African Languages

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Beadwork: its cultural and linguistic significance among the South African Ndebele people
(2006) Mashiyane, Zwelabo Jacob; Khumalo, L.Z.M.
This study is an attempt at making a classiflcatory scrutiny of the art performed by the Ndebele people of South Africa. It sets out to identify and define Ndebele beadwork by looking very closely to its origin, how it survived the dark days of waging wars and made its way into the modern times. In its classification a clear distinction is drawn between the various periods of development and the characteristics of each period are described well. Several attempts have already been made by a number of scholars on the classification and analyses of Ndebele beadwork. In most analyses we find that very brought and general descriptions have been given. One hardly finds any definite patterns and methods used by a Ndebele bead worker. This study has attempted to describe Ndebele beadwork from the moment of planning to the next step when the first grain of bead is worked through the needle and cotton up to where a real shape is formed. It attempts to explain how the intricate Ndebele shapes are formed and coordinated. The use of the various colours is explained in detail. The wrong impression conceived by a big bulk of people that the Ndebele people use colours indiscriminately is corrected. An explanation is given on how some of the popular colours are linked to speech and how these colours are generally interpreted when used on a piece of beadwork article. It further rounds up the typical shapes popular with the Ndebele bead worker. It describes how each shape is formed and used. It also discusses the cultural beliefs and stereotypes attached to the usage of beads and the restrictions accompanying them. The future of Ndebele beadwork is looked into. Recommendations on how the beadwork trade can be turned into a giant industry are made. Postulatxons are made on what route can be followed that can lead small beadwork handlers into some of the world's greatest.
Circular orientation in performance: a study of the cycle of living and its application in the cultural expression like dance
(2009) Ngema, Vusabantu; Khumalo, L.Z.M.
This study focuses on the circular orientation in performances by Abathwa and Abantu speaking people of central and southern Africa. This notion is explored through close examination of space, movements, time and objects used during ritual and recreational performances. The study is informed by the meaning contained in symbolism rooted in Africans’ perception of culture, religion, language, cosmos, science and artistic aesthetics. The first chapter is the general introduction to the study covering aspects such as statement of the problem and hypothesis, rationale, methodology and literature review. It also attempts to give an in depth explanation of the African conception of the circle, the centre and the cycle. It explains how these three concepts are applied in social structure, architecture and ritual performances. The chapter also explains the African cyclical perception of time and life. The second chapter looks at the historical perspective of dance performances by indigenous peoples of southern Africa. The histories and the cultural backgrounds of the Khoisan and the Bantu speaking people, form the bases for the interpretation and understanding of dance performances during rituals, recreation and children games. The third chapter investigates the thematic approach towards the interpretation of dance performances by the Bantu and the Khoisan speaking people of Africa. The emphasis is on the theme of gender and sexuality since it is the theme that plays a central role in most of the ritualistic performances among the Africans. While the emphasis on relationship between genders in the performances, the attention is also paid towards the metaphoric, symbolic and paradoxical representations of African world view through the juxtaposition of gender and sexuality during performances. The fourth chapter examines the use of elements of dance performances in relation to themes of fertility (human and soil) and curing. These themes are discussed because they are the themes that apply to all the people being studied where as themes such as animal (hunting) and acrobatic (masks) can only apply to certain peoples not to the other for one reason or the other. The fifth chapter deals with the aesthetic principles as they apply to African dance forms and performances. It focuses on the application of the elements of space and symbolism contained in other elements of performance such as timing, costume, crafts and objects. The sixth chapter is an investigation of the circular orientation in modern performances and children games. It also examines the continuation of the circular orientation in religious worship-performances. The seventh/the last chapter is about the findings, recommendations and the general conclusion of the study.
A critical analysis of M E Ngcobo’s sociological radio plays
(2010) Zulu, Timothy Badwini Mhlasilwa; Khumalo, L.Z.M.
This study gives the critical analysis of Ngcobo’s sociological radio plays. The written plays are examined. The work is arranged as follows: Chapter one is the general introduction of the study. It paves the way the study will be conducted which includes among other things; hypothesis, aim of study, scope of study, definition of concepts, research methodology, theoretical approaches to the study, the characteristic nature of radio drama, an influence of traditional drama and the synopsis of all serial radio plays. Chapter two explores the various theoretical approaches that are applicable in such the study of radio plays; inter alia; sociological, structuralism, reader, moral – philosophical, reception, intention, historical – biographical, semiotics and New Criticism approaches. Chapter three looks at the understanding structure of the radio plays where amongst other things explores the aspects of society that radio play addresses. It gives comparisons of social aspects, social disorder / revolt and looks at how Ngcobo addresses such social revolts in order to bring about social restoration. Chapter four focuses on the comparisons of the radio plays with regard to style, temporal which includes time and space. It further focuses characters / actors and narration. Chapter five looks at the linguistic appropriateness of the radio plays. It seeks to ascertain Ngcobo’s language how it suits his characters, situation, addresses the questions and answers’ relationships as they crop up in the plays. Monologue as an integral part of psychological process describes a mode of mental processes which include sadness, elation and desolation as felt by characters. It assesses Ngcobo’s usage of dialogue and also looks at other factors such as mood, place, sound effects, music and sound effectiveness as important components that heighten the development of the play to the horizons for its effectiveness. Chapter six deals with meaning and interpretation of the radio plays whereby it deals with the intention, significance, emerging factors that arise further enhance the development of the plays. Apparent and challenges that the playwright poses on his plays are also highlighted. Chapter seven is the concluding chapter. This looks at the thesis in its final analysis which gives the summary, findings and observations. It examines the challenges and contributions of the study with a critical overview and conclusions. Lastly it suggests some future research on the study of serial radio drama by showing the important elements as discovered in this study.
