Take Me to the River:
- Authors: Kaschula, Russell H
- Date: 2006
- Language: isiXhosa
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175339 , vital:42566 , ISBN 9781869285852
- Full Text:
- Date Issued: 2006
- Authors: Kaschula, Russell H
- Date: 2006
- Language: isiXhosa
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175339 , vital:42566 , ISBN 9781869285852
- Full Text:
- Date Issued: 2006
Emthonjeni:
- Authors: Kaschula, Russell H
- Date: 2006
- Language: isiXhosa
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175351 , vital:42567 , ISBN 9781869285012
- Full Text:
- Date Issued: 2006
- Authors: Kaschula, Russell H
- Date: 2006
- Language: isiXhosa
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175351 , vital:42567 , ISBN 9781869285012
- Full Text:
- Date Issued: 2006
Language policy and linguistic landscapes at schools in South Africa:
- Kaschula, Russell H, Kretzer, Michael M
- Authors: Kaschula, Russell H , Kretzer, Michael M
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174635 , vital:42496 , https://doi.org/10.1080/14790718.2019.1666849
- Description: Language policy and Linguistic Landscapes (LL) are a highly contested area in South Africa. Due to Apartheid, the education system constitutes the core of such contestation. In Post-Apartheid South Africa the new Constitution of 1996, the South African Schools Act (SASA) and recent political initiatives such as the Use of Official Languages Act of 2012 form the foundation of language policy at schools. The Constitution declares 11 official languages on a macro-level. Nevertheless, English dominates the LL in South Africa. African Languages are significantly underrepresented in the public sphere. The vast majority of research emphasises the urban or semi-urban areas. This research tries to close the existing research gap with a broad comparative study in three research provinces.
- Full Text:
- Date Issued: 2019
- Authors: Kaschula, Russell H , Kretzer, Michael M
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174635 , vital:42496 , https://doi.org/10.1080/14790718.2019.1666849
- Description: Language policy and Linguistic Landscapes (LL) are a highly contested area in South Africa. Due to Apartheid, the education system constitutes the core of such contestation. In Post-Apartheid South Africa the new Constitution of 1996, the South African Schools Act (SASA) and recent political initiatives such as the Use of Official Languages Act of 2012 form the foundation of language policy at schools. The Constitution declares 11 official languages on a macro-level. Nevertheless, English dominates the LL in South Africa. African Languages are significantly underrepresented in the public sphere. The vast majority of research emphasises the urban or semi-urban areas. This research tries to close the existing research gap with a broad comparative study in three research provinces.
- Full Text:
- Date Issued: 2019
Introduction: the multilingual context of education in Africa
- Kaschula, Russell H, Wolff, H Ekkehard
- Authors: Kaschula, Russell H , Wolff, H Ekkehard
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174849 , vital:42515 , ISBN 978-0415315760 , https://www.amazon.com/Multilingual-Education-Africa-Practices-Routledge/dp/041531576X
- Description: The common thread in this book is the exploration of innovative pedagogies in language teaching and language use in education. The greatest danger facing educators is one of complacency. Whether set in Zimbabwe, Ethiopia, South Africa or elsewhere in Africa, all the chapters in this book emphasise the imperative for educators to constantly revise curricula and teaching methods in order to find the most appropriate ways of teaching and using language in multilingual settings.
- Full Text:
- Date Issued: 2016
- Authors: Kaschula, Russell H , Wolff, H Ekkehard
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174849 , vital:42515 , ISBN 978-0415315760 , https://www.amazon.com/Multilingual-Education-Africa-Practices-Routledge/dp/041531576X
- Description: The common thread in this book is the exploration of innovative pedagogies in language teaching and language use in education. The greatest danger facing educators is one of complacency. Whether set in Zimbabwe, Ethiopia, South Africa or elsewhere in Africa, all the chapters in this book emphasise the imperative for educators to constantly revise curricula and teaching methods in order to find the most appropriate ways of teaching and using language in multilingual settings.
