General Linguistics

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A survey of Xhosa drama
(University of Zululand, 1978) Jafta, Dorcas Nompumelelo; Nkabinde, A.C.
This study is an attempt to give a survey of indigenous Xhosa dramatic expressions. The writer hopes to show that traditional Xhosa drama shares certain elements of this art with other cultures. In ether words, there appears to be certain universals that identify all dramatic art. Although the study mainly concerns itself with the analysis of indigenous forms of dramatic expression as found in oral tradition some literary forms of Xhosa drama are also discussed. The intention is to show how the literary forms have evolved or deviated from the oral tradition. The survey covers all the Xhosa speaking people of the Ngqika, Ndlambe, Gcaleka, Thembu, Bomvana as well as Mpondo, Mpondomise, Hlubi and Bhaca , Although the Mpondo, Mpondomise, Hlubi and Bhaca have distinct dialectal differences with the other Xhosa groups linguistically they, nevertheless , share Some common traditions with them because there is social interaction. They attend the same schools where Xhosa is taught irrespective of the dialect of the area. Intergroup marriages have also resulted in the intermingling of traditions. Basically all the rituals are common in all the groups except Umhlwayelelo (a health and fertility ritual) which is not practised by the Mpondo, Mpondomise, Hlubi and Bhaca. The “ingcubhe” (first fruit ritual) has not been discussed because it is only practised by the Bhaca.
Aspekte van die naamwoordkonstruksie in Griekwa-Afrikaans
(1993) Spruyt, Maria Magdalena; Klopper, R.M.
In hierdie verhandeling word bepaalde aspekte beskryf van die naamwoordkonstruksie in Griekwa-Afrikaans, 'n vemarne niestandaarddialek van Afrikaans waaraan daar nog min gewerk is. Dit word bedoel as 'n bydrae tot 'n ewewigtiger benadering tot taalbeskrywing waarvolgens aile varieteite van Afrikaans as taalkundig gelykwaardig beskou word. Bepaalde aspekte van die naamwoordkonstruksie in Griekwa-Afrikaans word leksikaal en sintagmaties beskryf, waama 'n aantal hipoteses oor die verwantskap tussen GriekwaAfrikaans en die koine getoets word. Daar word eerstens tot die gevolgtrekking gekom dar daar by die naamwoordkonstruksie oorweldigende ooreenkomste op sowel leksikale as sintagmatiese vlak tussen GriekwaAfrikaans en die koine bestaan sonder dat daar beduidende verskille is. Tweedens word teen die verwagting in bevind dat die taalgebruik van die sprekers van Griekwa-Afrikaans 'n beduidende aantal hoogs komplekse naamwoordstukke bevat. Verder word bevind dat sommige sprekers se taalgebruik inherente variasie vertoon t.o.v, bepaalde aspekte van voomaamwoordelike gebruik en ander s'n nie, Laastens word bevind dat die Kokstad-, Philippolis- en Campbell-gebiede as afsonderlike spraakgemeenskappe beskou kan word op grond van die sprekers se voomaamwoordelike gebruikspatrone. Eng:=This dissertation focuses on a number of aspects of the noun phrase in Griekwa-Afrikaans, an important non-standard dialect of Afrikaans which has not yet been adequately described. It is intended as a contribution to a more balanced approach to linguistic description which accords all the dialects of Afrikaans equal merit. After particular aspects of the nominal construction in Griekwa-Afrikaans are described lexically and syntagmatically, a number of hypotheses are tested regarding the relationship between Griekwa-Afrikaans and koine Afrikaans. The first conclusion arrived at is that there are overwhelming similarities in the nominal construction on lexical as well as syntagmatic level between Griekwa-Afrikaans and koine Afrikaans without there being any significant differences. A second and unexpected conclusion is that recorded speech in Griekwa-Afrikaans contains a significant number of quite complex noun phrases. It was also concluded that some respondents exhibit inherent variation with regard to particular aspects of pronominal usage while others do not. Finally it was concluded that the Kokstad, Philippolis and Campbell areas can be considered separate speech communities with regard to pronominal usage.
