.T.
The main aim for the study was to examine the attitudes of learners, educators and parents on the use of English as a language of learning and teaching and an additional language in selected schools to the north of KwaZulu Natal (Mthunzini Circuit). To this end questionnaires were used as a research instrument Questionnaires were administered to the parents, learners and educators. The research instruments were administered to a randomly selected sample of two hundred respondents. Not all the respondents returned the questionnaires. The findings revealed that learners have a positive attitude towards the use of English as a language of learning and teaching and an additional language in schools. The findings also revealed that educators have a negative attitude towards English as a language of learning and teaching and as an additional language in schools. The findings further revealed that parents had a positive attitude towards the use of English as a language of learning and teaching and an additional language in schools. On the basis of the findings, the study recommended that the school policy should stipulate that English should be strictly used as a language of learning and teaching with the aim of helping learners because they need English for the purpose of employment in future. Educators who qualify to teach English must have received appropriate training and qualification in English grammar, literature and general linguistics. On the other hand, the learners' mother tongue should also be developed for identity and communication purposes.
Error analysis: a study of errors committed by isiZulu speaking learners of English in selected schools
(2010) Nzama, Muzi V.; Moyo, C.T.; Mncwango, E.M.
The objective of this study was to determine learner errors in both rural and urban schools. The first aim was to determine through literature the types of errors and their probable causes. The second aim was to conduct an investigation into errors committed by learners and experienced by educators from learners. The questionnaires were developed by the researcher for both educators of English as a second language and learners of English as a second language. By using the questionnaires the researcher was interested in determining whether factors such as lack of resources such as libraries, learning material, under qualification in English as a subject, lack of training in the structure of English and other factors had any influence in the committing of errors by learners. In terms of factors associated with errors, the most common factor to which all educators responded as a causal factor was the lack of facilities, among others, was the shortage of libraries and library books in cases where there are libraries. One other factor which was prominent was the lack of training in the structure of English as a subject. The last chapter of this investigation recommends a variety of strategies that could be employed both by the educators and the Department of Education to minimise English errors among learners of English.
The functional viability of Indigenous African Languages in South Africa: challenges and prospects of their survival
(University of Zululand, 2015) Sithole, N.E.; Moyo, C.T.
This study sought to prove that indigenous African languages are not functionally viable, i.e. they do not perform an important function in the country. In this study I used literature to prove that indigenous African languages play a very little and less quintessential role in commerce, education, law and administration. I proved that the problem of language planning is not unique to South Africa, but has also dominated the politics of most countries in the world. The literature used also supported the argument that there are similarities in the African and global trends. This study further looked at why South Africa is said to be a truly multilingual country. To do that this study painted a picture of how South Africa looks in the eyes of most sociolinguists and scholars. The comparison in terms of use and viability was discussed at length, focusing on the language planning and the effects of politics in the planning process. One further singled out English and looked at its hegemony in all sectors and spheres of the country. South Africa cannot be singled out and, therefore, a sample of African countries needed to be used to support the argument that all post-colonial governments attempted to address the language policy problems in their countries and there are more similarities than differences in their approaches. The study also paid a special attention to lingua franca choices in Africa. An attempt was made to see if English qualifies to be the lingua franca of the Republic of South Africa. Finally, the study proved that some indigenous African languages will not die and will, therefore, never be extinct. A survey on language death in Africa was carried out at the Institute of Language Studies (Univ. of Cologne between 1988 and 1990). The study concluded that, generally, some African languages are extinct, threatened or in the process of extinction. It is also from this premise that we based our study.
The negative impact of learning in English on the cognitive development of second language learners of English
(University of Zululand, 2011) Ntshangase, Nelisiwe Dolly; Moyo, C.T.; Mncwango, E. M.
