The influence of indigenous languages on Ugandan English as used in the media
- Authors: Tukwasibwe, Constance
- Date: 2014
- Subjects: Mass media and language -- Uganda , Languages in contact -- Uganda , English language -- Uganda , Language transfer (Language learning) -- Uganda , Communication and culture -- Uganda , Bilingualism -- Uganda , Linguistic demography -- Uganda , Uganda -- Languages
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3646 , http://hdl.handle.net/10962/d1015637
- Description: When two or more languages come in contact, they influence each other in various ways, for example through word borrowing, transfer of sounds, morphology and syntax taken from one language system and imported to another. In this study, the primary concern is on the indigenous communities of Uganda learning the English language, plus the influence that this interaction brings into the linguistic space. Bringing the Ugandan multilingual situation into perspective, the study looks at how the English language has interacted with the local languages and the local speech habits, customs and traditions of the indigenous people, to the extent that it has been indigenized. Some word usage results in miscommunication due to the socio-cultural uniqueness of Ugandan cultural expressions. As an example, because of the practice of polygamy in most Ugandan cultures, words like co-wife are coined to mean 'a woman who shares a husband, or a husband's other wife', a word that is absent in both the language and culture of native English speakers. Furthermore some words are formed by calquing some indigenous language expressions, e.g. 'to eat money' or 'to eat cash', an expression that is calqued from the Luganda phrase, kulya sente. Such word coinages are meant to fill the 'shortfall' where the English language fails to provide adequate equivalents. Understanding the context of this kind of English usage and the influence from the indigenous languages is helpful in handling inter-cultural discourses, as the same expression may convey different senses to different people in different contexts. So then, this study deals with some peculiarities of Ugandan English, namely; the features of Ugandan English grammar which are influenced by the indigenous languages. Evidence from the Corpus of Ugandan English is explored to establish that indigenous languages in Uganda have a significant influence on the English language variety spoken in the country, and that a large part of English bilingual speakers cannot speak English without transferring the features from their mother tongue or indeed, switching and mixing codes. A British corpus was used for the purposes of comparison with Ugandan English. The research was conducted in Uganda, drawing data from English newspapers, radio and television talk -shows that were recorded to provide a structural analysis of the contact situations. The result of the study points to the fact that, indeed, the phonological, morpho-syntactic and semantic characteristics of Ugandan English have a considerable amount of influence from indigenous local languages. This study is hinged on the assumption that when indigenous languages and the target language come together in a linguistic contact situation, the resulting variety would exhibit distinct phonological, lexical, grammatical and semantic/pragmatic features ( cf. Sankoff, 2001; Thomason, 1995; Thomason & Kaufman, 1988; Winford, 2005). However, some of these innovations have attracted criticism from 'prescriptivists' such as Quirk (1985, 1988, 1990); Gaudio (2011); and Abbot (1991) who perceive them as 'nonstandard', 'incorrect English language usage' and a 'direct translation from the language user's mother tongue into English'. Yet, indigenous languages continue to play important roles in shaping the kind of English language usage in Uganda.
- Full Text:
- Date Issued: 2014
- Authors: Tukwasibwe, Constance
- Date: 2014
- Subjects: Mass media and language -- Uganda , Languages in contact -- Uganda , English language -- Uganda , Language transfer (Language learning) -- Uganda , Communication and culture -- Uganda , Bilingualism -- Uganda , Linguistic demography -- Uganda , Uganda -- Languages
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3646 , http://hdl.handle.net/10962/d1015637
- Description: When two or more languages come in contact, they influence each other in various ways, for example through word borrowing, transfer of sounds, morphology and syntax taken from one language system and imported to another. In this study, the primary concern is on the indigenous communities of Uganda learning the English language, plus the influence that this interaction brings into the linguistic space. Bringing the Ugandan multilingual situation into perspective, the study looks at how the English language has interacted with the local languages and the local speech habits, customs and traditions of the indigenous people, to the extent that it has been indigenized. Some word usage results in miscommunication due to the socio-cultural uniqueness of Ugandan cultural expressions. As an example, because of the practice of polygamy in most Ugandan cultures, words like co-wife are coined to mean 'a woman who shares a husband, or a husband's other wife', a word that is absent in both the language and culture of native English speakers. Furthermore some words are formed by calquing some indigenous language expressions, e.g. 'to eat money' or 'to eat cash', an expression that is calqued from the Luganda phrase, kulya sente. Such word coinages are meant to fill the 'shortfall' where the English language fails to provide adequate equivalents. Understanding the context of this kind of English usage and the influence from the indigenous languages is helpful in handling inter-cultural discourses, as the same expression may convey different senses to different people in different contexts. So then, this study deals with some peculiarities of Ugandan English, namely; the features of Ugandan English grammar which are influenced by the indigenous languages. Evidence from the Corpus of Ugandan English is explored to establish that indigenous languages in Uganda have a significant influence on the English language variety spoken in the country, and that a large part of English bilingual speakers cannot speak English without transferring the features from their mother tongue or indeed, switching and mixing codes. A British corpus was used for the purposes of comparison with Ugandan English. The research was conducted in Uganda, drawing data from English newspapers, radio and television talk -shows that were recorded to provide a structural analysis of the contact situations. The result of the study points to the fact that, indeed, the phonological, morpho-syntactic and semantic characteristics of Ugandan English have a considerable amount of influence from indigenous local languages. This study is hinged on the assumption that when indigenous languages and the target language come together in a linguistic contact situation, the resulting variety would exhibit distinct phonological, lexical, grammatical and semantic/pragmatic features ( cf. Sankoff, 2001; Thomason, 1995; Thomason & Kaufman, 1988; Winford, 2005). However, some of these innovations have attracted criticism from 'prescriptivists' such as Quirk (1985, 1988, 1990); Gaudio (2011); and Abbot (1991) who perceive them as 'nonstandard', 'incorrect English language usage' and a 'direct translation from the language user's mother tongue into English'. Yet, indigenous languages continue to play important roles in shaping the kind of English language usage in Uganda.
- Full Text:
- Date Issued: 2014
“The Hellenistic ruler cult and Ptolemy I’s quest for legitimacy”
- Authors: Ntuli, Sihle
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/6097 , vital:21031
- Description: Alexander III died suddenly in Babylon in 323 BC. With Philip III Arrhidaeus in a mentally deficient state and Alexander IV not being of age, Alexander died without a suitable heir. The task of succeeding one of the most storied legacies in the ancient world was left to the generals of Alexander III. On his deathbed, Alexander was asked who should lead the Macedonians, of which he allegedly replied “the strongest”. Thus began the process of selecting the individual who would succeed Alexander the Great, which ended up becoming a contentious task due to Macedonian succession customs. Subsequently the ‘Successors’ quarrelled over who should succeed Alexander as the true successor. The wars of the Successors are founded on an issue of legitimacy that qualifies the notion of the strongest. Being deemed the true successor of Alexander the Great meant the opportunity to continue a period of Macedonian dominance following the reigns of Philip II and Alexander III. Alexander III is hailed as one of the most extraordinary individuals of the ancient world with his imperial campaigns being widely documented, political stability being pinpointed as one of the Macedonian strong points during the period of their dominance. The ruler cult is a point of reference for the explaining the relative political stability throughout the reign of Alexander the Great. The ruler cult can be understood as a sociopolitical construct that hybridized the notion of the ruler with that of a religious leader. The oriental influence of Alexander’s campaigns in Asia would inform the customs and practices of the divine ruler. The Macedonians’ ability to establish a presence in foreign territories made such a social construct a necessity in the task of centralizing of minds for political stability. Alexander’s rendition of the cult informed the formalized Ptolemaic ruler cult. The similarities and differences of the renditions help us to understand this political tool that Ptolemy I required in order to be deemed the true successor of Alexander the Great. The following will be an investigation into whether Ptolemy I is able to attain legitimacy, firstly as a successor to Alexander the Great, secondly as Pharaoh of Egypt.
- Full Text:
- Date Issued: 2017
- Authors: Ntuli, Sihle
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/6097 , vital:21031
- Description: Alexander III died suddenly in Babylon in 323 BC. With Philip III Arrhidaeus in a mentally deficient state and Alexander IV not being of age, Alexander died without a suitable heir. The task of succeeding one of the most storied legacies in the ancient world was left to the generals of Alexander III. On his deathbed, Alexander was asked who should lead the Macedonians, of which he allegedly replied “the strongest”. Thus began the process of selecting the individual who would succeed Alexander the Great, which ended up becoming a contentious task due to Macedonian succession customs. Subsequently the ‘Successors’ quarrelled over who should succeed Alexander as the true successor. The wars of the Successors are founded on an issue of legitimacy that qualifies the notion of the strongest. Being deemed the true successor of Alexander the Great meant the opportunity to continue a period of Macedonian dominance following the reigns of Philip II and Alexander III. Alexander III is hailed as one of the most extraordinary individuals of the ancient world with his imperial campaigns being widely documented, political stability being pinpointed as one of the Macedonian strong points during the period of their dominance. The ruler cult is a point of reference for the explaining the relative political stability throughout the reign of Alexander the Great. The ruler cult can be understood as a sociopolitical construct that hybridized the notion of the ruler with that of a religious leader. The oriental influence of Alexander’s campaigns in Asia would inform the customs and practices of the divine ruler. The Macedonians’ ability to establish a presence in foreign territories made such a social construct a necessity in the task of centralizing of minds for political stability. Alexander’s rendition of the cult informed the formalized Ptolemaic ruler cult. The similarities and differences of the renditions help us to understand this political tool that Ptolemy I required in order to be deemed the true successor of Alexander the Great. The following will be an investigation into whether Ptolemy I is able to attain legitimacy, firstly as a successor to Alexander the Great, secondly as Pharaoh of Egypt.