Die rol van moedertaalversteuring in die Afrikaans van Zoeloesprekende leerlinge
(1995) Wela, Vusumuzi Patrick; Kotze, E
The aim of the research was to identify the role of mother tongue influence in the Afrikaans of Zulu speaking pupils. The research was conducted in the Mehlwesizwe and Hlabisa inspection circuits respectively. The results showed that most deviations which could be ascribed to mother tongue influence were syntactic. Followed by lexical phonological and morphological deviations that there was a need for the use of the communicative approach in the teaching of Afrikaans which can result in the pupils being able to communicate in the language . Successful communication would determine whether the language is correct or not. The amount of exposure to Afrikaans as well as the residential area of the respondent did not necessarily determine the measure of proficiency in the language. The results also showed that Afrikaans occupies third place after the mother tongue and English in the research area. So is it fair to teach pupils a second language higher grade syllabus in Afrikaans ? Why not make provision for a second Language lower grade or even a third language Afrikaans sylabus?
'n Kognitiewe benadering tot tydsmarkering in Afrikaans
(1999) Spruyt, Maria Magdalena; Klopper, R.M.
Engl: = The aim of this dissertation was to give an overview of work done on the grammatical expression of time in Afrikaans, and to show that the Cognitive Rhetoric, as a relatively new field of study, offers analytical tools that can account for problems being encountered with time expression which cannot be successfully dealt with through traditional methods of analysis and description. A descriptive framework was developed based on the cognitive approach of mental spaces, which has as basic principle the view that the semantic structure of a language is a reflection of a person's conscious experience of a physical, social and linguistic world, which allows for time to be metaphorically viewed as space. Thus time can be viewed as a container in which past, present and future are locked up in still smaller containers. These containers function as mental spaces, which are partial renderings of logical, coherent situations or potential realities in which time moves as a mover or a manipulator. An important tenet of the analytical framework which has been developed, is that a mental space for the present tense is regarded as man's primary field of experience, and as the cognitive point of departure from where he metaphorically projects to a past tense mental space or a future tense mental space. Within a particular mental space there is contained a sequence of events which are marked for the same tense; when a shift in time occurs, a new mental space is opened for the new time frame. The mental spaces approach has been utilized to show how time is used as a background-organizing mechanism for the analysis and description of tense in everyday discourse as well as a fictional narrative text. Afrik: = Die doelwit van hierdie dissertasie was om deur middel van bronverkenning 'n oorsig te bied van werk wat in Afrikaans gedoen is oor tydsvergestalting, en om aan te dui dat die Kognitiewe Retoriek, as opkomende studiegebied, ontledingsmeganismes bied vir probleme met tydsmarkering wat nie deur tradisionele metodes van ontleding en beskrywing opgelos kan word nie. 'n Ontledingsraamwerk gebaseer op die kognitiewe dinkruimbenadering is ontwikkel wat voorsiening maak vir die beginsel dat die semantiese struktuur van 'n taal 'n mens se bewussyn van 'n fisiese, sosiale en taalkundige wereld reflekteer, sodat tyd metafories as ruimte herbedink word. Hiervolgens word tyd as ln houer gesien waarbinne tydskonsepte soos hede, verlede en toekoms as kleiner houers opgesluit le*. Hierdie houers funksioneer as dinkruime, wat gedeeltelike weergawes is van logiese, samehangende situasies of potensiele werklikhede waarbinne tyd as 'n beweger en *n manipuleerder optree. *n Basiese vertrekpunt van die ontledingsraamwerk wat ontwikkel is, behels dat 'n dinkruim vir die teenwoordigetyd as die prim ere belewingsruim van die mens beskou word, en as die kognitiewe vertrekpunt vanwaar hy metafories projekteer na *n verledetyddinkruim of 'n toekomstigetyddinkruim. Binne 'n bepaalde dinkruim is daar 'n sekwensie van gebeurerame wat vir dieselfde tyd gemerk is; sodra *n tydskuif plaasvind, word 'n nuwe dinkruim oopgemaak vir die nuwe tydraam. Die dinkruimbenadering is benut om aan te toon hoe tyd as agtergrond-organiserende meganisme gebruik word om tyd in alledaagse diskoers asook in narratiewe tekste te ontleed.