Developing learner’s language competence through IsiZulu literary and non-literary text analysis
(University of Zululand, 2012) Msweli, Zanele Priscilla; Khumalo, L.Z.M.
This study explores developing learner‟s language competence through literary and non-literary texts. The topic of the study: “Developing learner‟s language competence through literary and non-literary analysis is introduced. It is maintained that language educators‟ focus is on analyzing literary texts: poetry, novel, drama, folklore/folktale, short story and essay but not on designing their own texts. The learners should be encouraged to produce their own authentic texts. It is also assumed that non-literary texts are not analysed or developed. There is lack of emphasis on language: sentence construction, for when learners produce their own texts they should know how to construct a sentence. It is also maintained that language usage should also be emphasized because texts are assumed to have figures of speech, idiomatic expressions and proverbs. Learners should be encouraged to create their own texts and present them. Therefore the language competence through isiZulu literary and non-literary texts analysis should be developed. This discussion includes ways learners can develop their language competence through literary and non-literary texts analysis and the ways the language educators can teach learners language competence through literary and non-literary texts analysis. The research analyses different types of isiZulu literary texts to show how language competence can be developed through literary texts analysis. The novel, “Insila KaShaka,” poetry, short story, “Intando Kamufi,” essay, “Izifungo,” folktales and the drama, “Kudela Owaziyo” are analysed.
Fanakalo in South Africa : an overview
(2001) Pewa, Nonhlanhla Charlotte; Khumalo, L.Z.M.
This document consists of five chapters which are as follows: Chapter 1 is an introductory part where the primary concept "pidgin" will be defined. Other basic terms namely survey, target language, lingua franca, mother tongue and others are also defined. It will deal with a survey of pidgins of the world where trends of Fanakalo as a pidgin begin to appear. Chapter 2 will deal with comparison of Fanakalo varieties to the standard form of isiZulu where linguistic aspects such as phonetics, phonology, morphology, syntax and semantics will be highlighted. Chapter 3 will focus on the extent to which Fanakalo lexicon can be compared with that of isiZulu. This will necessitate the inclusion of sociolinguistic aspects such as borrowing, adaptation, coinage and interlarding. Chapter 4 is concerned with the perceptions of Fanakalo by members of the community where the results of the interviews conducted will be given and analyzed accordingly. Chapter 5 which is the final chapter will be the conclusion where the viability of Fanakalo in the "New" South Africa as well as general statements about Fanakalo will be given.
Folklore coupled with tourism as a tool for economic empowerment of the disadvantaged poor rural communities in KwaZulu-Natal (North Coast)
(2002) Ntuli, Joshua Hlalanempi; Khumalo, L.Z.M.
This research study is, inter alia, an attempt to respond to His Excellency, President Mbeki's call and pronouncement of the African Renaissance viz, that there be a reawakening and rebirth of Africa's heritage. This implies, amongst other things, the restoring of an African's dignity and respect, the eractition of poverty and its related disadvantages, re-looking at teh African's rich and lost culture. The research aims at dispelling the fallacy and myth that research output and involvement in research by the departments of African Languages at both historically White and historically Black universities are merely routine activities. to the critics these departments are geared towards survival rather than anything else.
Formulating effective policy: issues in language and education in Malawi
(University of Zululand, 2000) Moyo, Cromwell Themba; Khumalo, L.Z.M.
The primary intention of this study is that it will contribute to the theoretical and practical body of knowledge in the development of how effective policies are formulated, implemented and evaluated. The study therefore hopes to go some way towards contributing to knowledge in adequate planning and implementation of policy statements based on procedures offered by professionals. In this light the main debate is between linguistic conservationism and linguistic pragmatism. Here the study seeks to explore how the conflicts between these two views could possibly be reduced, if planning could focus more on domains and contexts of national language use. This process of narrower focusing, it is hoped, should be thoroughly informed by real and serious effort to integrate language policy with actual language use. This is in the hope that such an approach could lead to the identification and the addressing of language problems in Malawi- problems which are incompatible with the realisation of more substantive goals for all citizens. These include language in early education and language for access to social, economic and political development for all. Emerging from this study is the revelation that there is the absence of congruence between what policies stipulate and the practice on the ground. This incompatibility has led to a situation where languages are used for the benefit of agendas for politicians and the elite in achieving their goals at the expense QT other indigenous languages being used as instructional media and other regional and national purposes. The study therefore argues that language policies should be seen in the context of the roles they serve, the interest of the state and the various ethnolinguistic groups that the country has within its structure. As a state function, language policies should act as vehicles of transforming multilingual societies, through linguistic empowerment in which other ethnolinguistic groups do not feel threatened or excluded in the socio-economic and political advancement of the national life. The existence of the hegemony of particular chosen or selected languages, as we observe in this study, is the result of the predominance of undemocratic structures established by the status quo. The argument, therefore, is that linguistic diversity should be the norm in policy decision-making. The analysis of the current policies in Malawi reveals that a democratic commitment toward policy formulation translates into a struggle for language rights for all towards access and attainment of individual and national growth through equity in language use. Emanating from the findings from both the field study and secondary sources, suggestions of how an effective policy should be formulated are proposed, along with suggestions for further research related to this area of study.