- Full Text:
- Date Issued: 2016
Multilingual education for Africa: Concepts and practices
- Kaschula, Russell H, Wolff, H Ekkehard
- Authors: Kaschula, Russell H , Wolff, H Ekkehard
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174838 , vital:42513 , ISBN 978-0415315760 , https://www.amazon.com/Multilingual-Education-Africa-Practices-Routledge/dp/041531576X
- Description: The common thread in this book is the exploration of innovative pedagogies in language teaching and language use in education. The greatest danger facing educators is one of complacency. Whether set in Zimbabwe, Ethiopia, South Africa or elsewhere in Africa, all the chapters in this book emphasise the imperative for educators to constantly revise curricula and teaching methods in order to find the most appropriate ways of teaching and using language in multilingual settings.
- Full Text:
- Date Issued: 2016
- Authors: Kaschula, Russell H , Wolff, H Ekkehard
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174838 , vital:42513 , ISBN 978-0415315760 , https://www.amazon.com/Multilingual-Education-Africa-Practices-Routledge/dp/041531576X
- Description: The common thread in this book is the exploration of innovative pedagogies in language teaching and language use in education. The greatest danger facing educators is one of complacency. Whether set in Zimbabwe, Ethiopia, South Africa or elsewhere in Africa, all the chapters in this book emphasise the imperative for educators to constantly revise curricula and teaching methods in order to find the most appropriate ways of teaching and using language in multilingual settings.
- Full Text:
- Date Issued: 2016
The Transformative Power of Language: From Postcolonial to Knowledge Societies in Africa
- Kaschula, Russell H, Wolff, H Ekkehard
- Authors: Kaschula, Russell H , Wolff, H Ekkehard
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174514 , vital:42484 , ISBN 9781108498821
- Description: Language has played a pivotal role in societal transformation in postcolonial Africa towards the creation of globally competitive knowledge societies; however so far, this role has been under-researched and under-estimated. This volume addresses this gap in the literature, by bringing together a team of globally-recognised scholars to explore the effect of language on African postcolonial societies, and how it has contributed to achieving 'mental decolonisation'. A range of languages are explored, both imported (ex-colonial) and indigenous African, and case studies from different spheres of public discourse are investigated, from universities to legal settings. Demonstrating that multilingualism is a resource for, rather than barrier to, successful transformation, this book brings the intellectualisation and institutionalisation of African languages to the forefront of development discourse, and provides an insightful snap-shot of how current academic research, public discourse, political activism and social community engagement have contributed to societal transformation in South Africa.
- Full Text:
- Date Issued: 2020
- Authors: Kaschula, Russell H , Wolff, H Ekkehard
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174514 , vital:42484 , ISBN 9781108498821
- Description: Language has played a pivotal role in societal transformation in postcolonial Africa towards the creation of globally competitive knowledge societies; however so far, this role has been under-researched and under-estimated. This volume addresses this gap in the literature, by bringing together a team of globally-recognised scholars to explore the effect of language on African postcolonial societies, and how it has contributed to achieving 'mental decolonisation'. A range of languages are explored, both imported (ex-colonial) and indigenous African, and case studies from different spheres of public discourse are investigated, from universities to legal settings. Demonstrating that multilingualism is a resource for, rather than barrier to, successful transformation, this book brings the intellectualisation and institutionalisation of African languages to the forefront of development discourse, and provides an insightful snap-shot of how current academic research, public discourse, political activism and social community engagement have contributed to societal transformation in South Africa.