This study focuses on the negative impact of English on the cognitive development of second language learners of English. The study was conducted in Empangeni District (Ngwelezane Ward) in KwaZulu-Natal. The negative impact of English on the cognitive development of second language learners of English was identified as the main cause of the high failure rate, especially at matric level. Second language learners of English in rural and some township schools end up unemployed and not in tertiary institutions as most teachers are not adequately trained to detect, explain, diagnose and try to remedy the problems these learners encounter when they are taught in English. This study highlights the negative impact of learning in English on the cognitive development of second language learners of English that result on the high failure rate in rural and some township schools. Challenges facing the different stakeholders that are affected by this problem are outlined. Suggestions towards alleviating the negative impact of English on the cognitive development of second language learners of English are also provided.
The non-effectiveness of the communicative language teaching approach (CLT) in the teaching and learning of English as a second language (ESL) in selected black high schools in Lower Umfolozi District in KwaZulu-Natal
(2003) Motsoeneng, William Sipho; Moyo, C.T.
The new political dispensation in South Africa has given "equal" status to eleven languages, practically English still enjoys special rights it used to enjoy in the old order, prior to 1994. To cite but a few examples, English is still the official medium of instruction in many South African schools, private or public. Huge knowledge of information is inaccessible to many South Africans unless they are competent in English. Job applications and interviews are carried out in this language. When dealing with issues of national interest, government officials use this language. They will argue that many South Africans and ethnic groups can comprehend English. Thus, it is an "unbiased", "neutral", "standard" and a unifying", etc. language. It is, therefore, very much unlikely that the South African president could one day deliver the State of the nation Address in isiXhosa, seSotho or isiZulu. Media institutions would rarely employ a person who cannot comprehend English. Many of them - printing, radio stations and television channels -have English as their main language. One may cite commercials and interviews with the president on a national TV as examples. Even those media institutions that use other languages (not English), very often find themselves compromising their standards because of the influence of English. What is discussed above is the undeniable situation of the country. Whether one views it as good or otherwise, the truth is, this is the status quo at the present moment. English has not only established itself as a national lingua franca, but it is also taking control globally, both in politics, economy and other social affairs. The whole research in this study was based on the premise that, "with English you stand, and without English you fail", particularly in South Africa. Hence the utmost aim of this research work has been to come up with a teaching technique that would avert any "fall" of any South African. The researcher was convinced that there was something wrong with the main existing teaching technique, the Communicative Language Teaching approach (CLT) for failing to yield desired results after so many years it has been in place. Moreover, the time that the learners expend in learning the language (from grade one to grade twelve) is sufficient for them to have grasped and internalised a considerable knowledge and command of English, particularly at matric level. Consequently, the study had to examine the CLT approach thoroughly, before anything could be recommenced. The researcher is of the conviction that, although English was sometimes referred to as a "neutral"' language, it is not always so with Black South African learners, especially in Black rural schools. In some instances English has been seen as a barrier to some learners' possible success. The Black High schools where this research was conducted have attested to this statement. Considering the magnitudirial role of English already discussed, one could not dispute the fact that learners to whom English is a second language (ESL) are not competing from an equal footing with their English native speaking counterparts. The former are usually held back whilst the latter are put a step ahead by the status of the language. All the above mentioned facts should lay a profound reason for the introduction of the best possible ever teaching technique. One could only hope that this piece of work will make a positive difference for the disadvantaged learners to be assisted.
The primacy of teaching through the mother tongue in early education and the use of English and other languages as complementary languages in education
(2005) Khuzwayo, L. M.; Moyo, C.T.