- Full Text:
- Date Issued: 2017
A comparison of the female characters in Plautus and in Terence
- Authors: Slatter, E M
- Date: 1966
- Subjects: Plautus, Titus Maccius Terence Plautus, Titus Maccius -- Characters -- Women Terence -- Characters -- Women Latin drama Women in literature
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3602 , http://hdl.handle.net/10962/d1002186
- Full Text:
- Date Issued: 1966
- Authors: Slatter, E M
- Date: 1966
- Subjects: Plautus, Titus Maccius Terence Plautus, Titus Maccius -- Characters -- Women Terence -- Characters -- Women Latin drama Women in literature
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3602 , http://hdl.handle.net/10962/d1002186
- Full Text:
- Date Issued: 1966
Exploring the correlation between language medium and academic achievement: a comparative study of the language of learning and teaching (LoLT) and mathematics results in the 2010 Grade 12 National Senior Certificate examinations in the Eastern Cape
- Mbude-Shale, Beryl Ntombizanele
- Authors: Mbude-Shale, Beryl Ntombizanele
- Date: 2013
- Subjects: Academic achievement -- Research -- South Africa -- Eastern Cape Language and education -- Research -- South Africa -- Eastern Cape Language policy -- South Africa -- Eastern Cape Mathematics -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Education, Secondary -- South Africa -- Eastern Cape Matric Learners Language planning Mathematics Policies Academic performance Mother-tongue
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3559 , http://hdl.handle.net/10962/d1001863
- Description: In 2009, of the 68,129 learners who wrote Matric, only 34,731 learners passed. In 2010, there was an increase in the provincial pass rate causing much excitement across the board. The reality was that of the 64,090 learners who wrote, only 37,345 learners passed. In 2010, a result below 50% was recorded for Mathematics and Physical Science nationally (DBE; 2011). Despite efforts by the Education Department to support MSTE; establishing Mathematics and Science schools, NGOs and HEIs giving extra Mathematics and Science support to students and teachers, the offering of Saturday classes and incubation camps, we still get minimal return on investment. This thesis analyses these results against the backdrop of language planning theory, particularly language-in-education policies, pre and post-apartheid. The correlation between language medium and academic performance in language (LoLT) and Mathematics of Grade 12 learners is explored. Worldwide the issue of low achievement in Mathematics by ESL students is of great concern (Cuevas, 1984). The 2004 Systemic Evaluation sample of learners was in Grade 6 then; in 2010 they wrote Grade 12. The purpose of the systemic evaluation was to provide an insight into the levels of learner performance in Maths, Natural Science and LoLT in Grade 6 (IPSER, 2006). A major finding of the IPSER was that language was an important factor related to learner achievement. A major disparity was observed in this research, that although the Eastern Cape performed below the national average in the three subjects evaluated, the learners for whom LoLT was the same as their home language obtained scores that were significantly higher than those whose home language was different from the LoLT. The provincial average for Mathematics was 23.40% compared to the national average of 27.80%. For LoLT the province scored 30.16 against the national score of 38.03%. Of interest in this study is a juxtaposition of the Matric results of this same group of learners in 2010 and see whether issues that came up then are still significant in mitigating achievement in Mathematics and Language (LoLT). Some research studies have been conducted in South Africa (Adler, 1998; Setati, 1996-2002; Moloi, 2006) identifying the vital role language plays in learning Mathematics, especially for English L2 learners. Building on research and findings of academics such as the late Alexander, Ramani, Joseph, Hendricks, Heugh, Dalvit, Webb and Murray, this thesis suggests that a mother-tongue-based-bilingual approach to education should be adopted as a matter of urgency
- Full Text:
- Date Issued: 2013
- Authors: Mbude-Shale, Beryl Ntombizanele
- Date: 2013
- Subjects: Academic achievement -- Research -- South Africa -- Eastern Cape Language and education -- Research -- South Africa -- Eastern Cape Language policy -- South Africa -- Eastern Cape Mathematics -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Education, Secondary -- South Africa -- Eastern Cape Matric Learners Language planning Mathematics Policies Academic performance Mother-tongue
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3559 , http://hdl.handle.net/10962/d1001863
- Description: In 2009, of the 68,129 learners who wrote Matric, only 34,731 learners passed. In 2010, there was an increase in the provincial pass rate causing much excitement across the board. The reality was that of the 64,090 learners who wrote, only 37,345 learners passed. In 2010, a result below 50% was recorded for Mathematics and Physical Science nationally (DBE; 2011). Despite efforts by the Education Department to support MSTE; establishing Mathematics and Science schools, NGOs and HEIs giving extra Mathematics and Science support to students and teachers, the offering of Saturday classes and incubation camps, we still get minimal return on investment. This thesis analyses these results against the backdrop of language planning theory, particularly language-in-education policies, pre and post-apartheid. The correlation between language medium and academic performance in language (LoLT) and Mathematics of Grade 12 learners is explored. Worldwide the issue of low achievement in Mathematics by ESL students is of great concern (Cuevas, 1984). The 2004 Systemic Evaluation sample of learners was in Grade 6 then; in 2010 they wrote Grade 12. The purpose of the systemic evaluation was to provide an insight into the levels of learner performance in Maths, Natural Science and LoLT in Grade 6 (IPSER, 2006). A major finding of the IPSER was that language was an important factor related to learner achievement. A major disparity was observed in this research, that although the Eastern Cape performed below the national average in the three subjects evaluated, the learners for whom LoLT was the same as their home language obtained scores that were significantly higher than those whose home language was different from the LoLT. The provincial average for Mathematics was 23.40% compared to the national average of 27.80%. For LoLT the province scored 30.16 against the national score of 38.03%. Of interest in this study is a juxtaposition of the Matric results of this same group of learners in 2010 and see whether issues that came up then are still significant in mitigating achievement in Mathematics and Language (LoLT). Some research studies have been conducted in South Africa (Adler, 1998; Setati, 1996-2002; Moloi, 2006) identifying the vital role language plays in learning Mathematics, especially for English L2 learners. Building on research and findings of academics such as the late Alexander, Ramani, Joseph, Hendricks, Heugh, Dalvit, Webb and Murray, this thesis suggests that a mother-tongue-based-bilingual approach to education should be adopted as a matter of urgency
- Full Text:
- Date Issued: 2013
Curriculum outcomes, teaching practices and learner competencies in isiXhosa in three Grahamstown schools
- Authors: Fobe, Mila Pamella
- Date: 2014
- Subjects: Xhosa language -- Study and teaching (Primary) -- South Africa -- Grahamstown Xhosa language -- Study and teaching (Secondary) -- South Africa -- Grahamstown Language and education -- South Africa -- Grahamstown Curriculum planning Second language acquisition Public schools -- South Africa -- Grahamstown Language policy -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3630 , http://hdl.handle.net/10962/d1012072
- Description: This study looks at the curriculum outcomes, teaching practices and learner competencies in isiXhosa at three Eastern Cape schools and across three different grades, 7-9. It explores the link between language learning and teaching as well as the teaching strategies used within the classroom. In particular, the study seeks to analyse how isiXhosa is taught at three different levels of instruction, namely at Home Language (HL), First Additional Language (FAL) and Second Additional Language (SAL) levels. Qualitative methods were used, and the study took the form of interpretive case studies within the respective schools. The purpose of using multiple case studies was to investigate the reality within the three sites selected. The three schools had three extreme settings, in the sense that one of the schools is a rich isiXhosa environment and the other two schools are English environments. The tools used for data gathering were interviews, classroom observations, and an analysis of documents from the Department of Basic Education. Data was then presented and analysed in Chapter 4 and 5 against the backdrop of an extensive literature review in Chapter 2 as well as a detailed methodological approach as outlined in Chapter 3. One of the findings of this research indicates that in two of the schools the teaching culture is largely from a western perspective, whereas in one of the schools the learners are primarily isiXhosa speaking and teachers use a different linguistic approach to imparting knowledge. In the private and ex-Model C school it was found that a lack of exposure to isiXhosa is the primary cause of language problems for L2 learners. Secondly the L1 is not appropriately maintained or promoted in the school environment because it is presumed that learners are sufficiently exposed to their L1 at home. The research found therefore that in this particular schooling environment there is an inconsistency between the curricula that is taught in relation to the linguistic abilities of the learners, many of whom are mother tongue speakers of isiXhosa. Furthermore and more generally, it was found that teachers are still not well informed concerning South Africa’s Language-in-Education-Policy and there is a need for more inservice training that will focus on the nature of additional language acquisition in order to address the challenges of teaching these languages. The thesis concludes that extensive work needs to be done in order to reposition the teaching of isiXhosa at all three levels, but particularly at FAL level. This research shows that there is a disjuncture between the proposed curriculum/learning outcomes and the standards or levels achieved by the learners, more especially at FAL and SAL where oral proficiency in isiXhosa remains a challenge. Specific recommendations are contained in the final chapter of the thesis which also makes reference to the draft policy of the Ministry of Basic Education regarding the incremental introduction of the teaching of African languages from 2014 onwards. This thesis also makes takes as a point of departure the importance of multilingualism in a multicultural society such as South Africa where language is suggested as a strong factor in the fostering of social cohesion. It is for this reason that the thesis argues that the expert teaching of African languages, in this case isiXhosa, at both mother tongue and second language levels is of fundamental importance to the future of South African society.
- Full Text:
- Date Issued: 2014
- Authors: Fobe, Mila Pamella
- Date: 2014
- Subjects: Xhosa language -- Study and teaching (Primary) -- South Africa -- Grahamstown Xhosa language -- Study and teaching (Secondary) -- South Africa -- Grahamstown Language and education -- South Africa -- Grahamstown Curriculum planning Second language acquisition Public schools -- South Africa -- Grahamstown Language policy -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3630 , http://hdl.handle.net/10962/d1012072
- Description: This study looks at the curriculum outcomes, teaching practices and learner competencies in isiXhosa at three Eastern Cape schools and across three different grades, 7-9. It explores the link between language learning and teaching as well as the teaching strategies used within the classroom. In particular, the study seeks to analyse how isiXhosa is taught at three different levels of instruction, namely at Home Language (HL), First Additional Language (FAL) and Second Additional Language (SAL) levels. Qualitative methods were used, and the study took the form of interpretive case studies within the respective schools. The purpose of using multiple case studies was to investigate the reality within the three sites selected. The three schools had three extreme settings, in the sense that one of the schools is a rich isiXhosa environment and the other two schools are English environments. The tools used for data gathering were interviews, classroom observations, and an analysis of documents from the Department of Basic Education. Data was then presented and analysed in Chapter 4 and 5 against the backdrop of an extensive literature review in Chapter 2 as well as a detailed methodological approach as outlined in Chapter 3. One of the findings of this research indicates that in two of the schools the teaching culture is largely from a western perspective, whereas in one of the schools the learners are primarily isiXhosa speaking and teachers use a different linguistic approach to imparting knowledge. In the private and ex-Model C school it was found that a lack of exposure to isiXhosa is the primary cause of language problems for L2 learners. Secondly the L1 is not appropriately maintained or promoted in the school environment because it is presumed that learners are sufficiently exposed to their L1 at home. The research found therefore that in this particular schooling environment there is an inconsistency between the curricula that is taught in relation to the linguistic abilities of the learners, many of whom are mother tongue speakers of isiXhosa. Furthermore and more generally, it was found that teachers are still not well informed concerning South Africa’s Language-in-Education-Policy and there is a need for more inservice training that will focus on the nature of additional language acquisition in order to address the challenges of teaching these languages. The thesis concludes that extensive work needs to be done in order to reposition the teaching of isiXhosa at all three levels, but particularly at FAL level. This research shows that there is a disjuncture between the proposed curriculum/learning outcomes and the standards or levels achieved by the learners, more especially at FAL and SAL where oral proficiency in isiXhosa remains a challenge. Specific recommendations are contained in the final chapter of the thesis which also makes reference to the draft policy of the Ministry of Basic Education regarding the incremental introduction of the teaching of African languages from 2014 onwards. This thesis also makes takes as a point of departure the importance of multilingualism in a multicultural society such as South Africa where language is suggested as a strong factor in the fostering of social cohesion. It is for this reason that the thesis argues that the expert teaching of African languages, in this case isiXhosa, at both mother tongue and second language levels is of fundamental importance to the future of South African society.