Oorsaaklikheid en oorganklikheid in Afrikaans : `n kognitiewe benadering
(2000) Zulu, Sylvia Phiwani; Klopper, R.M.
Afr: In hierdie proefskrif doen ek verslag oor navorsing wat ek binne die raamwerk van die Kognitiewe Retoriek gedoen het oor die venvantskap tussen oorsaaklikheid en oorganklikheid in Afrikaans. Nadat ek die aard van oorsaaklikheid aan die hand van die jongste literatuur beskryfhet, het ek gewys hoe oorsaaklikheid saam met ander betekeniselemente soos beeldskemas, konseptuele melafore en semantiese rolle die grondslag vorm vir hoe die mens dink en praat oor die interaksies om hom wat hy oorganklike gebeure noem. = Engl: In this dissertation I am reporting the results of the research that I did within the framework of Cognitive Rhetoric regarding the relationship between causality and transitivity in Afrikaans. After describing the nature of causality based on the most recent literature in this regard, I demonstrate how causality, along with other elements of meaning such as image s enemas, conceptual metaphors and semantic roles form the basis of how humans think and-talk about the-interactions-around-them that they term transitive events.
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 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.
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.
Grammatical analysis: its role in the reading of legal texts
(2007) Mkhatshwa, Elijah Johan; Moyo, C.Y.
In almost all the statutory sentences that obtain in the statutes of the University of Zululand and the University of Swaziland respectively, modification and subordination or rather embedding form part of the essential techniques used by the writers to enhance the communicative potential of the sentences. The objective of the study, therefore, was to establish that using adjectival and adverbial information in legal texts does have an effect on the act of reading and interpretation and the resultant meaning on the text. The construction of the sentences in the two statutes favours the study's hypotheses. The first hypothesis is that using adjectival and adverbial information in legal texts significantly enhances clarity and precision of the expression as mediated by the text. The second hypothesis is. that reference both within the nominal group and the verbal group in legal texts is susceptible of further specification. In chapter two, we argue, in Bex's (1996:95) terms, that texts orient themselves to readers in particular ways, and organize their information in ways appropriate to the medium selected and the context in which they occur. We also note that in the construction and interpretation of texts due attention is given to the elements in the language which are capable of encoding various functions and particular realizations of these functions determine the register of the text under consideration (cf. Bex, 1996:95). In our analysis of the statutes of the University of Zululand and the University of Swaziland respectively, we establish that language varies according to the activity in which it plays a part (Leech et al, 1982:10). We also establish that sentences with different structures have different communicative functions and that one important property of a sentence is its communicative potential (Akmajian et al, 1995:229). This communicative potential of sentences, with specific reference to the statutory sentences under discussion, is, as already indicated earlier on, enhanced by using modification both within the nominal group and the verbal group. Thus, it is worth emphasizing that in enhancing the effectiveness and communicative potential of the statutory sentences in order to achieve clarity and precision of the expression, modifying elements carrying adjectival and adverbial information are put to use in constructing the sentences. In consequence thereof, modification which employs non-nuclear constituents is accorded a central role in determining the effectiveness of the sentences whilst the acceptability of the sentences in terms of its grammaticaltty is determined solely by the nuclear constituents. Thus the argument that the occurrence of a modifier is never essential for the internal structure of a noun phrase and that a modifier can be easily omitted without affecting the acceptability of the noun phrase (Aarts and Aarts, 1988:63) is, in our view, not at issue. Our concern is not so much with the acceptability of both reference and predication within the structure of the sentence. Rather, we are concerned with whether the communicative potential or effectiveness of the sentences makes it possible for the communicative intent to be realized as intended. Our analysis of the sentences in the statutes in question, demonstrate that the necessary specification is contained in the modifier and that a modifier has the effect of explicitness and of specifying precisely that which is the point of information (Halliday and Hasan, 1997:96). Our view, therefore, is that although non-nuclear constituents (modifiers) in a sentence are optional, their role of specification cannot go unnoticed since they are tightly integrated into the structure of the clause (cf. Huddleston and Pullum, 2005). This view is corroborated by Akmajian et al's (1995:223) argument that the meaning of a syntactically complex expression is determined by the meaning of its constituents and their grammatical relations. Hence we argue that notwithstanding the fact that nuclear constituents are obligatory for the sentence to be accepted as grammatical, the grammaticality of the sentence as determined by the nuclear constituents does not necessarily translate into its effectiveness as a communicative device of information. It bears repeating, therefore, that in almost all the statutory sentences of the two universities, modification and subordination or rather embedding from part of the essential techniques use by the writers to enhance the communicative potential and effectiveness of the sentences.