The Ingwavuma dialect of isiZulu with special reference to Kwanyawo, Kwamngomezulu and Kwamathenjwa areas
(2005) Gumbi, Nompumelelo Zamile; Khumalo, L.Z.M.
This work discusses the dialect of the people Jiving in a tiny village called Ingwavuma situated on the Lebombo mountains .It is surrounded by rolling hills, natural forests, countless rivers, fertile valleys and streams. This work focuses on the dialect of the people living at KwaNyawo, KwaMngomezulu and KwaMathenjwa areas. These areas are peacefull places where customs, dialects and behavior have not changed for thousands of years. The people of these three areas speak different dialects. The KwaNyawo people speak two different dialects. Those living at Mthonjeni and Kwaliweni speak the dialect that is influenced by siSwati language. Those living at Ophonweni area speak the language that is influenced by Thonga language. They call that language "Isigonde". There are those people who live at Lundini and KwaLindizwe who speak siSwati but most of them do not Tekela like Swazis when they speak. The other siSwati speaking area is Manyiseni at KwaMathenjwa area. The people of this area are siSwati speakers and they are proud of being Swazis. The aim of looking into this dialect is to compare it with isiZulu language and to look into its morphology, phonetics, phono logy and semantics as compared to that of isiZulu and siSwati languages. This work will be of great importance to other scholars because they will learn more about the dialect of these above mentioned areas. They will also know how to differentiate between Thonga language and the dialect of Inewavuma.
Isiko lokuthethwa kwedlozi
(University of Zululand, 1997) Makhanya, Ntokozo Favourite; Khumalo, L.Z.M.
Izinhloso zalolu cwaningo ukulekelela isizwe sakithi singalahlekelwa ubuntu nobuzwe baso. Ukukhuthaza isizukulwane esisha ukuba sazi, kumbe sizimbandakanye namasiko esintu. Lolu cwaningo luzoqwashisa abantu abaningi asebalahla amadlozi akubo Ucwaningo luzophawula ngokungahlonipheki nokungagcineki kwedlozi ngernfanelo. Ucwaningo luhlose ukuvimbela isejwayezi esibi sokuthatha imikhuba noma amasiko ezinye izizwe. awesintu abeseshabalala unomphela. Kulolu cwaningo kuzothintwa imicimbi ethile. nezenzeko zokuthetha idlozi ngokukhuluma noma ngokwenza ungakhulumanga. Ucwaningo luhlose ukuveza ubuciko bomlomo isintu esinabo kwizizukulwane ngezizukulwane. Ucwaningo luzoqhakambisa ukuphathwa nokukhuseleka kwethu ngabakwelingafelwa. nkonyane. Kuyisiko elibalulekile kithina maZulu ukuthethwa kwedlozi. Amadlozi siyawakhumbula siwahloniphe ngoba aphathelene nabaphansi. Kufanele kucace, kumbe kubesobala ukuthi sikhuluma nabakithi asebekwelingafelwa nkonyane . Umlando wempilo uzothinta uzalo lonkana, kuze kufike kokhulukhulwane. Ukukhula, ukuziphatha. nempilo yentombazane nomfana ekhaya kuxhomekeke ezinyanyeni zekhaya kusukela ebunganeni baze bayokwenda, noma bendelwe. Isigaba nesinyathelo abasithathayo ekukhuleni kwabo sibikwa emadlozini ngoba kuyiwona abasingethe kulo lonke uchungechunge lwezigaba abadlula kuzona.
Izimpawu zobuthakathaka obhalweni-magama esiZulu
(2004) Mpanza, Sipho Petros.; Khumalo, L.Z.M.