- Full Text:
- Date Issued: 2014
Semantic field analysis and the structure of culture: a comparative study of Sotho and Xhosa
- Authors: Thipa, Henry Mothebesoane
- Date: 1980
- Subjects: Xhosa language -- Semantics , Sotho language -- Semantics , Xhosa language -- Social aspects , Sotho language -- Social aspects , Field theory (Linguistics) , Componential analysis (Linguistics)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3647 , http://hdl.handle.net/10962/d1015985
- Description: Analyses of Sotho and Xhosa seem to concentrate predominantly on morphological, tonological and phonological studies. Semantics seems to be a relatively neglected area in African Languages. It is the view of the writer that attention should now be turned increasingly to semantics. In fact, except perhaps for van Rooy's Venda work semantic field analysis does not seem to have been undertaken in African Languages. This thesis is an attempt to contribute in this particular area of linguistic analysis. In addition to that, the present study is an attempt to explore new dimensions in African language study, namely the application of componential analysis to two African languages, Sesotho and Xhosa. In general terns, the aim of the present study is to explore the relationship between language and culture. Very little seems to have been done in this particular area in African languages. In this connection the only work that comes to mind is van Rooy' s Venda work which has already been referred to above. In that work, van Rooy tries to show the integration of language and culture in the communication of the Christian message as illustrated by the Venda Bible. Perhaps with the notable exception of Siertsema there seems to be some scholarly concensus about the relationship between language and culture as the following brief survey will show. Boas, the American anthropologist, for example has investigated the interplay of the environment, cultural life and linguistic form. This be has done by comparing Kwakiutl, an American Indian language, with the Eskimo language. Lotz shows how the structure of one semantic field, or area of semantically related terms, namely numerals, can shape the goals a particular linguistic community strives for in a major cultural activity such as sports. Conklin shows how languages may differ not only in their segmentation of a semantic field e.g. colour, but also in the dimensions of semantic fields themselves. Siertsema, on the other hand, takes a different view from the above views. Only a brief summary of his views will be given here. A fuller exposition will be made in the next chapter when some theoretical issues are considered. He disputes the view that language and culture are related. It must be noted though that he does not speak specifically of culture but of a world view. He examines four "properties" of language and on their basis disputes the language - world view relationship which he eventually dismisses as showing circular reasoning. Perhaps another scholar that needs to be mentioned is Whorf who admittedly is not writing about semantic fields. His relevance to the present discussion lies in the fact that he also considers the relationship between language and other phenomena, namely thought. He writes, "We dissect nature along lines laid down by our native languages. The categories and types that we isolate from the world of phenomena we do not find there because they stare every observer in the face; on the contrary, the world is presented in a kaleidoscopic flux of impressions 'Which has to be organized by our minds - and this means largely by the linguistic systems in our minds. We cut nature up, organize it into concepts, and ascribe signfiicances as we do, largely because we are parties to an agreement to organize it in this way - an agreement that ... is codified in the patterns of our language". Whorf 's theory has been called the Dissection Theory from the opening line of the quotation that has just been referred to. Put in a nutshell, what Whorf is saying is that language has a constraining influence on thought or cognition. Or, perhaps put in another way, it is through language that reality is NECESSARILY apprehended. Thought and cognition have to be seen as necessarily dependent on language, at least in certain respects. Whorf discusses a linguistic - philosophic problem which is not really relevant to a study that addresses itself to semantic fields. In exploring the relationship between language and culture some semantic fields will be analyzed. A lexical analysis of each semantic field will then be done applying some of the insights and techniques of componential analysis. What this means, is that we shall start with vocabulary, analyze it and see through its structure the structured world of culture. The question may well be asked, why Sotho and Xhosa? Firstly, the reason for choosing these two languages is for comparison and contrast. Sotho and Xhosa belong to the same language area, traditionally known as the south-eastern zone. As a result, these two languages share certain morphological, syntactic and phonological phenomena. Because the present study is basically semantic one can also add that the choice of the two languages is meant to reveal the extent of semantic similarities and differences between them. Secondly, the writer is, so to speak, bi-cultural. He is very well acquainted with both Basotho and amaXhosa cultures firstly, because of the circumstances of his birth and secondly, because of his education. The writer is actually Sotho speaking with a Xhosa speaking mother. He also has university training in both Sotho and Xhosa, languages he can speak fluently. All these factors are mentioned here in order to lay some claim to competence in both Sotho and Xhosa. Basotho and amaxhosa live in slightly distinct worlds despite all linguistic affinities between their languages. They have slightly different perceptions of the same reality. This accounts for the difference in the organization of any selected field, however slight in some cases. This factor seems to be an indication of the fact that the conceptualization of the universe differs from language to language. This is the point that is also made by Hoijer and Lyons. Hoijer argues that the "real world" to a large extent depends, perhaps unconsciously , on the language habits of the speakers. He goes on to say that no two languages are so similar as to be considered to represent the same social reality. This naturally goes for Sotho and Xhosa as well. The world in which different peoples live are different and cannot merely be characterized as the same world with only different labels. Lyons is even more pertinent to the present study, ''Every language is integrated with the culture in which it operates; and its lexical structure reflects those distinctions which are (or have been) important in the cultures. This statement cannot be overemphasized. While the assumption will be held that language reflects culture, one may hasten to add that not every word in a language does so. For example, there does not seem to be anything particularly cultural about interjectives or about ideophones. In other words, some lexical items are more significant than others in this respect. One should therefore rather speak of lexical items as being a mirror of culture in 'a selective kind of way. As Hymes puts it, "In a particular culture a language serves as a sort of "metalanguage", a cultural way of communicating about much, not all of the culture". (Emphasis added).
- Full Text:
- Date Issued: 1980
- Authors: Thipa, Henry Mothebesoane
- Date: 1980
- Subjects: Xhosa language -- Semantics , Sotho language -- Semantics , Xhosa language -- Social aspects , Sotho language -- Social aspects , Field theory (Linguistics) , Componential analysis (Linguistics)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3647 , http://hdl.handle.net/10962/d1015985
- Description: Analyses of Sotho and Xhosa seem to concentrate predominantly on morphological, tonological and phonological studies. Semantics seems to be a relatively neglected area in African Languages. It is the view of the writer that attention should now be turned increasingly to semantics. In fact, except perhaps for van Rooy's Venda work semantic field analysis does not seem to have been undertaken in African Languages. This thesis is an attempt to contribute in this particular area of linguistic analysis. In addition to that, the present study is an attempt to explore new dimensions in African language study, namely the application of componential analysis to two African languages, Sesotho and Xhosa. In general terns, the aim of the present study is to explore the relationship between language and culture. Very little seems to have been done in this particular area in African languages. In this connection the only work that comes to mind is van Rooy' s Venda work which has already been referred to above. In that work, van Rooy tries to show the integration of language and culture in the communication of the Christian message as illustrated by the Venda Bible. Perhaps with the notable exception of Siertsema there seems to be some scholarly concensus about the relationship between language and culture as the following brief survey will show. Boas, the American anthropologist, for example has investigated the interplay of the environment, cultural life and linguistic form. This be has done by comparing Kwakiutl, an American Indian language, with the Eskimo language. Lotz shows how the structure of one semantic field, or area of semantically related terms, namely numerals, can shape the goals a particular linguistic community strives for in a major cultural activity such as sports. Conklin shows how languages may differ not only in their segmentation of a semantic field e.g. colour, but also in the dimensions of semantic fields themselves. Siertsema, on the other hand, takes a different view from the above views. Only a brief summary of his views will be given here. A fuller exposition will be made in the next chapter when some theoretical issues are considered. He disputes the view that language and culture are related. It must be noted though that he does not speak specifically of culture but of a world view. He examines four "properties" of language and on their basis disputes the language - world view relationship which he eventually dismisses as showing circular reasoning. Perhaps another scholar that needs to be mentioned is Whorf who admittedly is not writing about semantic fields. His relevance to the present discussion lies in the fact that he also considers the relationship between language and other phenomena, namely thought. He writes, "We dissect nature along lines laid down by our native languages. The categories and types that we isolate from the world of phenomena we do not find there because they stare every observer in the face; on the contrary, the world is presented in a kaleidoscopic flux of impressions 'Which has to be organized by our minds - and this means largely by the linguistic systems in our minds. We cut nature up, organize it into concepts, and ascribe signfiicances as we do, largely because we are parties to an agreement to organize it in this way - an agreement that ... is codified in the patterns of our language". Whorf 's theory has been called the Dissection Theory from the opening line of the quotation that has just been referred to. Put in a nutshell, what Whorf is saying is that language has a constraining influence on thought or cognition. Or, perhaps put in another way, it is through language that reality is NECESSARILY apprehended. Thought and cognition have to be seen as necessarily dependent on language, at least in certain respects. Whorf discusses a linguistic - philosophic problem which is not really relevant to a study that addresses itself to semantic fields. In exploring the relationship between language and culture some semantic fields will be analyzed. A lexical analysis of each semantic field will then be done applying some of the insights and techniques of componential analysis. What this means, is that we shall start with vocabulary, analyze it and see through its structure the structured world of culture. The question may well be asked, why Sotho and Xhosa? Firstly, the reason for choosing these two languages is for comparison and contrast. Sotho and Xhosa belong to the same language area, traditionally known as the south-eastern zone. As a result, these two languages share certain morphological, syntactic and phonological phenomena. Because the present study is basically semantic one can also add that the choice of the two languages is meant to reveal the extent of semantic similarities and differences between them. Secondly, the writer is, so to speak, bi-cultural. He is very well acquainted with both Basotho and amaXhosa cultures firstly, because of the circumstances of his birth and secondly, because of his education. The writer is actually Sotho speaking with a Xhosa speaking mother. He also has university training in both Sotho and Xhosa, languages he can speak fluently. All these factors are mentioned here in order to lay some claim to competence in both Sotho and Xhosa. Basotho and amaxhosa live in slightly distinct worlds despite all linguistic affinities between their languages. They have slightly different perceptions of the same reality. This accounts for the difference in the organization of any selected field, however slight in some cases. This factor seems to be an indication of the fact that the conceptualization of the universe differs from language to language. This is the point that is also made by Hoijer and Lyons. Hoijer argues that the "real world" to a large extent depends, perhaps unconsciously , on the language habits of the speakers. He goes on to say that no two languages are so similar as to be considered to represent the same social reality. This naturally goes for Sotho and Xhosa as well. The world in which different peoples live are different and cannot merely be characterized as the same world with only different labels. Lyons is even more pertinent to the present study, ''Every language is integrated with the culture in which it operates; and its lexical structure reflects those distinctions which are (or have been) important in the cultures. This statement cannot be overemphasized. While the assumption will be held that language reflects culture, one may hasten to add that not every word in a language does so. For example, there does not seem to be anything particularly cultural about interjectives or about ideophones. In other words, some lexical items are more significant than others in this respect. One should therefore rather speak of lexical items as being a mirror of culture in 'a selective kind of way. As Hymes puts it, "In a particular culture a language serves as a sort of "metalanguage", a cultural way of communicating about much, not all of the culture". (Emphasis added).
- Full Text:
- Date Issued: 1980
The experiences of isiMpondo speakers in learning standard isiXhosa through the formal education system : an exploratory study at a school in the Bizana district of the Eastern Cape
- Authors: Maqam, Eslinah Zodwa
- Date: 2015
- Subjects: Language and teaching -- South Africa -- Eastern Cape -- Bizana , Native language and education , Language policy -- South Africa -- Eastern Cape -- Bizana
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3652 , http://hdl.handle.net/10962/d1017893
- Description: This study investigates the experiences of isiMpondo speakers in learning standard language through the formal education system. The sociolinguistic factors such as attitudes, language policies and language use in multilingual societies are taken into considerations. The children of non-standard language speakers such as those who speak dialects like isiMpondo have to use another language in their early years in the school system. It is articulated that the isiMpondo that the child brings to the school from the environment is not accommodated simply because it is a non-standard language; whereas the language that is used in the classroom situation is the isiXhosa variety which is a standard one. The research findings show that isiMpondo impacts on learner’s education directly because they lose marks during the course of the year and during examination times if they use it. The study concludes with a recommendation that educators should honour the seven roles of educators by appropriate norms and standards. Some approaches to teaching have been suggested to be used by teachers with regard to inclusivity, as it recognises diversity, and values the following: the uniqueness of the individuals, the experiences, abilities, cultural and language backgrounds of each individual. All in all it seeks to meet the needs of the individual learner by creating a non-discriminatory teaching and learning environment.
- Full Text:
- Date Issued: 2015
- Authors: Maqam, Eslinah Zodwa
- Date: 2015
- Subjects: Language and teaching -- South Africa -- Eastern Cape -- Bizana , Native language and education , Language policy -- South Africa -- Eastern Cape -- Bizana
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3652 , http://hdl.handle.net/10962/d1017893
- Description: This study investigates the experiences of isiMpondo speakers in learning standard language through the formal education system. The sociolinguistic factors such as attitudes, language policies and language use in multilingual societies are taken into considerations. The children of non-standard language speakers such as those who speak dialects like isiMpondo have to use another language in their early years in the school system. It is articulated that the isiMpondo that the child brings to the school from the environment is not accommodated simply because it is a non-standard language; whereas the language that is used in the classroom situation is the isiXhosa variety which is a standard one. The research findings show that isiMpondo impacts on learner’s education directly because they lose marks during the course of the year and during examination times if they use it. The study concludes with a recommendation that educators should honour the seven roles of educators by appropriate norms and standards. Some approaches to teaching have been suggested to be used by teachers with regard to inclusivity, as it recognises diversity, and values the following: the uniqueness of the individuals, the experiences, abilities, cultural and language backgrounds of each individual. All in all it seeks to meet the needs of the individual learner by creating a non-discriminatory teaching and learning environment.