In 1994 South Africa gained democracy. A new dispensation had to emerge in almost all spheres of life. The constitution that was drawn does not only guarantee, but also promotes and celebrates a South African linguistic diversity - a different approach of the apartheid years. Every educational institution in the country is expected to be engaged in rethinking policy on all aspects of learning. It is, therefore, proper to consider possibilities for and the limitations of language learning in South African schools. The main aim of this research was to look at the role the indigenous languages may play in early education and that of English as a complementary language, along with other languages in public life in South Africa. School governing bodies (SGBs) were and still are expected to know the pedagogical implications of language learning and acquisition, that is; if children are denied their first language during their formative early years and are not yet fluent enough in their home language, their second language learning and acquisition is bound to suffer and that in the long run thus rendering their cognitive development irretrievably inhibited. The development of these children's additional language/s becomes hampered and negatively affected. For young linguistically developing children the language taught and the language used daily or at home must be the same for a number of years until a firm grounding in the first language is achieved. It is after this firm grounding then that a gradual introduction of another language should take place. Since South Africa belongs to a wider family, the global technological world; it needs to accept the hegemony and usefulness of English as an international language. Access to English has to be facilitated for all learners in this country. Mastery of English in particular or any other additional language in general depends on a firm mastery of one's home language. It is therefore quite disturbing to witness that the majority of school governing bodies (SGBs) are not informed about this responsibility of ensuring that their children learn in the language that has a potential for their cognitive development. In practice very few schools have taken this language responsibility seriously. In fact one doubts whether school governing bodies (SGBs) know of this responsibility. Languages taught and learnt currently were taught and learnt during the apartheid years. This is due to the fact that the majority of schools do not have an informed democratic language policy. The findings * of the present investigation present a number of recommendations and educational implications. The major findings include: 1. Awareness campaigns about the sensitive issue of languages to be embarked upon by the state and all its departments led by the Department of Education both nationally and provincially. 2. In all schools, learners should have access to, and be required to learn, at least a minimum of three (major) languages as subjects and/or as languages of learning. One of these languages should be an African language used in that particular province (e.g. IsiZulu in KwaZulu-Natal). 3. Languages chosen by the schools to reflect the language spoken by the institutional community (staff and learners) as well as the broader community within which the institution is located. 4. Curriculum designers to seriously consider improving both the content and the methodologies of teaching languages, particularly the indigenous languages, which still suffer from marginalisation. 5. The state to provide and allocate resources to ensure the equal development of all the (major) languages of South Africa. 6. No learner to be refused admission on the basis of a lack of language proficiency. 7. Schools to draw and publicise their language polices for everyone to see in their respective premises. 8. Cultural groups, institutions of higher learning as well as non¬governmental organisations, with diversity in mind, should pursue, promote, market and uplift all major South African languages to a level where even foreign countries are interested in studying these languages. These are the crucial recommendations the present investigation came up with. It is hoped that these recommendations would go a long way in ensuring a smooth transition of our learners from their home languages to additional languages, particularly English. The adherence to these recommendations may also help the majority of South African citizens to participate fully in their society and their economy through equitable and meaningful access to education. This study concludes by stating that the primacy of the mother-tongue in early education is a base for language transfer and hence, successful education in higher education. The mastery of English in particular or any other additional language in general, depends on a firm mastery of one's home language.
Schools as fertile ground for the promotion of multilingualism in South Africa
(2007) Mncwango, Elliot Mthembeni; Moyo, C.T.
This thesis reviewed the South African Constitution, the Language-in Education Policy (2004) and the National Language Policy Framework (2002), with the intention to compare certain promulgations on the issue of language use in South Africa. The constitution is unequivocal about the promotion of multilingual ism and use of indigenous languages. The study focused on the role which schools can play to achieve this objective. Schools are viewed as the most fertile ground toward the promotion of multilingualism, as stipulated by the South African Constitution (1996), particularly urban schools which are multiracial, with learners from different linguistic background. Data were solicited from schools in urban areas (English medium and Afrikaans medium), and those in rural areas (English and isiZulu medium). Comparisons were made between the two. The status of indigenous languages prior to and post 1994, is discussed. The study observed that while the South African government is committed to promote multilingualism, the documents (the constitution and the Language-in-Education Policy, 2004) are very good, but implementation of the stipulations of such documents is lacking. It was established that a considerable number of former Model C schools still offer the languages which were offered prior to the first democratic era, in 1994. Therefore, unless the government sanctions the language policies, schools cannot change what they have decided between the school principal and the School Governing Body (SGB), and which they have already implemented. The study concluded that besides the freer and wide speakership of indigenous languages their dignity and restoration also ought to be restored. This could be achieved easier if these languages were documented, and adequate material available in them in order to enable future generations to access information in their mother tongue if they choose to. Furthermore, if multilingualism is to bear fruit, indigenous African languages ought to be tied to employment, e.g. journalism, medical practice and nursing, revenue collectors, traffic officers, etc. In the case of medical doctors, for instance, they should know at least one indigenous language that is widely spoken in the area where they practice, regardless of their racial background. The idea here is that unless learners see the functional value in learning indigenous African languages, they might not be as strongly motivated to learn these languages as when they learn English.