Isahluko sokuqala siphethe isethuIo socwaningo-jikeIeIe. Lapha kubukwa izinhIoso zocwaningo; intshisekeIo; indIeIa yokuqhuba ucwaningo, umkIamo wocwaningo nemibono yongoti. Isahluko sesibiIi siphethe ukuqhathaniswa kohIeIo oIwakbeIwe phezu kwegama nesiqu; ukuthi IufundeIwani uhIeIo IoIimi; isayensi yohIeIo IoIimi; umsuka wohIeIo Iolimi; ukubunjwa kohIeIo IoIimi esiZuIwini; umahluko phakathi kwesiqu nomsuka; ukuchazwa kabusha kwamatemu 'isiqu nomsuka'; umsuka nomphumeIa wawo; imofoIoji encike kwiziqu namagama; imofoIoji esuseIwe eziqwini zoIimi nokuthi ikuphi okuyikonakona phakathi kwemofoIoji esuseIwa emabizweni noma eziqwini. Isahluko sesithathu siphethe ukubhalwa kwamagama ngokuwahlanganisa noma ngokuwahlukanisa okuqukethe ukuthi ingabe ahlanganiseIwani futhi ahIukaniseIwani amagama uma ebhaIwa; indIeIa yokuhIukanisa amagama, indIeIa engapheIeIe yokuhIukanisa amagama; okubekwe endaweni yokunye; ingabe abaIetha inkoIo kubantu bawahIukanis~ kanjani amabizo; ukuhIukaniswa kwamagama ngokuka van Wyk; ukuhIukanisa kube kodwa;" okunokuphambaniswa ukwahlukanisa; okunokubuyiseIwa endaweni; ukubunjwa kobhalo-jikeIeIe egameni eIiIodwa nesiphetho. Isahluko sesme siphethe ukuhIeIwa kwamabizo ngezigaba zawo okuqukethe Iezi zihIokwana ezithi ingabe amabizo ahleIeIwani ngezigaba zawo; izigaba zamabizo; ubuthakathaka ngezindIeIa uDoke noCoIe abahleIa ngazo izigaba zamabizo; ukuhIeIwa kwamabizo ngezigaba z awo ngokukaDoke; ukugxekwa k wendIeIa uDoke ahleIa ngayo izingcezu zenkuIumo. IsahIuko sesihIanu siphethe ukuhIeIwa kwamabizo nezingcezu zenkuIumo ngendIeIa kavan Wyk okuqukethe Iezi zihIokwana ezithi izingcezu zenkuIumo ngokukavan Wyk; (v) okulandelayo kutshengisa isigabazwana; ukublelwa kweziphawulo, izibaluli, maru nezibanjalo ngohlelo luka van Wyk. Isahluko sesithupha siphethe lokho okuthiwa isiphawulo esiZulwini; umIando omfuphi ngokuthiwa isiphawulo; ubuthaka balokhu okuthiwa" isiphawulo; indlela engandulelwa ukubhekana nobuthakathaka nalokho okuthiwa isiphawulo nesiphetho. Isahluko sesikhombisa esibhekene nokuhlaziywa kocwaningo jikelele, lzincomo nesiphetho.
Role of close vowel in juxtaposed lexemes in Sesotho and IsiZulu : a para-morphophonological aspectual comparison
(2002) Mahlasela, Esau Mohlophehi Rramatsa; Khumalo, L.Z.M.
Chapter one outlines the aim of the study, research design and the statement of problem It further explains the methods of research that will be used. A theoretical background is discussed to clarify the research problem. Chapter two gives the background to the study of vowels in Sesotho and isiZulu. Highlights through vowel charts have been displayed to show positional differences. Chapter three concentrates on the origin of SeSotho and isiZulu vowels phonemes. It further looks at the historical background of the close vowels and the alternating roles of vowels fu] and [i] in different languages. Chapter four deals with the nature of Sesotho close vowels and isiZulu close vowels. A comparisons in terms of the origin of close vowels is conducted in this chapters. Chapter five examines the role of close vowels in the juxtaposed lexemes. The role of close vowels has been analysed in both SeSotho and isiZulu languages. Chapter six looks at terminative phonemes in deverbatives in both languages in question. A schematic representation of demorphemized isiZulu /-a-/ and SeSotho /-a/ phonemes in syntactic construction is also investigated. Chapter seven concludes by sumrnarizing the main findings of this study and it also suggests recommendations for future research
The study of the poetry of J.P. Shongwe
(2001) Msibi, Sibongile Constance; Lubisi, P.M.; Khumalo, L.Z.M.
This study focuses on the study of J.P. Shongwe's poetry. The introductory chapter reveals the actual aim of this study. Shongwe's biographical note clarifies his whole background and social life, factors and circumstances that influenced his writing specifically of poems. In chapter 2 the focus is on some of the related political issues particularly given that educational issues are highly politicized in the South African context. This chapter also gives a short background on cultural, social, religious aspects and beliefs in Shongwe's poetry. Chapter 3 focuses only on Shongwe as to whether he is a metaphysical or not. Chapter 4 discusses the different types of imagery. The poet employs imagery, which enables him to express his thoughts vividly and concisely. In chapter 5 we focus on the external structure of Shogwe's poetry. Chapter 6 is a concluding chapter with the evaluation, findings and recommendations.
Symbolism and implications in the Zulu dance forms; notions of composition, performance and appreciation of dance among the Zulu
(2007) Ngema, Vusabantu; Khumalo, L.Z.M.