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.
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.
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 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 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.
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.
A Grounded Theory study of English as Second Language (ESL) students’ experiences with literary texts, with reference to the University of Zululand
(University of Zululand, 2017) Gazu, Khulekani Amegius; Moyo, C.T; Mncwango, E.M
The study of ESL students’ experiences with literary texts generated a theoretical model accounting for the intricate relationships among some interwoven phenomena. The model was informed by the precepts of the systematic procedures of Strauss and Corbin (1990) and the attendant central phenomenon, causal conditions, contextual and intervening conditions, interactional strategies as well as the consequences. The central phenomenon that emerged focused on how ESL students interact with textual features such as language difficulty, lexical difficulty, and length of the text by employing strategies to bring about better text comprehensibility. The causal condition for the phenomenon is that some ESL students face lexical and general language difficulty when studying literary texts because of their relative lexical impoverishment. When students consult dictionaries to mediate lexical difficulty, reading fluency is adversely affected; and the condition is exacerbated by the length of the text which brings about loss of plot navigation whereby some readers forget parts of the plot due prolonged engagement in the context of available reading time. The context under which the phenomenon obtains is conspicuous in poetry in the form of authority of interpretation – a phenomenon which grapples with the quandary of orthodox interpretation as postulated either by the student or the assumed more knowledgeable other, the lecturer. The attendant property is that interpretation resonates as a positive higher level cognitive appeal to the more competent reader and a challenge or difficulty to the less competent reader. In the novel (as well as other genres) the manifestation of the phenomenon comes about during assessment where there is a lack shared outcomes or criterion referencing, which leads to unsatisfactory student performance. Students have to adopt interactional strategies to mediate the situation by relying on internet summaries and analyses. Other interactional strategies include relying on the lecturer’s decoding of the text, thereby expecting a banking pedagogy from the more knowledgeable other; relying on the peers’ decoding of a literary text; and shared or collaborative reading which leads to a convergence of different viewpoints and interpretations. These strategies are facilitated by the intervening conditions like the relevance of themes; the ability of the reader to relate to the text; the novel’s being laden with exploratory ideas; and the drama’s interactive nature. Conversely, they are constrained by such conditions as the effect of the heavy workload; drama’s barren exposition; internet summaries only treating peripheral content; and the discrepancy between lecturing and assessment styles. The interactional strategies have a positive and a negative bearing on the ESL readers’ engagement with literary texts. The positive consequences of relying on the internet summaries and analysis include the provision of an entry point to the text; creation of expectation and activation of the schemata; it also results in active reading for some readers, and it facilitates the reading of the long texts. Conversely, the practice is also considered to result in passive reading as it is no longer necessary for some readers to make conjectures; the discovery element is taken away hence the aesthetic value of the text dwindles; and it adversely affects the student-lecturer didactic relationship for ethical reasons. The strategy of relying on the lecturer and peers leads to dependency when they do not read texts on their own
The linguistic obstacles to language teaching and learning in a bilingual classroom
(University of Zululand, 2019) Makhathini, Freedom Nkanyiso