- Full Text:
- Date Issued: 2020
The location decision of PE College after a merger
- Authors: Ferreira, Renee
- Date: 2004
- Subjects: Industrial location -- South Africa -- Port Elizabeth , School sites -- South Africa -- Port Elizabeth , Universities and colleges -- Mergers -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:10863 , http://hdl.handle.net/10948/256 , Industrial location -- South Africa -- Port Elizabeth , School sites -- South Africa -- Port Elizabeth , Universities and colleges -- Mergers -- South Africa -- Port Elizabeth
- Description: The Port Elizabeth College (PE College) was founded in January 2002 as a result of the merger between the three technical colleges in Port Elizabeth, namely, Russell Road, Bethelsdorp and Iqhayiya. Similar courses are offered in duplicated facilities, contrary to the sentiment of the legislation requiring the reduction of the number of technical colleges from 152 to 50. A further problem experienced by the management of PE College is that the Russell Road campus is so full that it is necessary to turn prospective students away, while the other campuses are under-utilised. The focus of this study is the evaluation of the location and coverage offered by the six PE College sites of delivery. The study examined the physical facilities of the PE College and investigated the requirements of staff and students, regarding their campuses of choice. The objectives were achieved through site visits to the six campuses, as well as a quantitative, structured, self-administered survey of all staff and students of the PE College in October 2003. The questions used in the survey were selected only after a literature review of location theory, which highlighted the factors to be considered in location decisions. Completed questionnaires were received from 1 256 student and 120 staff respondents. The empirical study showed that 13,2% of students and 9,2% of staff wished to study or work at a different campus. Sixty-eight percent of students who wanted to change campuses preferred to be based at the Russell Road campus, which is already full. As a result, this study has led to the recommendation that the PE College should use a product-based location strategy, where each campus specialises in a different field of study. Although this location strategy will not necessarily offer the greatest accessibility to students and staff, it will result in the least amount of duplication, and, therefore, reduced costs.
- Full Text:
- Date Issued: 2004
- Authors: Ferreira, Renee
- Date: 2004
- Subjects: Industrial location -- South Africa -- Port Elizabeth , School sites -- South Africa -- Port Elizabeth , Universities and colleges -- Mergers -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:10863 , http://hdl.handle.net/10948/256 , Industrial location -- South Africa -- Port Elizabeth , School sites -- South Africa -- Port Elizabeth , Universities and colleges -- Mergers -- South Africa -- Port Elizabeth
- Description: The Port Elizabeth College (PE College) was founded in January 2002 as a result of the merger between the three technical colleges in Port Elizabeth, namely, Russell Road, Bethelsdorp and Iqhayiya. Similar courses are offered in duplicated facilities, contrary to the sentiment of the legislation requiring the reduction of the number of technical colleges from 152 to 50. A further problem experienced by the management of PE College is that the Russell Road campus is so full that it is necessary to turn prospective students away, while the other campuses are under-utilised. The focus of this study is the evaluation of the location and coverage offered by the six PE College sites of delivery. The study examined the physical facilities of the PE College and investigated the requirements of staff and students, regarding their campuses of choice. The objectives were achieved through site visits to the six campuses, as well as a quantitative, structured, self-administered survey of all staff and students of the PE College in October 2003. The questions used in the survey were selected only after a literature review of location theory, which highlighted the factors to be considered in location decisions. Completed questionnaires were received from 1 256 student and 120 staff respondents. The empirical study showed that 13,2% of students and 9,2% of staff wished to study or work at a different campus. Sixty-eight percent of students who wanted to change campuses preferred to be based at the Russell Road campus, which is already full. As a result, this study has led to the recommendation that the PE College should use a product-based location strategy, where each campus specialises in a different field of study. Although this location strategy will not necessarily offer the greatest accessibility to students and staff, it will result in the least amount of duplication, and, therefore, reduced costs.
- Full Text:
- Date Issued: 2004
Condolence letter to Sheila Burnett from David Russell
- Date: 1994-09-17
- Subjects: Burnett, Bill Bendyshe -- 1917-1994 Condolence notes Burnett family
- Type: Image
- Identifier: http://hdl.handle.net/10962/31734 , vital:23976 , This image is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. The digitisation of this image was made possible through a generous grant received from the Andrew W. Mellon Foundation 2014-2017. , MS 20 0045
- Description: This collection contains the letters of condolences, addressed to Sheila Burnett on the death of her husband Bill Bendyshe Burnett, who died on the 23rd of August 1994.
