To be Xhosa or not to be Xhosa… that is the question:
- Authors: De Klerk, Vivian A
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/158096 , vital:40148 , https://doi.org/10.1080/01434630008666401
- Description: It has long been recognised that indigenous languages are endangered because of powerful social, political and economic pressures. In South Africa, the legacy of apartheid has left its indigenous languages particularly vulnerable, and since 1994 huge efforts have been made to reverse the situation. Despite the new language policy and accompanying legislation, it would seem that many Xhosa speakers themselves want English, and not Xhosa,for their children. This paper reports on a multi-faceted quantitative and qualitative survey in and around Grahamstown in the Eastern Cape Province, which focused on the steady trickle of speakers of Xhosa into English-medium schools in thearea, and examined the reasons underlying decisions to send Xhosa children to these schools and the subsequent linguistic and psycho-social effects of the move on the children.
- Full Text:
- Date Issued: 2010
- Authors: De Klerk, Vivian A
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/158096 , vital:40148 , https://doi.org/10.1080/01434630008666401
- Description: It has long been recognised that indigenous languages are endangered because of powerful social, political and economic pressures. In South Africa, the legacy of apartheid has left its indigenous languages particularly vulnerable, and since 1994 huge efforts have been made to reverse the situation. Despite the new language policy and accompanying legislation, it would seem that many Xhosa speakers themselves want English, and not Xhosa,for their children. This paper reports on a multi-faceted quantitative and qualitative survey in and around Grahamstown in the Eastern Cape Province, which focused on the steady trickle of speakers of Xhosa into English-medium schools in thearea, and examined the reasons underlying decisions to send Xhosa children to these schools and the subsequent linguistic and psycho-social effects of the move on the children.
- Full Text:
- Date Issued: 2010
Pre-emigration reflections : Afrikaans speakers moving to New Zealand
- De Klerk, Vivian A, Barkhuizen, Gary P
- Authors: De Klerk, Vivian A , Barkhuizen, Gary P
- Date: 2004
- Language: English
- Type: Article , text
- Identifier: vital:6138 , http://hdl.handle.net/10962/d1011590
- Description: This article reports on the pre-emigration reflections of 15 Afrikaans speakers, all of whom were in the final stages of preparing to emigrate to New Zealand. The study explores the linguistic histories of the participants, their attitudes to their mother tongue (Afrikaans) and to English, and their views on South Africa's language policy and how it has influenced their decisions to leave the country. The paper also offers a view on possible long-term linguistic outcomes for these families.
- Full Text:
- Date Issued: 2004
- Authors: De Klerk, Vivian A , Barkhuizen, Gary P
- Date: 2004
- Language: English
- Type: Article , text
- Identifier: vital:6138 , http://hdl.handle.net/10962/d1011590
- Description: This article reports on the pre-emigration reflections of 15 Afrikaans speakers, all of whom were in the final stages of preparing to emigrate to New Zealand. The study explores the linguistic histories of the participants, their attitudes to their mother tongue (Afrikaans) and to English, and their views on South Africa's language policy and how it has influenced their decisions to leave the country. The paper also offers a view on possible long-term linguistic outcomes for these families.
- Full Text:
- Date Issued: 2004
The discourse of postgraduate seminars
- Authors: De Klerk, Vivian A
- Date: 1995
- Language: English
- Type: Article
- Identifier: vital:6132 , http://hdl.handle.net/10962/d1011584
- Description: Video recordings of a range of postgraduate seminars in the Arts Faculty at a South African university were made and analyzed, in order to define the current nature of this particular form of educational practice in South African tertiary institutions. Recent demographic changes in formerly White universities are having a significant effect on the nature of interaction in formal discussion groups. Despite a common perception that at a tertiary level tutors and students are equally entitled to speak and all contributions equally valued, this article reveals that postgraduate seminars are sites of competition for the floor and that there are significant imbalances in participation by different groups in this competitive speaking environment; it is further argued that these imbalances reflect different (culture- and gender-specific) assumptions about what constitutes appropriate participation and also, to some degree, previous learned discourse patterns associated with schooling experience.
- Full Text:
- Date Issued: 1995
- Authors: De Klerk, Vivian A
- Date: 1995
- Language: English
- Type: Article
- Identifier: vital:6132 , http://hdl.handle.net/10962/d1011584
- Description: Video recordings of a range of postgraduate seminars in the Arts Faculty at a South African university were made and analyzed, in order to define the current nature of this particular form of educational practice in South African tertiary institutions. Recent demographic changes in formerly White universities are having a significant effect on the nature of interaction in formal discussion groups. Despite a common perception that at a tertiary level tutors and students are equally entitled to speak and all contributions equally valued, this article reveals that postgraduate seminars are sites of competition for the floor and that there are significant imbalances in participation by different groups in this competitive speaking environment; it is further argued that these imbalances reflect different (culture- and gender-specific) assumptions about what constitutes appropriate participation and also, to some degree, previous learned discourse patterns associated with schooling experience.
- Full Text:
- Date Issued: 1995
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