This thesis looks at language as an instrumental, linguistic tool which, if taught by qualified language teachers could yield better results in the analysis and interpretation of both literary and non-literary texts in academia and in social lives of language speakers. The everyday linguistic practices in a bilingual classroom require grammatical, syntactic and sociolinguistic aspects when engaged in teaching and learning. This study draws on research findings from a mixed-research approach through the use of both language teachers and language learners as participants in this study. The findings of this study are drawn from both the teachers’ and the learners’ experiences on grammar teaching and learning for academic and social purposes. The findings indicate the urgent need for a pure linguistic pedagogy for language teachers in the study of grammar in the rural classroom setting. In the current teaching and learning of language, this study discovered that there is a lack of resources to teach and to learn grammar. Problems with the exposure to nonstandard varieties of both English and isiZulu language which impact the study of language in structure, analysis and use, the teaching of language by non-language teachers, too much classroom focus on literature without knowledge of linguistic structure by both language teachers and bilingual leaners of language leave language teaching and learning crippled. As a result of these problems, learners experience difficulties in using language for both academic and social purposes, problems with reading, writing and speaking at both secondary and tertiary level, in both their L1 and through their L2. As argued by de Klerk (1992), Rudwick (2004), Pretorius and Matjila (2004), Brock-Utne and Holmarsdottir (2004), Alimi ( 2011), Jawahar and Dempster (2013) and Palviainen and Mard-Miettinen (2015), there is a serious shortage of language specialists as opposed to literature specialists, as a result, language teaching and learning are negatively influenced. A questionnaire containing the qualitative data of the teachers and learners and open-ended questions were used during interviews to elicit the needed information. Themes are discussed focusing on the role of the language teacher and problems which arise during classroom language teaching and learning. This study looked at the linguistic obstacles to language teaching and learning in a bilingual classroom and recommended that language teaching should be objective and must focus on grammatical and communicative vi forms of a language before literature is taught. This will help in the authentic linguistic analysis of any given text when knowledge of structure and discourse analysis is known by a learner.
Analysing the promotion of indigenous African languages through social networks in South Africa
(University of Zululand, 2020) Munyadziwa, Mosibudi Aretha
Languages remain a tool that allows human beings to communicate and provides foundation for a vigorous and multicultural interaction. The introduction of platforms that aid communication across different communities caters for languages to flourish. Coming second to emails as the most popular communication tools, social networks remains the most preferred platforms for both informal and formal communication. In South Africa, social networks such as Twitter, Facebook, WhatsApp and other chat-zones, are widely used by speakers of different indigenous African languages. However, it is uncertain if these platforms can be tools of promoting indigenous African languages. Therefore, this study sought to understand the promotion of indigenous African languages on social networks. South Africa has 11 official languages, however, this study focused on five namely; isiZulu, siSwati, Sepedi, Tshivenḓa, and Xitsonga. The languages selected are spoken in three different provinces. IsiZulu has the most speakers, followed by Sepedi, Xitsonga, siSwati, and Tshivenḓa, respectively. These languages have been equally promoted by the central government of South Africa and there is need to understand the relationship between social networks and indigenous African languages. This dissertation analysed the promotion of indigenous African languages in South Africa using social networks. This study was conducted using qualitative and quantitative approaches. The first objective assessed the growth of indigenous African languages and their use in social networks. The second objective compared the use of isiZulu, siSwati, Sepedi, Tshivenḓa, and Xitsonga languages among each other on the social networks. The third objective investigated the promotion of isiZulu, siSwati, Sepedi, Tshivenḓa, and Xitsonga languages through social networks. Both objectives one and two used cross-tabulation while the third objective used thematic analysis. The sample size of 384 respondents was randomly sampled according to their first language and were tendered with a questionnaire. The study was conducted in KwaZulu-Natal, Mpumalanga and Limpopo provinces of South Africa. The quantitative research findings revealed that people’s interaction on social networks has become a vital aspect of corpus development. The qualitative research revealed how the respondents’ choice of social networks affects how language is used. While most of the respondents prefer using the English language on social networks, they code mix. vi Access to websites that support indigenous African languages is limited due to irrelevant and insufficient content. Languages, including indigenous African ones, have been redefined and new words have been created. Lexicographers, Terminographers and PanSALB should therefore use social networks to for their research purposes. The study recommends the use of indigenous African languages on social networks and the continuous integration of words developed on social networks on daily use. Furthermore, government should play its role of promoting indigenous African language