- Full Text:
- Date Issued: 1994-09-17
- Date: 1994-09-17
- Subjects: Burnett, Bill Bendyshe -- 1917-1994 Condolence notes Burnett family
- Type: Image
- Identifier: http://hdl.handle.net/10962/31734 , vital:23976 , This image is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. The digitisation of this image was made possible through a generous grant received from the Andrew W. Mellon Foundation 2014-2017. , MS 20 0045
- Description: This collection contains the letters of condolences, addressed to Sheila Burnett on the death of her husband Bill Bendyshe Burnett, who died on the 23rd of August 1994.
- Full Text:
- Date Issued: 1994-09-17
MONOLINGUAL policy directive:
- Docrat, Zakeerah, Kaschula, Russell H
- Authors: Docrat, Zakeerah , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174761 , vital:42507 , ISBN 9781928480174
- Description: This chapter aims to analyse the 2017 resolution to adopt English as the monolingual language of record that affects high courts in South Africa with reference to the constitutional language framework. We investigate whether the legislative framework enables the Chief Justice to change the language of record; and how a monolingual language of record affects the official status of languages other than English. In this judicial context, the language of record is taken to mean the language, which is used officially to litigate in courts of law, the language in which the judicial process is conducted, the language in which the proceedings are recorded, as well as that of written judgments.
- Full Text:
- Date Issued: 2019
- Authors: Docrat, Zakeerah , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174761 , vital:42507 , ISBN 9781928480174
- Description: This chapter aims to analyse the 2017 resolution to adopt English as the monolingual language of record that affects high courts in South Africa with reference to the constitutional language framework. We investigate whether the legislative framework enables the Chief Justice to change the language of record; and how a monolingual language of record affects the official status of languages other than English. In this judicial context, the language of record is taken to mean the language, which is used officially to litigate in courts of law, the language in which the judicial process is conducted, the language in which the proceedings are recorded, as well as that of written judgments.
- Full Text:
- Date Issued: 2019
Of Record:
- Docrat, Zakeerah, Kaschula, Russell H
- Authors: Docrat, Zakeerah , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174772 , vital:42508 , ISBN 9781928480174
- Description: This chapter aims to analyse the 2017 resolution to adopt English as the monolingual language of record that affects high courts in South Africa with reference to the constitutional language framework. We investigate whether the legislative framework enables the Chief Justice to change the language of record; and how a monolingual language of record affects the official status of languages other than English. In this judicial context, the language of record is taken to mean the language, which is used officially to litigate in courts of law, the language in which the judicial process is conducted, the language in which the proceedings are recorded, as well as that of written judgments.
- Full Text:
- Date Issued: 2019
- Authors: Docrat, Zakeerah , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174772 , vital:42508 , ISBN 9781928480174
- Description: This chapter aims to analyse the 2017 resolution to adopt English as the monolingual language of record that affects high courts in South Africa with reference to the constitutional language framework. We investigate whether the legislative framework enables the Chief Justice to change the language of record; and how a monolingual language of record affects the official status of languages other than English. In this judicial context, the language of record is taken to mean the language, which is used officially to litigate in courts of law, the language in which the judicial process is conducted, the language in which the proceedings are recorded, as well as that of written judgments.
- Full Text:
- Date Issued: 2019
Intercultural Communication and Vocational Language Learning in South Africa: Law and Healthcare
- Kaschula, Russell H, Maseko, Pamela
- Authors: Kaschula, Russell H , Maseko, Pamela
- Date: 2012
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175234 , vital:42555 , ISBN 9781405162722 , DOI:10.1002/9781118247273
- Description: The Constitution (1996) of the Republic of South Africa recognizes eleven of South Africa’s most spoken languages as official languages of the country. Of the eleven languages, nine are indigenous African languages and are spoken by about 80% of the total population. The other two, English and Afrikaans, were the only official languages of the pre-democratic regime and are spoken by the remainder of the population. However, when it comes to vocational training at institutions of higher learning, the common trend in South Africa in terms of linguistic composition is in reverse. About 80% of the total student population have English or Afrikaans as their home language, whilst the minority are speakers of indigenous African languages. This is reflected in language practices in the majority of institutions of higher learning where English and Afrikaans are the most common media of instruction.