- Full Text:
- Date Issued: 2015
Nontsizi Mgqwetho’s the nation’s bounty: a prophetic voice towards an African literary theory
- Authors: Nxasana, Thulani
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/4547 , vital:20687
- Description: This thesis seeks to examine the ways in which Africans and African scholarship in particular have relied on the West to lead the way in scientific inquiry, theory and ways of approaching literary texts thus the stunting effects of this in the growth and development of uniquely African literary scholarship and theorising. In his seminal work, Decolonising the Mind, Wa Thiong’o (1987a) stresses that “...how we view ourselves, our environment even, is very much dependent on where we stand in relationship to imperialism in its colonial and neocolonial stages; that if we are to do anything about our individual and collective being today, then we have to coldly and consciously look at what imperialism has been doing to us and to our view of ourselves in the universe” (Wa Thiong’o, 1987a, p.88). Although most African countries obtained their liberation decades ago, seemingly western cultural imperialism still dominates and plagues the African psyche; hence they largely look to the West and ways of the West for established and emergent theoretical conceptions. This thesis aims to interrogate popular western literary theories unquestioningly used to analyse African works, particularly feminism and post-colonial theory; furthermore, to show crucial factors not taken into account such as the evolving power dynamics in African societies, the role of the “sacred” or spirituality which often forms and informs the dynamics of the text, and lastly, based on the poetry of Nontsizi Mgqwetho, to advocate for the need for an African literary theory and put forward the essential tenets of such a theory. The poetry of Xhosa poet, Nontsizi Mgqwetho, is used to analyse the complexities and dynamics of African literary production written in African languages; her poetry is written in isiXhosa to a Xhosa audience, a far cry from the assumption that African literary texts are concerned with writing to the “centre” as post-colonial theorists claim. Her work explicitly provides Africans with an approach to overcome territorial and cultural imperialism; she sees within the African psyche and traditional values empowering modes of resistance against any type of domination and through her poetry illustrates meaningful ways that Africans can critically engage with and examine the positives and negatives of cultural exchange and or assimilation, and the effects thereof while at the same time remaining proudly Africa.
- Full Text:
- Date Issued: 2017
- Authors: Nxasana, Thulani
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/4547 , vital:20687
- Description: This thesis seeks to examine the ways in which Africans and African scholarship in particular have relied on the West to lead the way in scientific inquiry, theory and ways of approaching literary texts thus the stunting effects of this in the growth and development of uniquely African literary scholarship and theorising. In his seminal work, Decolonising the Mind, Wa Thiong’o (1987a) stresses that “...how we view ourselves, our environment even, is very much dependent on where we stand in relationship to imperialism in its colonial and neocolonial stages; that if we are to do anything about our individual and collective being today, then we have to coldly and consciously look at what imperialism has been doing to us and to our view of ourselves in the universe” (Wa Thiong’o, 1987a, p.88). Although most African countries obtained their liberation decades ago, seemingly western cultural imperialism still dominates and plagues the African psyche; hence they largely look to the West and ways of the West for established and emergent theoretical conceptions. This thesis aims to interrogate popular western literary theories unquestioningly used to analyse African works, particularly feminism and post-colonial theory; furthermore, to show crucial factors not taken into account such as the evolving power dynamics in African societies, the role of the “sacred” or spirituality which often forms and informs the dynamics of the text, and lastly, based on the poetry of Nontsizi Mgqwetho, to advocate for the need for an African literary theory and put forward the essential tenets of such a theory. The poetry of Xhosa poet, Nontsizi Mgqwetho, is used to analyse the complexities and dynamics of African literary production written in African languages; her poetry is written in isiXhosa to a Xhosa audience, a far cry from the assumption that African literary texts are concerned with writing to the “centre” as post-colonial theorists claim. Her work explicitly provides Africans with an approach to overcome territorial and cultural imperialism; she sees within the African psyche and traditional values empowering modes of resistance against any type of domination and through her poetry illustrates meaningful ways that Africans can critically engage with and examine the positives and negatives of cultural exchange and or assimilation, and the effects thereof while at the same time remaining proudly Africa.
- Full Text:
- Date Issued: 2017
Aspects Allocentristes de l’Humanisme dans l’Univers Romanesque de Williams Sassine
- Authors: Dami, Emmanuel Naancin
- Date: 2018
- Subjects: Sassine, Williams, 1944-1997 -- Criticism and interpretation , Guinean fiction (French) -- 20th century -- History and criticism , Humanism in literature , Human beings in literature , Postcolonialism in literature , Existentialism in literature
- Language: French , English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/61957 , vital:28089
- Description: The human being, his behaviour and more importantly, his very essence have, for time immemorial, proven to be enigmatic to many a man and to researchers in particular. Consequently, the need for a thorough and more profound understanding of man has made him the epicentre of epistemic investigations across many academic disciplines. This, unfortunately, does not seem to have shaded bright lights on the grey areas bordering on his nature to his behavior. This, in turn, opens up other windows requiring further probes. For instance, proponents of the Neo-classical economic school contend that the human being is homo oeconomicus. This implies that man is intrinsically egocentric and a rational being whose decisions are based on informed choices driven by his urge for maximal utility geared towards his personal satisfaction (O’Boyle 2009; Caruso 2012). This stance invalidates man’s ability to do ‘disinterested good’ in any form. African francophone literature is replete with different and diverse images of man, his behaviour and existential conditions: sufferings and struggles. It, therefore, constitutes, inter alia, a laboratory in which researchers undertake investigative endeavours. This thesis beams its floodlights on the allocentric aspects of humanism in the novels of Williams Sassine. Thus, using the phenomenological and ‘clavieniste’ lenses as overarching operational theories, the thesis investigates Sassine’s novels with the view to shading a ray of light on the ‘humanistic man’ especially the allocentric dimensions of his nature and comportment. Emphasis is laid on the motives and motivations underlying the individual and the in-group struggle of the sassinien heroes in the emancipation of their society from the shackles of colonial and postcolonial domination, exploitation and subjugation resulting in self-determination and the subsequent disenchantment. Furthermore, the thesis examines the nature and character of human charity, generosity and sacrifices among the characters in the novels. In conclusion, the thesis establishes, through an x-ray of the nature of actions and decisions of certain characters in the novels, the examination of the conscious and subconscious intentions underlying these same actions and decisions which, on a face value, are apparently altruistic, that the sassinien heroes’ efforts and sacrifices are geared towards the common and greater good. This invariably means that man is, indeed, capable of posing disinterested acts of charity and bringing succour, devoid of any ulterior motives for personal gain, to his fellow humans. The position of the Neo-classical economists is consequently over-assuming, sweeping and tad generalizing. The sassinien characters have demonstrated beyond reasonable doubt that they are humanists. Their nature, the remote and immediate causes of their fights, the goals and objectives of their struggles and their spirit of abnegation have indeed proven that “human beings have the right and the responsibility to give meaning and shape to their own lives. [They have stood] for the building of a more humane society through an ethics based on the human and other natural values in a spirit of reason and free inquiry through human capabilities” (AHA 2017 : 3).
- Full Text:
- Date Issued: 2018
- Authors: Dami, Emmanuel Naancin
- Date: 2018
- Subjects: Sassine, Williams, 1944-1997 -- Criticism and interpretation , Guinean fiction (French) -- 20th century -- History and criticism , Humanism in literature , Human beings in literature , Postcolonialism in literature , Existentialism in literature
- Language: French , English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/61957 , vital:28089
- Description: The human being, his behaviour and more importantly, his very essence have, for time immemorial, proven to be enigmatic to many a man and to researchers in particular. Consequently, the need for a thorough and more profound understanding of man has made him the epicentre of epistemic investigations across many academic disciplines. This, unfortunately, does not seem to have shaded bright lights on the grey areas bordering on his nature to his behavior. This, in turn, opens up other windows requiring further probes. For instance, proponents of the Neo-classical economic school contend that the human being is homo oeconomicus. This implies that man is intrinsically egocentric and a rational being whose decisions are based on informed choices driven by his urge for maximal utility geared towards his personal satisfaction (O’Boyle 2009; Caruso 2012). This stance invalidates man’s ability to do ‘disinterested good’ in any form. African francophone literature is replete with different and diverse images of man, his behaviour and existential conditions: sufferings and struggles. It, therefore, constitutes, inter alia, a laboratory in which researchers undertake investigative endeavours. This thesis beams its floodlights on the allocentric aspects of humanism in the novels of Williams Sassine. Thus, using the phenomenological and ‘clavieniste’ lenses as overarching operational theories, the thesis investigates Sassine’s novels with the view to shading a ray of light on the ‘humanistic man’ especially the allocentric dimensions of his nature and comportment. Emphasis is laid on the motives and motivations underlying the individual and the in-group struggle of the sassinien heroes in the emancipation of their society from the shackles of colonial and postcolonial domination, exploitation and subjugation resulting in self-determination and the subsequent disenchantment. Furthermore, the thesis examines the nature and character of human charity, generosity and sacrifices among the characters in the novels. In conclusion, the thesis establishes, through an x-ray of the nature of actions and decisions of certain characters in the novels, the examination of the conscious and subconscious intentions underlying these same actions and decisions which, on a face value, are apparently altruistic, that the sassinien heroes’ efforts and sacrifices are geared towards the common and greater good. This invariably means that man is, indeed, capable of posing disinterested acts of charity and bringing succour, devoid of any ulterior motives for personal gain, to his fellow humans. The position of the Neo-classical economists is consequently over-assuming, sweeping and tad generalizing. The sassinien characters have demonstrated beyond reasonable doubt that they are humanists. Their nature, the remote and immediate causes of their fights, the goals and objectives of their struggles and their spirit of abnegation have indeed proven that “human beings have the right and the responsibility to give meaning and shape to their own lives. [They have stood] for the building of a more humane society through an ethics based on the human and other natural values in a spirit of reason and free inquiry through human capabilities” (AHA 2017 : 3).
- Full Text:
- Date Issued: 2018
Indigenous and traditional musics in the school classroom : a re-evaluation of the South African Indigenous African Music (IAM) curriculum
- Authors: McConnachie, Boudina
- Date: 2017
- Subjects: Ethnomusicology , Indigenous people -- Music , Music -- Instruction and study -- Africa , Music -- Instruction and study -- Curricula -- Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:21182 , http://hdl.handle.net/10962/6806
- Description: Musical ideals set by European standards and values, entrenched through colonial oppression and promoted by the continued veneration of Western culture need to be re-evaluated. Despite the intention of the ANC government, through the Department of Basic Education's Curriculum and Assessment Policy Statement music curricula, to integrate Indigenous Knowledge and musics into the South African classroom, evidence shows that opportunities to do so are not seized. With reference to the proclaimed values of an African sensibility in the model of the South African music education curriculum, the history of its development and the current pedagogical movement towards transformation in the production of knowledge and the inclusion of Indigenous Knowledge (IK), this thesis questions why teachers in government schools in South Africa are not executing the Indigenous African Music (IAM) syllabus in the CAPS FET music curriculum. Taking the history of music education and the development of curriculum models and frameworks into account, it interrogates what strategies could improve the application of the current music curriculum in government schools in South Africa. These questions are addressed in the thesis by way of a discussion of the music curriculum and what its praxis in the classroom reveals about its efficacy, through observations and personal experiences, the observations of teachers and student teachers, a comparison with the experience in Zimbabwe, and an analysis of the music curriculum as it is currently devised and implemented. Straddling three methodological approaches, namely the ethnographic, the autoethnographic and the action research approach this study finds that the CAPS FET music curriculum does provide realistic opportunities to engage with African Indigenous and traditional music. This, however, is dependent upon the training of the teacher, facilities available in the classroom and the prior knowledge of the learner. A fundamental flaw of this curriculum is the approach to practical assessment of Indigenous and traditional African musics and the lack of assessment criteria and practical guidelines. In addition, the findings suggest that the fault regarding implementation of the curriculum lies in the training of students (who become teachers) at tertiary level, where an integrated approach to skills development regarding Indigenous African music is suggested.