Indigenous people today are seeking to transcend the history of pain and loss that began with the coming of Europeans into our world. In the past 500 years, our people have suffered murderous onslaughts of greed and disease. Even as history's shadow lengthens to mark the passing of that brutfal age, the Western compulsion to control remains strong. To preserve what is left of our cultures and lands, is a constant fight. Some indigenous people believe the statements of regret and promises of reconciliation spoken by our oppressors. Some have come to trust and accept the world that has been created through colonization ... But those who find sincerity and comfort in the oppressor, who bind themselves to recent promises, must yield to the assimilationist demands of the mainstream and abandon any meaningful attainment to an indigenous cultural and political reality. Thankfully, those who accept the colonization of their nations are a small minority. Most people continue to participate in, or at least support, the struggle to gain recognition and respect for their right to exist as peoples, unencumbered by the demands, controls and false identities imposed on them by others. Amid the seemingly perpetual conflict that comes with defending our ideals, there is confusion, division, and sometimes despair. Sometimes it seems we have lost our way, and then the confusion, division and despair threaten to overwhelm us again. Distracted from our goal, we wander a forest of frustration living inauthentic lives that make us easy prey for those who would enslave us. Such times constitute crises, and we are in the midst of one today.... '
Ucwaningo lwekhono lokuchaza emibhalweni ka-Mngadi J.M.
(2009) Ntuli, Sibusiso Louis; Khumalo, L.Z.M.
Lolu cwaningo lumayelana nekhono lokuchaza emanovelini ka-J.M. Mngadi. Ziningi-ke izinto azichazayo emanovelini akhe uMngadi. Kulo msebenzi sigxile ikakhulu ekhonweni aliveza uma echaza izigameko kanye nabalingiswa. Sikhethe uMngadi ngoba sibona ukuthi uyena ogxilayo ekuchazeni okuningi asuke exoxa ngakho. Ukuchaza kuze kugubheke isisele ephokophelele ukuthi ofunda indaba aqonde kahle ukuthi uxoxa ngani.
Ucwaningo ngegalelo likaWanda, M.E. ekubhalweni kwenoveli ethi: “Kunjalo-ke” kugxilwe kwisakhiwo, abalingiswa nengqikithi
(University of Zululand, 2018) Mhlongo, Gugu Zodwa; Khumalo, L.Z.M.; Nzuza, N.M.A.R.
Lolu cwaningo luhlelwe lwaba yizahluko eziyisikhombisa ezimayelana namagalelo kaWanda M.E. ekubhalweni kwenoveli ethi: Kunjalo-ke kugxilwe kwisakhiwo, abalingiswa nengqikithi. Isahluko sokuqala sethula ucwaningo jikelele ngokucwaningisisa izinjongo zocwaningo, intshisekelo noma inkuthazo yocwaningo. Lesi sahluko sethula nezindlela ezisetshenzisiwe ngesikhathi kuqhutshwa lolu cwaningo kanye nemidiyo yocwaningo jikelele, abazohlomula kulolu cwaningo kanye nemibono yongoti. Kube sekwethulwa uhlaka lwezahluko zocwaningo kanye nesiphetho sesahluko sokuqala. Isahluko sesibili sethula izinsizakuhlaziya ezahlukene ezisetshenziswa uma kuhlaziywa inoveli. Kugxilwe kulezi ezibonakala zihambisana nenoveli ecwaningwayo. Kugxilwe kulezi: Ukulandisa, injulasakhiwo kanye nenjulasimo. Kubuye kwabhekwa ngeso elibanzi injulalwazi yepostmodern nobudlelwane bayo ekuhlaziyweni inoveli. Lesi sahluko sibe sesiveza amanqampunqampu omlando kaMjajisi Wanda ongumbhali wenoveli ecwaningwayo kanye nesiphetho sesahluko. Isahluko sesithathu sethula indaba kaWanda ngamafuphi kanye nesakhiwo sayo. Kuqalwe ngendaba ngamafuphi, kwalandela isakhiwo sale noveli lapho kugxilwe kulezi zihloko ezilandelayo: isihloko senoveli, isingeniso senoveli, umzimba wenoveli kanye nesiphetho senoveli. Kubaluliwe ukuthi umlingiswa omkhulu enovelini kaWanda uDumazile ngoba nguye obhekene nenkinga yokungabi nasimilo. Indaba ingaye kusukela indaba iqala ize iyophela. Isahluko sesine sethula abalingiswa abatholakala emsebenzini kaWanda. Kudingidwa izinhlobo zabalingiswa, indlela abavezwe ngayo kanye neqhaza labo endabeni ekukhuliseni udweshu phakathi kwabalingiswa. Kubalulekile ukuba abalingiswa benoveli bakholeke ngoba inoveli kumele