- Full Text:
- Date Issued: 2012
- Authors: Kaschula, Russell H , Maseko, Pamela
- Date: 2012
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175234 , vital:42555 , ISBN 9781405162722 , DOI:10.1002/9781118247273
- Description: The Constitution (1996) of the Republic of South Africa recognizes eleven of South Africa’s most spoken languages as official languages of the country. Of the eleven languages, nine are indigenous African languages and are spoken by about 80% of the total population. The other two, English and Afrikaans, were the only official languages of the pre-democratic regime and are spoken by the remainder of the population. However, when it comes to vocational training at institutions of higher learning, the common trend in South Africa in terms of linguistic composition is in reverse. About 80% of the total student population have English or Afrikaans as their home language, whilst the minority are speakers of indigenous African languages. This is reflected in language practices in the majority of institutions of higher learning where English and Afrikaans are the most common media of instruction.
- Full Text:
- Date Issued: 2012
Cross-cultural communication in a north-eastern Cape farming community:
- Authors: Kaschula, Russell H
- Date: 1989
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/175313 , vital:42564 , https://doi.org/10.1080/02572117.1989.10586786
- Description: Cross-cultural communication is dealt with and more specifically, the communicative competence of 15 white English-speaking farmers when they speak Xhosa to their labourers is assessed. This research was conducted in the Elliot, Ugie, and Maclear areas of the north-eastern Cape. A broad sociolinguistic framework drawing on both ethnographic and ethnomethodological principles was used; complications caused by cross-cultural differences which are reflected in language, and which may lead to possible communication breakdown, were isolated. The actual analysis of speech in terms of ethnomethodological principles, such as turn-taking and the co-operative principle, was undertaken.
- Full Text:
- Date Issued: 1989
- Authors: Kaschula, Russell H
- Date: 1989
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/175313 , vital:42564 , https://doi.org/10.1080/02572117.1989.10586786
- Description: Cross-cultural communication is dealt with and more specifically, the communicative competence of 15 white English-speaking farmers when they speak Xhosa to their labourers is assessed. This research was conducted in the Elliot, Ugie, and Maclear areas of the north-eastern Cape. A broad sociolinguistic framework drawing on both ethnographic and ethnomethodological principles was used; complications caused by cross-cultural differences which are reflected in language, and which may lead to possible communication breakdown, were isolated. The actual analysis of speech in terms of ethnomethodological principles, such as turn-taking and the co-operative principle, was undertaken.
- Full Text:
- Date Issued: 1989
Transformative Power of Language Policies in Higher Education:
- Kaschula, Russell H, Docrat, Zakeerah
- Authors: Kaschula, Russell H , Docrat, Zakeerah
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174502 , vital:42483 , ISBN 9781108498821
- Description: There is a disjuncture between the intentions of the South African constitutional provisions as contained in Section 6, which prescribe that all eleven official languages be treated equitably, and what is happening on the ground at the institutions of higher learning. In these institutions, English remains the primary language of instruction. African languages are encouraged as support languages in certain instances, but no institution has an African language as a medium of instruction (see for example the Rhodes Language Policy, 2019). This chapter calls into question the use of language and argues for purposive interpretation and practical implementation of the constitutional provisions on language. A proper and linguistically sound understanding of multilingualism as a developmental resource–educational, legal and societal–needs to emerge (Wolff, 2016). The constitutional aspects are explicated in the legislative and policy frameworks discussed in this chapter.
- Full Text:
- Date Issued: 2020
- Authors: Kaschula, Russell H , Docrat, Zakeerah
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174502 , vital:42483 , ISBN 9781108498821
- Description: There is a disjuncture between the intentions of the South African constitutional provisions as contained in Section 6, which prescribe that all eleven official languages be treated equitably, and what is happening on the ground at the institutions of higher learning. In these institutions, English remains the primary language of instruction. African languages are encouraged as support languages in certain instances, but no institution has an African language as a medium of instruction (see for example the Rhodes Language Policy, 2019). This chapter calls into question the use of language and argues for purposive interpretation and practical implementation of the constitutional provisions on language. A proper and linguistically sound understanding of multilingualism as a developmental resource–educational, legal and societal–needs to emerge (Wolff, 2016). The constitutional aspects are explicated in the legislative and policy frameworks discussed in this chapter.