- Full Text:
- Date Issued: 2017
- Authors: McConnachie, Boudina
- Date: 2017
- Subjects: Ethnomusicology , Indigenous people -- Music , Music -- Instruction and study -- Africa , Music -- Instruction and study -- Curricula -- Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:21182 , http://hdl.handle.net/10962/6806
- Description: Musical ideals set by European standards and values, entrenched through colonial oppression and promoted by the continued veneration of Western culture need to be re-evaluated. Despite the intention of the ANC government, through the Department of Basic Education's Curriculum and Assessment Policy Statement music curricula, to integrate Indigenous Knowledge and musics into the South African classroom, evidence shows that opportunities to do so are not seized. With reference to the proclaimed values of an African sensibility in the model of the South African music education curriculum, the history of its development and the current pedagogical movement towards transformation in the production of knowledge and the inclusion of Indigenous Knowledge (IK), this thesis questions why teachers in government schools in South Africa are not executing the Indigenous African Music (IAM) syllabus in the CAPS FET music curriculum. Taking the history of music education and the development of curriculum models and frameworks into account, it interrogates what strategies could improve the application of the current music curriculum in government schools in South Africa. These questions are addressed in the thesis by way of a discussion of the music curriculum and what its praxis in the classroom reveals about its efficacy, through observations and personal experiences, the observations of teachers and student teachers, a comparison with the experience in Zimbabwe, and an analysis of the music curriculum as it is currently devised and implemented. Straddling three methodological approaches, namely the ethnographic, the autoethnographic and the action research approach this study finds that the CAPS FET music curriculum does provide realistic opportunities to engage with African Indigenous and traditional music. This, however, is dependent upon the training of the teacher, facilities available in the classroom and the prior knowledge of the learner. A fundamental flaw of this curriculum is the approach to practical assessment of Indigenous and traditional African musics and the lack of assessment criteria and practical guidelines. In addition, the findings suggest that the fault regarding implementation of the curriculum lies in the training of students (who become teachers) at tertiary level, where an integrated approach to skills development regarding Indigenous African music is suggested.
- Full Text:
- Date Issued: 2017
Some problems of dialect lexicography with particular reference to the preparation of a draft of an illustrative, experientially categorised Dictionary of South African English
- Authors: Branford, Jean
- Date: 1976
- Subjects: English language -- Provincialisms -- South Africa -- Dictionaries English language -- South Africa English language -- Lexicography -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3626 , http://hdl.handle.net/10962/d1009689
- Description: This dissertation consists in essence of an experiment and a commentary upon it. The text which constitutes Part II is a lexicographical experiment incorporating some features and treatments not usual in lexicography, and Part I consists of a discussion of the problems encountered, principles applied and procedures followed. Neither the matter nor the manner of the experiment, however, lends itself in the present state of our knowledge to the fully impersonal objectivity that is often claimed for the experiments in the physical sciences. At the same time every effort has been made to establish an unbiased record of the data and to maintain a certain methodological consistency. The main experimental feature of Part II is that it is an attempt to combine an orthodox, alphabetical dictionary with an experiential categorisation of the vocabulary, without repeating the entire data for each type of treatment. This has been done by means of a series of numbered, classified word-lists with a limited subject index as a guide to their use. The entries themselves, instead of being repeated in the order of their classification, are numbered according to the category or categories to which the word defined belongs. It can then, by means of its number(s), be found in its own lexical or experiential set (or sets) in the categorised section. This part of the work might be better described as lexicology rather than lexicography but does, I think, prove itself to be a useful adjunct to the A - Z lexicon proper. Apart from the detailed categorisation system the text contains three features not normally included in dictionaries of small compass: illustrative quotations, etymologies and a number of tentative parallels between South African and other varieties of English by means of cross-references to items of similar or related meaning or form in the English of Australia, Canada, the U.S.A., Hong Kong, Anglo-India and other 'overseas' English speech communities. Introduction, p. 1.
- Full Text:
- Date Issued: 1976
- Authors: Branford, Jean
- Date: 1976
- Subjects: English language -- Provincialisms -- South Africa -- Dictionaries English language -- South Africa English language -- Lexicography -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3626 , http://hdl.handle.net/10962/d1009689
- Description: This dissertation consists in essence of an experiment and a commentary upon it. The text which constitutes Part II is a lexicographical experiment incorporating some features and treatments not usual in lexicography, and Part I consists of a discussion of the problems encountered, principles applied and procedures followed. Neither the matter nor the manner of the experiment, however, lends itself in the present state of our knowledge to the fully impersonal objectivity that is often claimed for the experiments in the physical sciences. At the same time every effort has been made to establish an unbiased record of the data and to maintain a certain methodological consistency. The main experimental feature of Part II is that it is an attempt to combine an orthodox, alphabetical dictionary with an experiential categorisation of the vocabulary, without repeating the entire data for each type of treatment. This has been done by means of a series of numbered, classified word-lists with a limited subject index as a guide to their use. The entries themselves, instead of being repeated in the order of their classification, are numbered according to the category or categories to which the word defined belongs. It can then, by means of its number(s), be found in its own lexical or experiential set (or sets) in the categorised section. This part of the work might be better described as lexicology rather than lexicography but does, I think, prove itself to be a useful adjunct to the A - Z lexicon proper. Apart from the detailed categorisation system the text contains three features not normally included in dictionaries of small compass: illustrative quotations, etymologies and a number of tentative parallels between South African and other varieties of English by means of cross-references to items of similar or related meaning or form in the English of Australia, Canada, the U.S.A., Hong Kong, Anglo-India and other 'overseas' English speech communities. Introduction, p. 1.
- Full Text:
- Date Issued: 1976
Britain after the Romans : an interdisciplinary approach to the possibilities of an Adventus Saxonum
- Lloyd-Jones, Glyn Francis Michael
- Authors: Lloyd-Jones, Glyn Francis Michael
- Date: 2015
- Subjects: Great Britain -- History -- Anglo-Saxon period, 449-1066 , Civilization, Anglo-Saxon , English philology -- Old English, ca. 450-1100 , English literature -- Old English, ca. 450-1100 , Anglo-Saxon race , Genetic genealogy
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3657 , http://hdl.handle.net/10962/d1019806
- Description: In the fifth century, after the departure of the Romans, according to tradition, which is based on the ancient written sources, Britain was invaded by the Angles and Saxons. This view has been questioned in the last century. The size of the ‘invasion’, and indeed its very existence, have come into doubt. However, this doubting school of thought does not seem to take into account all of the evidence. An interdisciplinary, nuanced approach has been taken in this thesis. Firstly, the question of Germanic raiding has been examined, with reference to the Saxon Shore defences. It is argued that these defences, in their geographical context, point to the likelihood of raiding. Then the written sources have been re-examined, as well as physical artefacts. In addition to geography, literature and archaeology (the disciplines which are most commonly used when the coming of the Angles and Saxons is investigated), linguistic and genetic data have been examined. The fields of linguistics and genetics, which have not often both been taken into consideration with previous approaches, add a number of valuable insights. This nuanced approach yields a picture of events that rules out the ‘traditional view’ in some ways, such as the idea that the Saxons exterminated the Britons altogether, but corroborates it in other ways. There was an invasion of a kind (of Angles – not Saxons), who came in comparatively small numbers, but found in Britain a society already mixed and comprising Celtic and Germanic-speaking peoples: a society implied by Caesar and Tacitus and corroborated by linguistic and genetic data.
- Full Text:
- Date Issued: 2015
Britain after the Romans : an interdisciplinary approach to the possibilities of an Adventus Saxonum
- Authors: Lloyd-Jones, Glyn Francis Michael
- Date: 2015
- Subjects: Great Britain -- History -- Anglo-Saxon period, 449-1066 , Civilization, Anglo-Saxon , English philology -- Old English, ca. 450-1100 , English literature -- Old English, ca. 450-1100 , Anglo-Saxon race , Genetic genealogy
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3657 , http://hdl.handle.net/10962/d1019806
- Description: In the fifth century, after the departure of the Romans, according to tradition, which is based on the ancient written sources, Britain was invaded by the Angles and Saxons. This view has been questioned in the last century. The size of the ‘invasion’, and indeed its very existence, have come into doubt. However, this doubting school of thought does not seem to take into account all of the evidence. An interdisciplinary, nuanced approach has been taken in this thesis. Firstly, the question of Germanic raiding has been examined, with reference to the Saxon Shore defences. It is argued that these defences, in their geographical context, point to the likelihood of raiding. Then the written sources have been re-examined, as well as physical artefacts. In addition to geography, literature and archaeology (the disciplines which are most commonly used when the coming of the Angles and Saxons is investigated), linguistic and genetic data have been examined. The fields of linguistics and genetics, which have not often both been taken into consideration with previous approaches, add a number of valuable insights. This nuanced approach yields a picture of events that rules out the ‘traditional view’ in some ways, such as the idea that the Saxons exterminated the Britons altogether, but corroborates it in other ways. There was an invasion of a kind (of Angles – not Saxons), who came in comparatively small numbers, but found in Britain a society already mixed and comprising Celtic and Germanic-speaking peoples: a society implied by Caesar and Tacitus and corroborated by linguistic and genetic data.