The status of women and language use with particular reference to isiZulu
(2004) Luvuno, Monica Dudu; Moyo, C.T.
The main purpose of the research carried out for this study was to look at the status of women and language use especially in isiZulu language. The dissertation examines the way women are treated in Zulu families, in societies and in the workplace. The dissertation also examines how female learners are differentiated from male learners in terms of their intellectual capacity and responsibility. The data collected in this study shows the unequal treatment given to female managers by society compared to that of male managers. It also shows restrictions and regulations faced by married women in a patriarchal society in terms of their movements, how they should dress, behave and use the language. Another interesting finding of this study is that ironically speaking, women have control over men because even though women are considered as having the inferior status than men, in a Zulu family, a man cannot take decisions without the approval from his wife. For example, if Mr Mkhize asks Mr Zulu to sell him a cow, even if Mr Zulu likes the idea, he would not just agree. Instead, Mr Zulu will lie to Mr Mkhize and say he is still going to think about what he is asking. But in reality, he will be creating time to discuss the matter with his wife. Mr Zulu's response will entirely depend on whether the wife agreed or not The findings of this study suggests that in most societies women are still not viewed as good enough to hold high positions and still viewed as misfits particularly in rural areas. It is up to women to prove their worth to the world by behaving and speaking accordingly.
Strategies that can be used to promote the use of indigenous African languages for teaching and learning in schools: an exploratory case study of isiZulu
(University of Zululand, 2015) Mpanza, Choice Dimakatso; Moyo, C.T.; Mncwango, E.M.
The study explored strategies that can be used to promote the use of indigenous African languages for teaching and learning in the General Education and Training (GET) and (Further Education and Training (FET) phases of schooling in South Africa. The motivation for the study came from the constitutional recognition given to indigenous African languages as official languages in South Africa with the advent of democracy in 1994 as well as subsequent education related legislation that was passed to enact this constitutional milestone; namely the South African Schools Act of 1996 and the Language-in-Education Policy of 1997. In spite of the constitutional recognition and the accompanying legislation, the researcher observed that the provisions made in the Language-in-Education Policy were not interpreted and implemented in a uniform way in all South African schools. An exploration of existing research indicated that the issue of language in teaching and learning is not a new problem nor is it unique to South Africa. It is a problem that permeates almost the whole of the African continent. A large body of research has highlighted the value of a learner’s home language for teaching and learning, but, despite this evidence very little has been achieved in terms of promoting African languages in education across the continent. The study followed a qualitative case study approach in which isiZulu, one of the indigenous African languages was used as an example. Data for the study was collected in the province of KwaZulu-Natal which is one of the nine provinces that constitute South Africa where isiZulu is the predominant language. Schools which were used as data collection sites were purposively sampled from rural, peri-urban and urban based schools. Respondents were sampled from educators and learners in primary and secondary schools. For triangulation purposes data was also collected from specialists in institutions of higher learning within the KwaZulu-Natal province. Questionnaires, interviews and observations were used to collect data. The major findings of the study indicated that schools in all geographic dispensations do experience language related problems. In different ways responses indicated that the major cause of the language problem centered on the fact that the language of learning and teaching, namely English is not a home language for the majority of the learners. The language problem similarly affects teaching and learning in institutions of higher learning as well. In terms of strategies that can be used to promote the indigenous African languages for teaching and learning purposes, the study found that the four key areas which need to be the focus of any plan of promoting indigenous African languages are policy revision, language development, materials development and teacher training and development.

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