kube yindaba engenzeka ngempela hhayi inganekwane nje. Isizinda ikakhulukazi indawo, inkathi nesimo senhlalo yabo sibe nomthelela omkhulu ebunjalweni babo. Udweshu olukhona phakathi kwabalingiswa lukhuphula ilukuluku lokuyifunda le ndaba. v Isahluko sesihlanu sihlaziya indikimba nomlayezo odingidwa yinoveli ecwaningwayo. Kuvelile ukuthi ukungabi nomngani oyedwa oshiyelana naye ugwayi kubhebhethekisa igciwane lengculazi. Ukuthandana kwabantu besilisa abadala namantombazane amancane ngoba begabe ngemali kube yimbangela yokugula nokufa kwabalingiswa ababalulekile. Ukulimala kwemindeni ngenxa yokungaziphathi kwabashadikazi, ukusala kwezintandane, ukungasebenzisi amajazi omkhwenyana, ukubalekela ukuhlolela igciwane lengculazi kubhekiwe kulesi sahluko. Kube sekuphethwa lesi sahluko. Isahluko sesithupha sethula eminye imihlabahlose ekubhalweni kwenoveli kaWanda. Kulesi sahluko kubhekwa isizinda, udweshu, ulwazi lwangaphambili, isu lokubikezela, isu lokujeqeza kanye nobudlelwano phakathi komoya nephimbo elitholakala enovelini kaWanda. Le mihlabahlose esetshenzisiwe njengesizinda iveza ukuthi okaWanda uyihlabe esikhonkosini ngokudingida ngempilo ehlupha imiphakathi eminingi kulesi sikhathi. Ukubhidlika kwesimilo kubantu yikhona okubulele imiphakathi eminingi. Indlela abantu abangazicabangeli ngayo sebenza amahlazo asobala. Kube sekuphethwa lesi sahluko. Isahluko sesikhombisa simayelana nokuhlaziya, izincomo, izimfundiso eziqukethwe yinoveli kanye nokungenziwa ngokuzayo. Izimfundiso ezivela kule noveli zibaluliwe njengokukhuliswa komntwana ekhaya, ukuthandana kothisha nabafundi, ukuthandana kobaba abadala namantombazane amancane, ukuzalela ekhaya kwamantombazane, umkhuba wokuyobhula kanye nobusoka kumele kubhekwe ngeso elibanzi njengoba kuvela njengomthelela nokutheleleka nokufa kwabantu yisifo sengculazi. Kube isiphetho socwaningo jikelele.
Ucwaningo ngesakhiwo sangaphandle ezinkondlweni zika – E.L. Mhlanga
(2005) Thwala, Delisile Emmah; Khumalo, L.Z.M.
Lona umsebenzi wocwaningo ohlelwe ngokwezahluko eziyisikhombisa. Leso naleso sahluko sigxile emgomeni owodwa ogqamile ezinkondlweni zembongi ekhethelwe lolu cwaningo u-EJ Mhlanga. ISAHLUKO 1: sendlalela ucwaningo ngokucubungulisisa izinhloso, izindlela nomkhawulo wocwaningo kanye nomlando wembongi okuhlaziywa izinkondlo zayo. Kugxilwe ezinhlosweni zokucwaninga imvumelwano, ifanamsindo, ukuxhumanisa, impindamqondo nempindwa kanye nesigqi. Umkhawulo wocwaningo ugxile emaqoqweni ezinkondlo ayisithupha, okukhethwe izinkondlo ezingamashumi amane nesithupha ezihlungelwe lolu cwaningo. Kusetshenziswe izindlela zocwaningo ezimbili: indlela yemibuzo negokufundwa kwezincwadi eziqukethe imigomo yokuhluza. ISAHLUKO 2: sithinta imvumelwano ezinkondlweni eziqokiwe. Sigqamisa izindawo izimvumelwano ezitholakala kuzona: ekuqaleni, maphakathi nasekugcineni kwemigqa yezinkondlo. ISAHLUKO 3: kucutshungulwe ukufana kwemisindo ukusukela konkamisa, ongwaqa kuze kufinyelele kumalunga. Kuhlaziywe kabanzi ofanankamisa, fanangwaqa nefuzamsindo ekuvezeni imiqondo nemigqumo ezinkondlweni. ISAHLUKO 4: lapha kucwaningwe ngokuxhumanisa kwagxilwa ezindaweni okwenzeka kuzona: ekuqaleni, maphakathi nasekugcineni kwemigqa yezinkondlo. Kuhlaziywe nendlela okwenzeka ngayo okuthinta ukweqa imigqa, ukuphambana, ubunxemu nokuba mazombe. ISAHLUKO5: siveza ukusebenza kwempindamqondo egqanyiswe ukusetshenziswa kwamagama aphindiwe ngenhloso yokuletha umgqumo ezinkondlweni. Impindwa ivuzwe ukuphindeka kwemigqa ekuqaleni, mmaphakathi nasekugcineni kwezingaba zezinkondlo. ISAHLUKO 6: kucutshungulwe isigqi esigqanyiswe ukwelekana kwemigqa, ukweqiwa kwawonkamisa, amalunga namagama athile aphelele. Kuhlaziywe izigaba, izindima nezikhawu ezitholakala ezinkondlweni ezikhethelwe lolu cwaningo. ISAHLUKO 7: siqoqela ndawonye imiphumela nezincomo zocwaningo. Kuvela iziphakamiso nezinselelo okufanele zihlolisiswe ngabanye abacwaningi ekuhluzweni kwezinkondlo.
Ucwaningo ngesizinda nokuqambeka kwesiqiwu seseMkhuze nezindawoezingaphakathi kuso
(2006) Nzuza, Ntokozo Mandlendoda Allen-Ross; Mathenjwa, L.F.; Khumalo, L.Z.M.