- Full Text:
- Date Issued: 2015
Transcription, edition, translation and critical analysis of biographical poems contributed by S E K Mqhayi to early IsiXhosa newspapers
- Authors: Mazwi, Ntombomzi R
- Date: 2017
- Subjects: Mqhayi, S E K -- Criticism and interpretation , Mqhayi, S E K -- Translations , Xhosa language -- Transcription , Xhosa poetry -- History and criticism , Xhosa poetry -- Translations
- Language: English , Xhosa
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/18570 , vital:22356
- Description: During the nineteenth century secular creative literature produced by missionaries and publishers was designed for the educational market and for school children and there was nothing for adults. Works of isiXhosa literature was controlled in content and freely edited by the missionaries to satisfy the demands of educational syllabuses. As a result, students at universities, scholars of literature and academics in higher education are lacking primary documents on this literature and therefore are forced to study the limited and unavailable literature books. This thesis concentrates on the work of a particular isiXhosa writer, namely that of S.E.K. Mqhayi. The earlier writers like S.E.K. Mqhayi, J.J.R. Jolobe, G.B. Sinxo and others made their mark in South African literature and culture. Their works were published in journals and newspapers in isiXhosa by the missionaries. This means isiXhosa literature can be found in abundance in the earlier newspapers. What needs to be addressed is how the South African community and literature scholars mentioned above could have access to that work. Mqhayi is well known as the father of the isiXhosa language because of his substantial literary and linguistic contribution to the development of the language. As already mentioned he made his contribution through written work which was published in various newspapers of his time and unfortunately most people are unable to access this material, hence the focus of this thesis. The vast majority of his journalism remains as yet uncollected. However, scholars like Opland (1983) and Saule (1989) made some effort to bring this information to the public through their extensive research. S.E.K. Mqhayi’s popular poems have been published and analyzed over the last century and more recently (Qangule 1979; Kuse 1979; Opland 1983; Saule 1989 & 1996; Ntuli & Swanepoel 1993 and Opland 2009). However, in terms of quantity and value, these are negligible compared to what Mqhayi has published. There are still numerous of Mqhayi’s poems that would add value to the study and history of isiXhosa literature. The main aim of this research is to carry on from where these scholars left off and to bring to the fore the legacy Mqhayi left to the South African people. Hence, thirty (30) poems on people by S.E.K. Mqhayi have been transcribed from the old newspapers, re- typed, translated into English and analysed. These poems are largely published in newspapers but have never been subsequently republished, and hence they are almost completely unknown. The thirty (30) poems have been selected with the assistance of Professor Jeff Opland, a retired Professor from the University of London’s School of Oriental and African Studies (SOAS). The poems are from his Opland Collection of Xhosa Literature housed in Godalming, United Kingdom. They are presented in the manner in which they appeared originally, that is, in terms of isiXhosa orthography during the times of Mqhayi’s writing (Diplomatic Presentation). The data is analysed and discussed in relation to how Mqhayi’s biographical poems can give insight not only to Mqhayi’s subjects of praise, but into how he uses historical, political and sociocultural contexts in the praises of his subjects, meaning that the discussion revolves around the practice of the Historical-Biographical Criticism. The poems are translated into English to allow for this literature not only to be disseminated among isiXhosa speakers, but also to speakers of other languages who understand English. The translation method chosen is the one believed to produce the originality of the source text and sameness of meaning in the target text which is regarded as equivalence. This thesis therefore is an investigation into 30 poems selected from biographical poems written by S.E.K. Mqhayi in newspapers during the period 1899-1944. In essence this thesis presents an in-depth analysis of Mqhayi’s poems against the backdrop of oral literary theory as expounded by theorists who have grappled with the orality-literacy debate, a debate which directly informs Mqhayi’s poetry as he was the first oral poet to transition between orality and literacy. , Uncwadi oluveliswe kwishumi elinesithoba lamakhulu eminyaka ziimishinari nabapapashi lwalwenzelwe izifundiswa kunye nabantwana besikolo kwaye akukho msebenzi mninzi ofumanekayo owawenzelwe abantu basekuhlaleni. Umsebenzi omninzi wokubhaliweyo kuncwadi lwesiXhosa wawulawulwa, uhlelwa kwaye ulungiselelwa uqingqo lwezifundo. Oko ke kuye kwabangela ukuba abafundi abakumaziko emfundo ephakamileyo, iimfundi zoncwadi kunye nabahlohli zingabinawo amaxwebhu okwenene oncwadi lwesiXhosa, kwaye loo nto yenza ukuba kufundwe kwaye kwenziwe uphando ngeencwadi ezimbalwa. Olu phando ke ngoko luza kuqwalasela lugxininise kumsebenzi wombhali wesiXhosa onguS.E.K. Mqhayi. Ababhali bangaphambili abafana noo-S.E.K. Mqhayi, J.J.R. Jolobe, G.B. Sinxo nabanye bashiya ifuthe elikhulu kuncwadi nenkcubeko yoMzantsi Afrika. Imisebenzi yabo yayipapashwe ziimishinari ngesiXhosa kuluhlu lwemibhalo namaphephandaba. Oko ke kuthetha ukuthi le misebenzi yesiXhosa iyafumaneka kumaphepha-ndaba angaphambili. Okufuneka kulungisiwe yindlela abemi boMzantsi Afrika kunye nezi mfundi zoncwadi zikhankanywe ngentla zingathi ziwufumane lo msebenzi waba babhali bangaphambili. UMqhayi waziwa ngokuba yinkcuba- buchopho yolwimi lwesiXhosa kwaye udlale indima enkulu kakhulu ekuphuhliseni ulwimi lwesiXhosa. Njengokuba sele ikhankanyiwe ngentla, umsebenzi wakhe upapashwe kumaphephandaba awohlukeneyo wela xesha wayesaphila kwaye kungelishwa ke ukuba abantu abaninzi abakwazi ukuwufumana loo msebenzi. Eminye yemisebenzi yakhe emininzi ke kodwa ayiqokelelwanga. Iingcali ezifana noo-Opland (1983) noSaule (1989) zaye zenza uphando olukhulu zizama ukuzisa olu lwazi eluntwini, kodwa oko akwanelanga. Kwiminyaka edlulileyo imibongo edumileyo ka-S.E.K. Mqhayi sele yapapashwa (Qangule, 1979; Kuse, 1979; Opland, 1983 & 2009; Saule, 1989 & 1996; Ntuli & Swanepoel, 1993). Nangona kunjalo ke isekhona eminye imibongo kaMqhayi engekaveli nenokuthi ibe nenxaxheba kakhulu ekufundeni nasekufundiseni uncwadi lwesiXhosa. Olu phando ke kukuqhubeka apho aba babhali bakhankanyiweyo bayeke khona ukuzisa phambili umsebenzi nelifa elashiywa nguMqhayi kubemi baseMzantsi Afrika. Kungoko ke imibongo engabantu engama-30 kaMqhayi iza kuthi ikhutshelwe isuka kumaphephandaba akudala, iguqulelwe esiNgesini ze ihlahlelwe. Uninzi lwale mibongo ipapashwe kumaphephandaba akudala kwaye zange iphinde ipapashwe kwenye indawo, kungoko ke ingaziwa kakhulu. Ukukhethwa kwale mibongo ingama-30 kuncediswe nguNjingalwazi uJeff Opland, uNjingalwazi odla umhlala-phantsi weYunivesithi yase-London kwiSikolo seZifundo ngezaseAfrika naseMpumalanga (SOAS). Le mibongo isuka kuluhlu lwakhe athe waluqokelela nolubizwa ngokuba yi-Opland Collection of Xhosa Literature oluse- Godalming, e-United Kingdom. Indlela le mibongo eza kuthi ibhalwe ngayo yileyo uMqhayi wayeyibhale ngayo ngexesha lakhe. Le mibongo ihleliwe kwaye oko kubhaliweyo malunga nayo kuquka indlela apho imibongo kaMqhayi ngobomi babantu kuthi kubonise indlela abonga nabonisa ngayo izinto zoPolitiko, zakudala nezasekuhlaleni ezazisenzeka ngela xesha. Indlela ethi konke oku kuthi kuvele kule mibongo kaMqhayi kwaye kuya kuthi kuvezwe kolu phando. Ukuguqulelwa kwale mibongo esiNgesini kuya kuthi kuncede ukuba nabo bangasithethiyo isiXhosa bakwazi ukufumana le mibongo. Indlela esetyenzisiweyo yoguqulo-lwimi yale mibongo yileyo ivumela ukuba umbhalo uguqulelwe ngokufanayo nombhalo-ntsusa kwaye intsingiselo kumbhalo ekuguqulelwa kuwo ingatshintshi. Lo misebenzi ke ngoko uluphando lwemibongo engabantu ekhethiweyo engama30 ebhalwe nguSEK Mqhayi kumaphephandaba kwimiminyaka u1899 - 1944. Umongo wolu phando kukwenza uhlalutyo - nzulu lwemibongo kaMqhayi eyaleka kuphando - lwazi osele lwenziwe njengoko lucaciswa ziingcali ezithe zazamana nengxoxo yoncwadi lomlomo, ngxoxo leyo ethe yachaphazela ngokumandla umongo wezibongo zikaMqhayi njengembongi yokuqala ukuwela ukusuka kuncwadi lomlomo ukuya kuncwadi olubhaliweyo.
- Full Text:
- Date Issued: 2017
- Authors: Mazwi, Ntombomzi R
- Date: 2017
- Subjects: Mqhayi, S E K -- Criticism and interpretation , Mqhayi, S E K -- Translations , Xhosa language -- Transcription , Xhosa poetry -- History and criticism , Xhosa poetry -- Translations
- Language: English , Xhosa
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/18570 , vital:22356
- Description: During the nineteenth century secular creative literature produced by missionaries and publishers was designed for the educational market and for school children and there was nothing for adults. Works of isiXhosa literature was controlled in content and freely edited by the missionaries to satisfy the demands of educational syllabuses. As a result, students at universities, scholars of literature and academics in higher education are lacking primary documents on this literature and therefore are forced to study the limited and unavailable literature books. This thesis concentrates on the work of a particular isiXhosa writer, namely that of S.E.K. Mqhayi. The earlier writers like S.E.K. Mqhayi, J.J.R. Jolobe, G.B. Sinxo and others made their mark in South African literature and culture. Their works were published in journals and newspapers in isiXhosa by the missionaries. This means isiXhosa literature can be found in abundance in the earlier newspapers. What needs to be addressed is how the South African community and literature scholars mentioned above could have access to that work. Mqhayi is well known as the father of the isiXhosa language because of his substantial literary and linguistic contribution to the development of the language. As already mentioned he made his contribution through written work which was published in various newspapers of his time and unfortunately most people are unable to access this material, hence the focus of this thesis. The vast majority of his journalism remains as yet uncollected. However, scholars like Opland (1983) and Saule (1989) made some effort to bring this information to the public through their extensive research. S.E.K. Mqhayi’s popular poems have been published and analyzed over the last century and more recently (Qangule 1979; Kuse 1979; Opland 1983; Saule 1989 & 1996; Ntuli & Swanepoel 1993 and Opland 2009). However, in terms of quantity and value, these are negligible compared to what Mqhayi has published. There are still numerous of Mqhayi’s poems that would add value to the study and history of isiXhosa literature. The main aim of this research is to carry on from where these scholars left off and to bring to the fore the legacy Mqhayi left to the South African people. Hence, thirty (30) poems on people by S.E.K. Mqhayi have been transcribed from the old newspapers, re- typed, translated into English and analysed. These poems are largely published in newspapers but have never been subsequently republished, and hence they are almost completely unknown. The thirty (30) poems have been selected with the assistance of Professor Jeff Opland, a retired Professor from the University of London’s School of Oriental and African Studies (SOAS). The poems are from his Opland Collection of Xhosa Literature housed in Godalming, United Kingdom. They are presented in the manner in which they appeared originally, that is, in terms of isiXhosa orthography during the times of Mqhayi’s writing (Diplomatic Presentation). The data is analysed and discussed in relation to how Mqhayi’s biographical poems can give insight not only to Mqhayi’s subjects of praise, but into how he uses historical, political and sociocultural contexts in the praises of his subjects, meaning that the discussion revolves around the practice of the Historical-Biographical Criticism. The poems are translated into English to allow for this literature not only to be disseminated among isiXhosa speakers, but also to speakers of other languages who understand English. The translation method chosen is the one believed to produce the originality of the source text and sameness of meaning in the target text which is regarded as equivalence. This thesis therefore is an investigation into 30 poems selected from biographical poems written by S.E.K. Mqhayi in newspapers during the period 1899-1944. In essence this thesis presents an in-depth analysis of Mqhayi’s poems against the backdrop of oral literary theory as expounded by theorists who have grappled with the orality-literacy debate, a debate which directly informs Mqhayi’s poetry as he was the first oral poet to transition between orality and literacy. , Uncwadi oluveliswe kwishumi elinesithoba lamakhulu eminyaka ziimishinari nabapapashi lwalwenzelwe izifundiswa kunye nabantwana besikolo kwaye akukho msebenzi mninzi ofumanekayo owawenzelwe abantu basekuhlaleni. Umsebenzi omninzi wokubhaliweyo kuncwadi lwesiXhosa wawulawulwa, uhlelwa kwaye ulungiselelwa uqingqo lwezifundo. Oko ke kuye kwabangela ukuba abafundi abakumaziko emfundo ephakamileyo, iimfundi zoncwadi kunye nabahlohli zingabinawo amaxwebhu okwenene oncwadi lwesiXhosa, kwaye loo nto yenza ukuba kufundwe kwaye kwenziwe uphando ngeencwadi ezimbalwa. Olu phando ke ngoko luza kuqwalasela lugxininise kumsebenzi wombhali wesiXhosa onguS.E.K. Mqhayi. Ababhali bangaphambili abafana noo-S.E.K. Mqhayi, J.J.R. Jolobe, G.B. Sinxo nabanye bashiya ifuthe elikhulu kuncwadi nenkcubeko yoMzantsi Afrika. Imisebenzi yabo yayipapashwe ziimishinari ngesiXhosa kuluhlu lwemibhalo namaphephandaba. Oko ke kuthetha ukuthi le misebenzi yesiXhosa iyafumaneka kumaphepha-ndaba angaphambili. Okufuneka kulungisiwe yindlela abemi boMzantsi Afrika kunye nezi mfundi zoncwadi zikhankanywe ngentla zingathi ziwufumane lo msebenzi waba babhali bangaphambili. UMqhayi waziwa ngokuba yinkcuba- buchopho yolwimi lwesiXhosa kwaye udlale indima enkulu kakhulu ekuphuhliseni ulwimi lwesiXhosa. Njengokuba sele ikhankanyiwe ngentla, umsebenzi wakhe upapashwe kumaphephandaba awohlukeneyo wela xesha wayesaphila kwaye kungelishwa ke ukuba abantu abaninzi abakwazi ukuwufumana loo msebenzi. Eminye yemisebenzi yakhe emininzi ke kodwa ayiqokelelwanga. Iingcali ezifana noo-Opland (1983) noSaule (1989) zaye zenza uphando olukhulu zizama ukuzisa olu lwazi eluntwini, kodwa oko akwanelanga. Kwiminyaka edlulileyo imibongo edumileyo ka-S.E.K. Mqhayi sele yapapashwa (Qangule, 1979; Kuse, 1979; Opland, 1983 & 2009; Saule, 1989 & 1996; Ntuli & Swanepoel, 1993). Nangona kunjalo ke isekhona eminye imibongo kaMqhayi engekaveli nenokuthi ibe nenxaxheba kakhulu ekufundeni nasekufundiseni uncwadi lwesiXhosa. Olu phando ke kukuqhubeka apho aba babhali bakhankanyiweyo bayeke khona ukuzisa phambili umsebenzi nelifa elashiywa nguMqhayi kubemi baseMzantsi Afrika. Kungoko ke imibongo engabantu engama-30 kaMqhayi iza kuthi ikhutshelwe isuka kumaphephandaba akudala, iguqulelwe esiNgesini ze ihlahlelwe. Uninzi lwale mibongo ipapashwe kumaphephandaba akudala kwaye zange iphinde ipapashwe kwenye indawo, kungoko ke ingaziwa kakhulu. Ukukhethwa kwale mibongo ingama-30 kuncediswe nguNjingalwazi uJeff Opland, uNjingalwazi odla umhlala-phantsi weYunivesithi yase-London kwiSikolo seZifundo ngezaseAfrika naseMpumalanga (SOAS). Le mibongo isuka kuluhlu lwakhe athe waluqokelela nolubizwa ngokuba yi-Opland Collection of Xhosa Literature oluse- Godalming, e-United Kingdom. Indlela le mibongo eza kuthi ibhalwe ngayo yileyo uMqhayi wayeyibhale ngayo ngexesha lakhe. Le mibongo ihleliwe kwaye oko kubhaliweyo malunga nayo kuquka indlela apho imibongo kaMqhayi ngobomi babantu kuthi kubonise indlela abonga nabonisa ngayo izinto zoPolitiko, zakudala nezasekuhlaleni ezazisenzeka ngela xesha. Indlela ethi konke oku kuthi kuvele kule mibongo kaMqhayi kwaye kuya kuthi kuvezwe kolu phando. Ukuguqulelwa kwale mibongo esiNgesini kuya kuthi kuncede ukuba nabo bangasithethiyo isiXhosa bakwazi ukufumana le mibongo. Indlela esetyenzisiweyo yoguqulo-lwimi yale mibongo yileyo ivumela ukuba umbhalo uguqulelwe ngokufanayo nombhalo-ntsusa kwaye intsingiselo kumbhalo ekuguqulelwa kuwo ingatshintshi. Lo misebenzi ke ngoko uluphando lwemibongo engabantu ekhethiweyo engama30 ebhalwe nguSEK Mqhayi kumaphephandaba kwimiminyaka u1899 - 1944. Umongo wolu phando kukwenza uhlalutyo - nzulu lwemibongo kaMqhayi eyaleka kuphando - lwazi osele lwenziwe njengoko lucaciswa ziingcali ezithe zazamana nengxoxo yoncwadi lomlomo, ngxoxo leyo ethe yachaphazela ngokumandla umongo wezibongo zikaMqhayi njengembongi yokuqala ukuwela ukusuka kuncwadi lomlomo ukuya kuncwadi olubhaliweyo.