An exploration of translanguaging in a grade ten reading class in Ntambanana circuit schools
(2022) Ntshakala Bongumusa Faithful
Learners’ poor performance in schools is of grave concern in South Africa due inter alia, to low literacy and numeracy levels. It has been found that, comparatively, learners in South Africa lag behind other learners in other countries in terms of their ability to read with comprehension. The study aimed to explore the employment of translanguaging as a teaching strategy aimed at improving learner comprehension in a Grade ten reading class. Three rural high schools were selected which offer English as a second language and isiZulu as a home language. Ten Grade ten learners in each school were purposively sampled and the study comprised thirty learners. The findings revealed that while some learners are competent enough in English, mainly due to their backgrounds, most of them comprehend better, and they responded more correctly to comprehension-seeking questions when the input language was their home language (isiZulu). The learners in the three high schools pointed out after writing the comprehension tests that even if the text can be written in their second language (English) and they read it without understanding some words and some paragraphs, but if they are questioned in their home language, they can respond with ease to the questions. The findings clearly demonstrate the role that learners’ home language should play in in their learning. The study, therefore, recommends translanguaging as a teaching strategy that teachers can employ to improve learner comprehension and to ensure that learners benefit from their entire linguistic repertoire.
University language policy management: the case of a university of technology in South Africa
(University of Zululand, 2022-09-02) Ngidi, Sizakele Audrey
The present study examined language policy management in higher education institutions in South Africa using a University of Technology as a case study. The first objective of the study was to ascertain the extent of students’ language learning problems that manifest at the University of Technology after the adoption of the English-only language policy. The second objective was to determine whether students’ biographical factors (gender, age, year of study, home language, and faculty) have any influence on their language learning problems. The third objective was to ascertain the nature of lecturers’ opinions regarding English as a medium of instruction at the University of Technology. The fourth objective was to determine whether the faculty variable has any influence on lecturers’ opinions regarding English as a medium of instruction at the University of Technology. To this end, a questionnaire was administered to a randomly selected sample of 110 students and 84 lecturers who completed and returned the questionnaires. The last objective was to establish the reasons why the University of Technology changed its language policy from a dual-medium to a monolingual language policy. To this end, purposive sampling, namely a single-case study, was used to select the Registrar as the participant in this study. The findings revealed that the students differed in the extent of their language learning problems that manifest at the institution after the adoption of an English-only language policy. A very high percentage (78.18%) of students reported a moderate language listening problem. The findings also revealed that the year of study influenced students’ experiences of listening problems. Fourth-year students experienced more challenges from learning problems than first-, second- and third-year students. The findings showed that lecturers differed significantly in the nature of their opinions regarding English as a medium of instruction at the institution. A very high percentage (83.33%) of lecturers reported an uncertain opinion level. The findings on the analysis of each item indicated that the faculty variable had a significant influence on lecturers’ opinions regarding some of the single items. The findings from the interviews regarding reasons as to why the University of Technology changed its language policy from a dual-medium to a monolingual language policy, point to inclusivity to accommodate black students who are in the majority but also driven by sociolinguistic, bureaucratic, and economic factors which lead to ineffective language management in South Africa and at South African universities. On the basis of the findings of this study, a model for the process of implementing the university language policy management was proposed and recommended.

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