- Full Text:
- Date Issued: 2020
The Politics of Language Education in Africa:
- Kaschula, Russell H, Kretzer, Michael M
- Authors: Kaschula, Russell H , Kretzer, Michael M
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174739 , vital:42505 , ISBN , https://doi.org/10.1093/acrefore/9780190228637.013.750
- Description: Language policies in sub-Saharan African nations emerge out of specific political, historical, socioeconomic, and linguistic conditions. Education plays a crucial role for all spheres of language policy. Policies either upgrade or downgrade indigenous languages through their application at various educational institutions. The most significant example is the selection of the language (s) used as languages of learning and teaching at higher-education institutions. The region’s colonial history also influences the language policies of the independent African states. Language policy in Senegal is an example of a francophone country focusing on a linguistic assimilation policy in which minor reforms in favor of indigenous languages have taken place.
- Full Text:
- Date Issued: 2019
- Authors: Kaschula, Russell H , Kretzer, Michael M
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174739 , vital:42505 , ISBN , https://doi.org/10.1093/acrefore/9780190228637.013.750
- Description: Language policies in sub-Saharan African nations emerge out of specific political, historical, socioeconomic, and linguistic conditions. Education plays a crucial role for all spheres of language policy. Policies either upgrade or downgrade indigenous languages through their application at various educational institutions. The most significant example is the selection of the language (s) used as languages of learning and teaching at higher-education institutions. The region’s colonial history also influences the language policies of the independent African states. Language policy in Senegal is an example of a francophone country focusing on a linguistic assimilation policy in which minor reforms in favor of indigenous languages have taken place.
- Full Text:
- Date Issued: 2019
Econo-Language Planning and Transformation in South Africa: From Localisation to Globalisation
- Authors: Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174657 , vital:42498 , ISBN 9781108425346
- Description: This chapter seeks to create an understanding of the historical, sociopolitical and economic context within which language planning has taken place in South Africa (Alexander 1992). Furthermore, the extent to which government agencies and other stakeholder bodies have taken language planning into account when developing economic and development policies within the contemporary global reality will be assessed (Edozie 2004). Policies (if one can call them policies) such as the New Partnership for Africa’s Development (NEPAD), as well as the National Development Plan (NDP) in South Africa are analysed against the backdrop of language policy planning and implementation, to see if there are linkages between opportunity language planning on the ground (Antia 2017) and economic development. In other words does language planning create work opportunities through policy creation and implementation where our languages are seen as resources to be used appropriately in the market place?.
- Full Text:
- Date Issued: 2019
- Authors: Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174657 , vital:42498 , ISBN 9781108425346
- Description: This chapter seeks to create an understanding of the historical, sociopolitical and economic context within which language planning has taken place in South Africa (Alexander 1992). Furthermore, the extent to which government agencies and other stakeholder bodies have taken language planning into account when developing economic and development policies within the contemporary global reality will be assessed (Edozie 2004). Policies (if one can call them policies) such as the New Partnership for Africa’s Development (NEPAD), as well as the National Development Plan (NDP) in South Africa are analysed against the backdrop of language policy planning and implementation, to see if there are linkages between opportunity language planning on the ground (Antia 2017) and economic development. In other words does language planning create work opportunities through policy creation and implementation where our languages are seen as resources to be used appropriately in the market place?.