- Full Text:
- Date Issued: 2017
The development and implementation of computer literacy terminology in isiXhosa
- Authors: Sam, Msindisi Scara
- Date: 2010
- Subjects: Xhosa language -- Data processing Computer literacy -- South Africa -- Dwesa-Cwebe Computer literacy -- South Africa -- Grahamstown Information technology -- South Africa -- Dwesa-Cwebe Information technology -- South Africa -- Grahamstown Computational linguistics -- South Africa -- Dwesa-Cwebe Computational linguistics -- South Africa -- Grahamstown Information technology -- South Africa -- Dwesa-Cwebe -- Social aspects Information technology -- South Africa -- Grahamstown -- Social aspects Digital divide -- South Africa -- Dwesa-Cwebe Communication in economic development -- South Africa -- Dwesa-Cwebe Communication in economic development -- South Africa -- Grahamstown South Africa-Norway Tertiary Education Development Programme Rhodes University. Dept. of African Languages
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3580 , http://hdl.handle.net/10962/d1002155
- Full Text:
- Date Issued: 2010
- Authors: Sam, Msindisi Scara
- Date: 2010
- Subjects: Xhosa language -- Data processing Computer literacy -- South Africa -- Dwesa-Cwebe Computer literacy -- South Africa -- Grahamstown Information technology -- South Africa -- Dwesa-Cwebe Information technology -- South Africa -- Grahamstown Computational linguistics -- South Africa -- Dwesa-Cwebe Computational linguistics -- South Africa -- Grahamstown Information technology -- South Africa -- Dwesa-Cwebe -- Social aspects Information technology -- South Africa -- Grahamstown -- Social aspects Digital divide -- South Africa -- Dwesa-Cwebe Communication in economic development -- South Africa -- Dwesa-Cwebe Communication in economic development -- South Africa -- Grahamstown South Africa-Norway Tertiary Education Development Programme Rhodes University. Dept. of African Languages
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3580 , http://hdl.handle.net/10962/d1002155
- Full Text:
- Date Issued: 2010
A critical analysis of the grammar of isiXhosa as used in the Revised Union version of the Bible
- Oosthuysen, Jacobus Christiaan
- Authors: Oosthuysen, Jacobus Christiaan
- Date: 2013
- Subjects: Bible -- Xhosa -- Revised Union -- 1942 Xhosa language -- Grammar -- Research Xhosa language -- Texts
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3555 , http://hdl.handle.net/10962/d1001625
- Description: This study provides a description and critical analysis of the grammatical structure of isiXhosa as used in the Revised Union Version of the Bible, published in 1942 and republished in 1975. This translation records what was regarded as proper isiXhosa at the beginning of the 20th century, reflecting the consensus inter alia of prominent isiXhosa writers, such as W.B. Rubusana, J.H. Soga, C. Koti, Y. Mbali and D. D. T. Jabavu, who served on the committee that produced the revision. In this study isiXhosa is described in its own right, without approaching it with preconceived ideas derived from other languages. That is to say this is a phenomenological analysis describing the grammatical structures of isiXhosa as they present themselves to the analyst. It is comprehensive, with no structure being overlooked or being described in such a manner that it complicates an understanding of other structures. In the first chapter the context of the research and a brief outline of the historical growth in understanding the structure of isiXhosa are set out and the goals and the method followed in this study are described. In the following chapters the findings of this study are presented. The initial focus is on isiXhosa phonology and the orthography used to put it to writing. Then isiXhosa morphology and syntax is set out. Initially the substantives, i.e. the nouns and pronouns in their distinctive classes and forms, and how they are qualified, receive attention. Then the predicates are explored, i.e. the verbs and copulatives, as linked to the substantives with concords, and reflecting various moods, tenses, actualities and aspects. Finally attention is given to ideophones and interjections and words that can be grouped together as adverbs, conjunctions, avoidance words and numerals. In the concluding chapter consideration is given to the question of whether this study has in fact achieved the aim of setting out a description of the structure of isiXhosa based solely on the language itself, free of preconceived ideas, and attention is drawn to insights gained in respect of the true nature of the isiXhosa grammatical structures, such as, for example, the variable prefix qualificative nouns, traditionally referred to as adjectives. This study is therefore a revisionist study in the sense that it reinvents isiXhosa as a language in its own right, free from Western influenced perspectives.
- Full Text:
- Date Issued: 2013
- Authors: Oosthuysen, Jacobus Christiaan
- Date: 2013
- Subjects: Bible -- Xhosa -- Revised Union -- 1942 Xhosa language -- Grammar -- Research Xhosa language -- Texts
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3555 , http://hdl.handle.net/10962/d1001625
- Description: This study provides a description and critical analysis of the grammatical structure of isiXhosa as used in the Revised Union Version of the Bible, published in 1942 and republished in 1975. This translation records what was regarded as proper isiXhosa at the beginning of the 20th century, reflecting the consensus inter alia of prominent isiXhosa writers, such as W.B. Rubusana, J.H. Soga, C. Koti, Y. Mbali and D. D. T. Jabavu, who served on the committee that produced the revision. In this study isiXhosa is described in its own right, without approaching it with preconceived ideas derived from other languages. That is to say this is a phenomenological analysis describing the grammatical structures of isiXhosa as they present themselves to the analyst. It is comprehensive, with no structure being overlooked or being described in such a manner that it complicates an understanding of other structures. In the first chapter the context of the research and a brief outline of the historical growth in understanding the structure of isiXhosa are set out and the goals and the method followed in this study are described. In the following chapters the findings of this study are presented. The initial focus is on isiXhosa phonology and the orthography used to put it to writing. Then isiXhosa morphology and syntax is set out. Initially the substantives, i.e. the nouns and pronouns in their distinctive classes and forms, and how they are qualified, receive attention. Then the predicates are explored, i.e. the verbs and copulatives, as linked to the substantives with concords, and reflecting various moods, tenses, actualities and aspects. Finally attention is given to ideophones and interjections and words that can be grouped together as adverbs, conjunctions, avoidance words and numerals. In the concluding chapter consideration is given to the question of whether this study has in fact achieved the aim of setting out a description of the structure of isiXhosa based solely on the language itself, free of preconceived ideas, and attention is drawn to insights gained in respect of the true nature of the isiXhosa grammatical structures, such as, for example, the variable prefix qualificative nouns, traditionally referred to as adjectives. This study is therefore a revisionist study in the sense that it reinvents isiXhosa as a language in its own right, free from Western influenced perspectives.
- Full Text:
- Date Issued: 2013
Intercultural communication in three Eastern Cape HIV/AIDS clinics
- Authors: Mandla, Veliswa Maureen
- Date: 2009
- Subjects: Intercultural communication -- South Africa -- Eastern Cape HIV-positive persons -- South Africa -- Eastern Cape HIV-positive persons -- Medical care -- South Africa -- Eastern Cape AIDS (Disease) -- Patients -- South Africa -- Eastern Cape Xhosa language -- Study and teaching -- English speakers Physician and patient -- South Africa -- Eastern Cape Communication in medicine -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3585 , http://hdl.handle.net/10962/d1002160
- Description: There are many inequities that exist in health-care that stem from culture related communication misunderstandings. In most cases where doctors and patients from different cultural and linguistic background interact, doctors use medical language which is different from everyday language used by patients. Patients enter this communication context with anxiety because they depend on the physicians to give them accurate information concerning their health, but they do not always understand all the terms used by physicians to inform them about their conditions. In some cases interpreters are used but their expertise is often inadequate and the interpreting of the patient’s statements to the health staff is also prone to distortion by interpreter / doctor because of the lack of proper understanding of the messages / languages. This may result in a deterioration of the patient’s health condition and unavoidable complications.
- Full Text:
- Date Issued: 2009
- Authors: Mandla, Veliswa Maureen
- Date: 2009
- Subjects: Intercultural communication -- South Africa -- Eastern Cape HIV-positive persons -- South Africa -- Eastern Cape HIV-positive persons -- Medical care -- South Africa -- Eastern Cape AIDS (Disease) -- Patients -- South Africa -- Eastern Cape Xhosa language -- Study and teaching -- English speakers Physician and patient -- South Africa -- Eastern Cape Communication in medicine -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3585 , http://hdl.handle.net/10962/d1002160
- Description: There are many inequities that exist in health-care that stem from culture related communication misunderstandings. In most cases where doctors and patients from different cultural and linguistic background interact, doctors use medical language which is different from everyday language used by patients. Patients enter this communication context with anxiety because they depend on the physicians to give them accurate information concerning their health, but they do not always understand all the terms used by physicians to inform them about their conditions. In some cases interpreters are used but their expertise is often inadequate and the interpreting of the patient’s statements to the health staff is also prone to distortion by interpreter / doctor because of the lack of proper understanding of the messages / languages. This may result in a deterioration of the patient’s health condition and unavoidable complications.