Lolu cwaningo lucubungula isizinda nokuqambeka kwesiqiwu saseMkhuze nezindawo ezingaphakathi kuso. Isahluko sokuqala yisethulo socwaningo jikelele. Kuvezwa izinhloso nentshisekelo yocwaningo. Kubukwa nezindlela okuzoghutshwa ngazo ucwaningo kanye nomklamo walo. Kubukwe nemibono yongoti kanye nokuchazwa kwamagama. Isahluko sesibili siqukethe ibalazwe lesiqiwu saseMkhuze. Kucutshungulwe nomlando waso isiqiwu saseMkhuze. Kubukwe nokuthathwa kwezwe lenziwe iziqiwu. Kucutshungulwe nezindawo ezivikelwe ezisondelene nesiqiwu kanye nemingcele yaso. Kubukwe nenjula ngokulotshwe ngesihloko. Isahluko sesithathu kucutshungulwa incazelo nemvelaphi yokuqanjwa kwamagama esiqiwu uMkhuze. Kucutshungulwe nemibono yongoti abehlukene ngokuqanjwa kwamagama athinta izindawo, imifula, imigwaqo namachibi. Isahluko sesine sigxile kulokho okumumethwe yisiqiwu uMkhuze. Phakathi kwakho kukhona izilwane nolwazi lwazo, izinyoni, amachibi nokunye. Kubukwa nokuzibandakanya kwamakhosi oselwa nendawo yaseMkhuze. Iso elibanzi ligxile enjuleni yomuzi nomlando, izimfihlo kanye nomonakalo emzini wakwaJobe. Isahluko sesihlanu siphethe ukuhlaziywa kocwaningo jikelele. Lapha kubukisiswa ukulungiswa kwamagama aphazamiseka esiqiwini uMkhuze bese kwenziwa izincomo nesiphetho.
Ucwaningo ngokusetshenziswa kolimi lwesiZulu ngenhloso yokuqhakanjiswa kwala makhono: elokulalela, elokubhala, elokufunda, elokukhuluma kanye nelokwethula lwenziwe ezikoleni ezikhethiwe esifundeni saseKing Cetshwayo
(University of Zululand, 2019) Bengu, Rodney Muzikayise Martin; Khumalo, L.Z.M.; Nzuza, N.M.A.R.
Iqoqa lalo msebenzi wocwaningo lokusetshenziswa kolimi lwesiZulu ukuze kuqhakanjiswe amakhono aqukethe ubumtoti, ukuhlwabusa nokuyihlaba esikhonkosini ngolimi lwesiZulu luhlelwe lwaba izahluko eziyisishiyagalombili. Isahluko sokuqala isethulo socwaningo esethula ucwaningo ngokupheleleyo. Lapha kubukwa intshisekelo yocwaningo, izinhloso zocwaningo, amakhono, izindlela zokuqhuba ucwaningo, umklamo wocwaningo, imibono yongoti, abazohlomula, uhlaka lwezahluko nesiphetho. Isahluko sesibili sethula ikhono lokulalela nokuzwa. Lesi sahluko sethula umehluko phakathi kokulalela nokulalelisisa ngenhloso yokuzwa uqonde. Sethula izindlela zokulalela, izindlela zokufundisa ukulalela kanye nenzwa yokulalela. Isahluko sesithathu sethula injulakuhlaziya ulwazi ngamakhono okusetshenziswa kolimi. Kulesi sahluko kubhekwe okushiwo ongoti abehlukene behlaziya imiphumela eyehlukene ngokubuka injula yolwazi nxazonke. Isahluko sesine sethula izindlela noma amasu okuqhuba ucwaningo. Kula masu kusetshenziswe uhla-mbuzo isizindalwazi (inthanethi), ukuhanjelwa kwezithangami, amaphephandaba, ukubuxoxa nezinjulabuchopho nezazi emikhakheni ethile. Kube sekuvezwa ngokolandela imibono yongoti okuncomekayo ngezindlela ezisetshenziswayo uma kuqoqwa ulwazi kanye nokufekela kwazo. Isahluko sesihlanu sethula ukuhlelwa nokwethulwa kolwazi oluqoqiwe. Njengoba ulwazi luqoqwe ezingxenyeni ezehlukene lube seluhlelwa kanjalo. Kunolwazi oluqoqwe kothisha, bamabanga aphansi naphezulu, olunye luqoqwe kubafundi nabo ngokwehlukana kwamazinga. Olunye luqoqwe ezikhulwini zeminyango kaHulumeni emihlanganweni, olunye beluqoqwa ezingxoxweni nezazi ezehlukene, ulwazi lwamaphephandaba, izincwadi imibhalo yongoti, ingosi yesizindalwazi (inthanethi) nakumabonisakude imbala. Isahluko sesithupha sethula ikhono lokubhala, elokufunda nelokuphendula. La makhono ehlukene kepha asebenza ngokubambisana kanti kuvamile ukuba asebenze ngesikhathi vii esisodwa kanyekanye. Lesi sahluko sethule izindlela ezinconywe ongoti zokufundiswa kwekhono lokufunda, elokubhala nelobuciko bokuphendula imibuzo. Lesi sahluko sibuye sethula ikhono lokukhuluma nokwethula. Ukwethula nokukhuluma kuzwakala kufana ngoba ngisho kwethulwa inkulumo kusuke kukhulunywa. Lezi zimo zidinga amanye amakhono ukuze okukhulunywayo nokwethulwayo kudlule ngobuciko kuya kwabalalele nabethamele. Ongoti baphawulile ngala makhono beveza umehluko kanye namasu okucija ikhono lokukhuluma nokwethula. Babuye baphawula ngezimo ezinqinda ukusetshenziswa kwala makhono ngenzuzo. Isahluko sesikhombisa sethula ukuhlaziywa kolwazi lwamakhono olimi oluqoqiwe. Ikhono lokulalela nokuzwa, ikhono lokubhala, elokufunda, elokuphendula imibuzo, elokukhuluma nokwethula, ukuphumelela kwabafundi, ukuqeqesheka kothisha kanye nokulumbana kolimi nezombusazwe. Isahluko sesishiyagalombili sethula ukuhlaziywa kwamakhono, izincomo zocwaningo ngakho kubalwa ikhono lokulalela, ukufunda nokwazi ukuphendula imibuzo ngokunembayo nokusetshenziswa kwekhono lokubhala ngokubhala ubhalomagama olwamukelekile kanye nesiphetho.