- Full Text:
- Date Issued: 2019
Developing Mother Tongues as Academic Languages in Primary Schools in Kenya: Exploring Extent and Indispensability
- Mose, Peter N, Kaschula, Russell H
- Authors: Mose, Peter N , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174793 , vital:42510 , https://doi.org/10.1080/15348458.2019.1645605
- Description: The language in education policy in Kenya recommends mother tongue education in primary school learning. The purpose of this study was to explore the development of mother tongues as academic languages at the lower primary section in which the languages are supposed to be used. The exploration was on the functions they play in classroom instruction and if they are dispensable or otherwise. Ekegusii was used as a case study. Data were obtained through classroom observations and administration of semi-structured interviews with lower primary teachers. The findings indicate that mother tongues play important pedagogical functions in grades 1 up to 3, but not exactly as contemplated in the language policy. Secondly, mother tongues are indispensable in classroom teaching in spite of negative attitude towards their use.
- Full Text:
- Date Issued: 2019
- Authors: Mose, Peter N , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174793 , vital:42510 , https://doi.org/10.1080/15348458.2019.1645605
- Description: The language in education policy in Kenya recommends mother tongue education in primary school learning. The purpose of this study was to explore the development of mother tongues as academic languages at the lower primary section in which the languages are supposed to be used. The exploration was on the functions they play in classroom instruction and if they are dispensable or otherwise. Ekegusii was used as a case study. Data were obtained through classroom observations and administration of semi-structured interviews with lower primary teachers. The findings indicate that mother tongues play important pedagogical functions in grades 1 up to 3, but not exactly as contemplated in the language policy. Secondly, mother tongues are indispensable in classroom teaching in spite of negative attitude towards their use.
- Full Text:
- Date Issued: 2019
Alice in Wonderland: translating to read across Africa
- Authors: Kaschula, Russell H
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174901 , vital:42520 , https://doi.org/10.1080/13696815.2016.1160827
- Description: This article comments on various translation strategies aiming at equivalence used by translators when reworking Lewis Carroll’s Alice in Wonderland into nine African languages. The back translations provided by the translators form the basis for the discussion [Lindseth, Jon, ed. 2015. Alice in a World of Wonderlands. Volume 1: Essays. Delaware: Oak Knoll Press]. This article provides examples and discussion of how African language translators deviated from the original text and it analyses the possible reasons for doing so, both linguistic and socio-cultural. The way in which translators created an African voice in the target languages is discussed by analysing their reflective essays and back translations.
- Full Text:
- Date Issued: 2017
- Authors: Kaschula, Russell H
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174901 , vital:42520 , https://doi.org/10.1080/13696815.2016.1160827
- Description: This article comments on various translation strategies aiming at equivalence used by translators when reworking Lewis Carroll’s Alice in Wonderland into nine African languages. The back translations provided by the translators form the basis for the discussion [Lindseth, Jon, ed. 2015. Alice in a World of Wonderlands. Volume 1: Essays. Delaware: Oak Knoll Press]. This article provides examples and discussion of how African language translators deviated from the original text and it analyses the possible reasons for doing so, both linguistic and socio-cultural. The way in which translators created an African voice in the target languages is discussed by analysing their reflective essays and back translations.
- Full Text:
- Date Issued: 2017
'Meaningful engagement’: Towards a language rights paradigm for effective language policy implementation
- Docrat, Zakeerah, Kaschula, Russell H
- Authors: Docrat, Zakeerah , Kaschula, Russell H
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174812 , vital:42512 , https://doi.org/10.1080/02572117.2015.1056455
- Description: This article aims to develop the concept of ‘meaningful engagement’ in terms of the contemporary language policy implementation framework in South Africa. By exploring the current language policies, implementation and the current lack of effectiveness, the authors offer a new implementation focus drawn from the legal concept of ‘meaningful engagement’. ‘Meaningful engagement’ is a concept within the socio-economic rights sphere. This article expands and advances the concept within a language policy framework. Against the enabling legislative environment created by the Use of Official Languages Act 12 of 2012 and the overarching Constitutional framework which embeds the rights of all official languages, ‘meaningful engagement’ is developed and applied to selected language policies and practices.