- Full Text:
- Date Issued: 2009
The evolving image of the German Democratic republic as reflected in the works of Jurek Becker and Christa Wolf
- Authors: Williams, Alison Elizabeth
- Date: 2009
- Subjects: Becker, Jurek, 1937-1997 Wolf, Christa German fiction -- Germany (East) -- 20th Century Germany (East) -- History -- 20th Century Germany (East) In literature
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3584 , http://hdl.handle.net/10962/d1002159
- Description: The primary objective of this thesis is to demonstrate the direct relationship between history and literature, with particular reference to literature published in the German Democratic Republic. It explores the period of history from 1945 to 1990 describing the collapse of National Socialist Germany after World War Two; the formation of the Federal Republic of Germany in the West and the German Democratic Republic in the East in 1949; the historical, political and cultural evolution of East Germany until the fall of the Berlin Wall in November 1989, and finally the absorption of the German Democratic Republic into the Federal Republic of Germany in 1990.
- Full Text:
- Date Issued: 2009
- Authors: Williams, Alison Elizabeth
- Date: 2009
- Subjects: Becker, Jurek, 1937-1997 Wolf, Christa German fiction -- Germany (East) -- 20th Century Germany (East) -- History -- 20th Century Germany (East) In literature
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3584 , http://hdl.handle.net/10962/d1002159
- Description: The primary objective of this thesis is to demonstrate the direct relationship between history and literature, with particular reference to literature published in the German Democratic Republic. It explores the period of history from 1945 to 1990 describing the collapse of National Socialist Germany after World War Two; the formation of the Federal Republic of Germany in the West and the German Democratic Republic in the East in 1949; the historical, political and cultural evolution of East Germany until the fall of the Berlin Wall in November 1989, and finally the absorption of the German Democratic Republic into the Federal Republic of Germany in 1990.
- Full Text:
- Date Issued: 2009
A critical analysis of online Sesotho ICT terminology
- Authors: Nteso, Thato Natasha
- Date: 2013
- Subjects: Information technology -- Study and teaching -- South Africa Sotho language -- Terms and phrases Sotho language -- Orthography and spelling
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3556 , http://hdl.handle.net/10962/d1001654
- Description: Information and Communication Technology (ICT) has taken over every aspect of our daily lives, from commerce to leisure and even culture. Today, mobile phones, desktop computers, hand-held devices, emails and the use of the internet have become a central part of our culture and society. ICT has made us a global society, where people can interact and communicate efficiently. In order for South Africa to be competitive in the global economy, it will need to develop a workforce with appropriate Information Technology skills. Of necessity, these skills will extend to using a computers and developing appropriate software and technical support skills (DOE, 2008). This thesis represents a critical analytical study in that it explores the online Sesotho Information and Communication Technology (ICT). It aims at analysing terminology development in this area. The study aims to determine how Sesotho and ICT correlate and how the linguistic aspect plays a role in online ICT terminology. The focus is not on creating new terms but to analyze the already existing ICT terms available, with regards to linguistic rules and principles and to critique if they are of quality. Furthermore, the thesis explores whether there are other strategies that can be used in the development of this terminology. It also seeks to determine if the terms are easily accessible to students and if they are used at all. Terms will be sourced from the Department of Arts and Culture ICT term list, and the focus will be on extracting only terms that have to do with computer literacy. Other online sources that list Sesotho equivalents will also be considered. The study also assesses the quality of the terms created by the Department of Arts and Culture (DAC) together with the Department of Communications (DOC) for a multilingual ICT terminology list. Furthermore, the thesis explores whether the Sesotho equivalents adhere to the linguistic rules and principles of the language. The other question asked is whether the terms are used by the intended users and if they are easily accessible to the speakers of the language. This entire aspect of the thesis speaks to the notion of the intellectualization of African languages and in this case Sesotho in particular. Not only does the thesis engage with computer literacy terminology, it also presents a detailed literature review of studies and work that has been done in this field. The thesis engagement is also done by linking the backdrop of the history of Sesotho and the Basotho peoples.
- Full Text:
- Date Issued: 2013
- Authors: Nteso, Thato Natasha
- Date: 2013
- Subjects: Information technology -- Study and teaching -- South Africa Sotho language -- Terms and phrases Sotho language -- Orthography and spelling
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3556 , http://hdl.handle.net/10962/d1001654
- Description: Information and Communication Technology (ICT) has taken over every aspect of our daily lives, from commerce to leisure and even culture. Today, mobile phones, desktop computers, hand-held devices, emails and the use of the internet have become a central part of our culture and society. ICT has made us a global society, where people can interact and communicate efficiently. In order for South Africa to be competitive in the global economy, it will need to develop a workforce with appropriate Information Technology skills. Of necessity, these skills will extend to using a computers and developing appropriate software and technical support skills (DOE, 2008). This thesis represents a critical analytical study in that it explores the online Sesotho Information and Communication Technology (ICT). It aims at analysing terminology development in this area. The study aims to determine how Sesotho and ICT correlate and how the linguistic aspect plays a role in online ICT terminology. The focus is not on creating new terms but to analyze the already existing ICT terms available, with regards to linguistic rules and principles and to critique if they are of quality. Furthermore, the thesis explores whether there are other strategies that can be used in the development of this terminology. It also seeks to determine if the terms are easily accessible to students and if they are used at all. Terms will be sourced from the Department of Arts and Culture ICT term list, and the focus will be on extracting only terms that have to do with computer literacy. Other online sources that list Sesotho equivalents will also be considered. The study also assesses the quality of the terms created by the Department of Arts and Culture (DAC) together with the Department of Communications (DOC) for a multilingual ICT terminology list. Furthermore, the thesis explores whether the Sesotho equivalents adhere to the linguistic rules and principles of the language. The other question asked is whether the terms are used by the intended users and if they are easily accessible to the speakers of the language. This entire aspect of the thesis speaks to the notion of the intellectualization of African languages and in this case Sesotho in particular. Not only does the thesis engage with computer literacy terminology, it also presents a detailed literature review of studies and work that has been done in this field. The thesis engagement is also done by linking the backdrop of the history of Sesotho and the Basotho peoples.
- Full Text:
- Date Issued: 2013
Representations of the ‘other’: a comparison between Roman descriptions of Britons, Gauls and Germans pre-AD 300 and Sir Harry Smith’s portrayal of the Xhosa 1830s – 1850s
- Authors: Van Wezel, Amy Hester
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4223 , vital:20634
- Description: Stereotypical representations of an ‘ethnically’ or ‘racially’ different ‘other’ in ancient texts would seem to reappear throughout history. By comparing Roman views of Britons, Gauls and Germans, with Sir Harry Smith’s views of the Xhosa, this study seeks to explore the extent to which these stereotypical images were employed and for what reasons. Through close textual analyses, the descriptions of these peoples are examined and compared, taking into consideration the different authors’ context and agendas. By highlighting Caesar’s views of the abilities of the ‘other’ and Tacitus’ judgements of the moral character of the ‘other’, compared with Smith’s view of the same, the study aims to draw out the role of the author’s ‘self’ in complex and contradictory representations of the ‘other’, while arguing that various overwhelmingly negative images served to justify imperial conquest and rule. The extent to which the ‘other’ was perceived as remote and different from themselves, epitomised in the dichotomy between the ‘barbarism’ and ‘civilisation’, is examined, comparing a variety of Roman authors with Smith. The similar idea of ‘civilising missions’ are discussed, while acknowledging the differences between the policies of the Roman and British Empires toward the ‘other’. The connections between how the ‘other’ was portrayed in relation to ‘Empire’ and the ways in which they were treated is also explored stressing even further the different approaches taken by Roman and British authorities to include these peoples within their Empires. While certain stereotypes are shown to have persisted from Roman times, reappearing in the writing of Sir Harry Smith, summed up in the archetypal ‘barbarian’, I argue that the use of these images was varied, inconsistent and reflected more the motives and personalities of the writers themselves, whofor the most part ascribed to imperial ideologies.
- Full Text:
- Date Issued: 2016
- Authors: Van Wezel, Amy Hester
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4223 , vital:20634
- Description: Stereotypical representations of an ‘ethnically’ or ‘racially’ different ‘other’ in ancient texts would seem to reappear throughout history. By comparing Roman views of Britons, Gauls and Germans, with Sir Harry Smith’s views of the Xhosa, this study seeks to explore the extent to which these stereotypical images were employed and for what reasons. Through close textual analyses, the descriptions of these peoples are examined and compared, taking into consideration the different authors’ context and agendas. By highlighting Caesar’s views of the abilities of the ‘other’ and Tacitus’ judgements of the moral character of the ‘other’, compared with Smith’s view of the same, the study aims to draw out the role of the author’s ‘self’ in complex and contradictory representations of the ‘other’, while arguing that various overwhelmingly negative images served to justify imperial conquest and rule. The extent to which the ‘other’ was perceived as remote and different from themselves, epitomised in the dichotomy between the ‘barbarism’ and ‘civilisation’, is examined, comparing a variety of Roman authors with Smith. The similar idea of ‘civilising missions’ are discussed, while acknowledging the differences between the policies of the Roman and British Empires toward the ‘other’. The connections between how the ‘other’ was portrayed in relation to ‘Empire’ and the ways in which they were treated is also explored stressing even further the different approaches taken by Roman and British authorities to include these peoples within their Empires. While certain stereotypes are shown to have persisted from Roman times, reappearing in the writing of Sir Harry Smith, summed up in the archetypal ‘barbarian’, I argue that the use of these images was varied, inconsistent and reflected more the motives and personalities of the writers themselves, whofor the most part ascribed to imperial ideologies.
- Full Text:
- Date Issued: 2016
Les aspects metephysiques du theatre de Ionesco
- Authors: Thomas, David Croft
- Date: 1986
- Subjects: Ionesco, Eugène -- Criticism and interpretation
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3610 , http://hdl.handle.net/10962/d1004534 , Ionesco, Eugène -- Criticism and interpretation
- Description: From Introduction: Au cours d'une interview accordée à deux critiques littéraires, le 9 novembre 1976 , Ionesco déclare : Un retour à la métaphysique me semble, à notré epoque, indispensable. Ce point de vue nous semble être d'une importance fondamentale, tant par la référence à un probleme spécifiquement moderne, que par la formulation d'une profonde préoccupation de l'auteur. Ionesco résume par là un débat qui informe continuellement son oeuvre théàtrale. Ce débat, et cette quête, sont les thèmes essentiels que nous voudrions mettre à jour dans cette oeuvre . Nous proposons donc d'étudier le désir et l'effort que manifeste et que tente l ' homme moderne, imbu d'une culture matérialiste, laïque et profane, pour retrouver la vie spirituelle de ses ancêtres son aspiration à la connaissance du sacré . Ce sujet, aussi vaste qu'il est élémentaire, exige l'examen de l'oeuvre complàte afin d'en dégager les constantes.
- Full Text:
- Date Issued: 1986
- Authors: Thomas, David Croft
- Date: 1986
- Subjects: Ionesco, Eugène -- Criticism and interpretation
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3610 , http://hdl.handle.net/10962/d1004534 , Ionesco, Eugène -- Criticism and interpretation
- Description: From Introduction: Au cours d'une interview accordée à deux critiques littéraires, le 9 novembre 1976 , Ionesco déclare : Un retour à la métaphysique me semble, à notré epoque, indispensable. Ce point de vue nous semble être d'une importance fondamentale, tant par la référence à un probleme spécifiquement moderne, que par la formulation d'une profonde préoccupation de l'auteur. Ionesco résume par là un débat qui informe continuellement son oeuvre théàtrale. Ce débat, et cette quête, sont les thèmes essentiels que nous voudrions mettre à jour dans cette oeuvre . Nous proposons donc d'étudier le désir et l'effort que manifeste et que tente l ' homme moderne, imbu d'une culture matérialiste, laïque et profane, pour retrouver la vie spirituelle de ses ancêtres son aspiration à la connaissance du sacré . Ce sujet, aussi vaste qu'il est élémentaire, exige l'examen de l'oeuvre complàte afin d'en dégager les constantes.
- Full Text:
- Date Issued: 1986