Ucwaningo olunzulu ngenkolo yobuKrestu nenkolo yoMdabu (yesiZulu)
(University of Zululand, 1997) Wanda, Vukani Milton.; Khumalo, L.Z.M.
Zonke izizwe zoMdabu lapha e-Afrika zinenkolo yazo Le nkolo ihambisana nemikhuba ethize. Inkolo yalezi zizwe isemthanjeni yempilo yabantu bakhona kangangoba akulula ukuhlukanisa usikompilo nenkolo yesizwe soMdabu. Imvamisa akekho umqambi walezi nkolo yize bekhona abaqambi bezizwe ezithile. Izizwe ziqiniseka ukuthi 1e nkolo zadatshu1wa nayo nguMdali. NamaZulu nawo anenkolo yawo ayilandelayo, yize-ke isithe ukudungeka idungwa impucuko yaseNtshonalanga ihambisana nenkolo yobuKrestu.
Ucwaningo olunzulu ngenqina nokucebisa kwayo ulimi lwesizulu
(2001) Zulu, Vusumuzi Alfred; Khumalo, L.Z.M.
UMvelinqangi udabule ohlangeni izinhlanga zabantu ezahlukahlukene. Inhloso yikuba zihlobise urnhlaba wakhe. Izinhlanga lezi zinikwe ilungelo lokuphila ngemvelo futhi zibuse phezu kwayo. Lezi zinhlanga zikleziswe ngamasiko anhlobonhlobo okumele ziphile ngawo. UZulu omnyama ondlela zimhlophe ungolunye lwalezi nhlanga. Ukuzingela izinyamazane kusemithanjeni yegazi lesizwe sikaPhunga noMageba. Lokhu kudalwa yikwambulelwa kwaso ubuqiniso bokuthi kumele siphile ngemvelo ngoba naso siyimvelo. Ukubaluleka kokuzingela esizweni samaZulu kucaca bha kuhle kombala womvemve lapho kugcinwa amasiko athize. Kuphuma inqina iyojikijela lapho kuhlanjululwa inhloko yesizwe noma umnumzane. Emkhosini wakoMkhulu lapho inkosi izonyathela uselwa, ibutho liphuma inqina. Inqina ingumdlalo ngoba amaphisi akhiphelana ubuchwepheshe bokuba zinkombi ekuhlabeni izinyamazane. Ucwaningo luhlose ukucacisa ubumqoka besiko lokuzingela kubantu abansundu. Luhlose ukucacisa kabanzi ngezinhlobo zenqina ezikhona kanye nezinhloso zazo. Luhlose ukukhanyisa kabanzi ngobumqoka bemvelo empilweni yeSintu. Luhlose ukucacisa bha indlela abazingeli abaziphatha ngayo lapho bephume inqina. Lubabele ukuphonsa itshe esivivaneni sokugcinwa kwamasiko oMdabu ahlaselwa yimbovane ephokophele ukuwabhuqa nya Ukufaka ugqozi emphakathini ukuba uzigcine kahle izinto ezingamagugu esizwe. Ukukhanyisa kabanzi ngeqhaza elibanjwe yinqina namaphisi ekuthuthukisweni kolirni lwesiZulu. Ucwaningo luzogxila emalungiselelweni enqina. Luzophinde lubheke ukumenywa kwenqina kanye nezikhali ezisetshenziswayo lapho kuzingelwa. Luzobheka kabanzi izinhlobo zenqina ezilandeiayo: Inqinambumbulu; inqina yakomkhulu; inqina yesigodi; inqina yomkhosi wokunyathela uselwa; inqina kakhukhulelangoqo nenqina yehlambo. Isikhathi sokuphuma inqina sizobhekwa kabanzi. Luzophinde luthinte izigubho zenqina. Luzogxila kanzulu kwinqubo elandelwayo enqineni Luzogxila kabanzi ezimweni zokukhuluma eziqambeke ngenxa yempilo yobuphisi eyayiphilwa ngokhokho.

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Browsing African Languages by Author "Khumalo, L.Z.M."

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