- Full Text:
- Date Issued: 2015
- Authors: Docrat, Zakeerah , Kaschula, Russell H
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174812 , vital:42512 , https://doi.org/10.1080/02572117.2015.1056455
- Description: This article aims to develop the concept of ‘meaningful engagement’ in terms of the contemporary language policy implementation framework in South Africa. By exploring the current language policies, implementation and the current lack of effectiveness, the authors offer a new implementation focus drawn from the legal concept of ‘meaningful engagement’. ‘Meaningful engagement’ is a concept within the socio-economic rights sphere. This article expands and advances the concept within a language policy framework. Against the enabling legislative environment created by the Use of Official Languages Act 12 of 2012 and the overarching Constitutional framework which embeds the rights of all official languages, ‘meaningful engagement’ is developed and applied to selected language policies and practices.
- Full Text:
- Date Issued: 2015
MMORPG: Towards a Sustainable Livelihood Model for Africa and Beyond
- Mostert, Andre, Kaschula, Russell H
- Authors: Mostert, Andre , Kaschula, Russell H
- Date: 2011
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175212 , vital:42553 , ISBN ViNOrg 2011 , https://link.springer.com/chapter/10.1007/978-3-642-31800-9_4
- Description: The burgeoning worlds of massively multiplayer online role-playing games (MMORPG) coupled with increasing access to the internet is opening a new paradigmatic window for a number of disciplines. Many of these have been slow to take up the challenges associated with this emergent framework, due, in no small measure, to the perception that work and play are mutually exclusive. The dominance of this dichotomy contributed to the slow uptake of the potential for these virtual worlds to be harnessed in the fields of education and employment. This reticence was due in no small measure to the technophobia that tends to characterise the adoption of new technologies within fields that have customarily eschewed an embrace.
- Full Text:
- Date Issued: 2011
- Authors: Mostert, Andre , Kaschula, Russell H
- Date: 2011
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175212 , vital:42553 , ISBN ViNOrg 2011 , https://link.springer.com/chapter/10.1007/978-3-642-31800-9_4
- Description: The burgeoning worlds of massively multiplayer online role-playing games (MMORPG) coupled with increasing access to the internet is opening a new paradigmatic window for a number of disciplines. Many of these have been slow to take up the challenges associated with this emergent framework, due, in no small measure, to the perception that work and play are mutually exclusive. The dominance of this dichotomy contributed to the slow uptake of the potential for these virtual worlds to be harnessed in the fields of education and employment. This reticence was due in no small measure to the technophobia that tends to characterise the adoption of new technologies within fields that have customarily eschewed an embrace.
- Full Text:
- Date Issued: 2011
Tracing the Voice of Protest in Selected Oral Literature:
- Authors: Kaschula, Russell H
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174452 , vital:42479 , ISBN 9783030555177
- Description: This chapter aims to present the notion of “protest” as a contested arena in the production of oral literature, against the backdrop of continued and contested sociopolitical change in Africa. This contestation can be politically based, gender based and sometimes even based in religion. The chapter looks specifically at poetry, songs and the folktale to establish how the “voice of protest” has been presented over time in relation to specific African countries such as Senegal, South Africa, Somali, Guinea, Kenya, Tanzania, Malawi, Ethiopia, Nigeria, Zimbabwe and Lesotho. Poetic protest as part of political protest is also discussed. Furthermore, the chapter seeks to explore how this “voice of protest” has been received, both from an audience point of view and from the point of view of those who control power.
- Full Text:
- Date Issued: 2020
- Authors: Kaschula, Russell H
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174452 , vital:42479 , ISBN 9783030555177
- Description: This chapter aims to present the notion of “protest” as a contested arena in the production of oral literature, against the backdrop of continued and contested sociopolitical change in Africa. This contestation can be politically based, gender based and sometimes even based in religion. The chapter looks specifically at poetry, songs and the folktale to establish how the “voice of protest” has been presented over time in relation to specific African countries such as Senegal, South Africa, Somali, Guinea, Kenya, Tanzania, Malawi, Ethiopia, Nigeria, Zimbabwe and Lesotho. Poetic protest as part of political protest is also discussed. Furthermore, the chapter seeks to explore how this “voice of protest” has been received, both from an audience point of view and from the point of view of those who control power.
- Full Text:
- Date Issued: 2020