'n Marxisties-feministiese ondersoek van Wilma Stockenström se roman, Die kremetartekspedisie
- Authors: Gardner, Judy Hilary
- Date: 1989
- Subjects: Stockenström, Wilma -- Criticism and interpretation , Stockenström, Wilma. Kremetartekspedisie
- Language: Afrikaans
- Type: text , Thesis , Masters , MA
- Identifier: vital:3568 , http://hdl.handle.net/10962/d1002091
- Description: Chapter is an exploration of the meanings which may underly the title of this novel. I have tried initially to establish what kind of "expedition" is undertaken, and have come to the conclusion that "expedition" has a multidimensional meaning, that it implies a search, an expedition into different things: an expedition to the city of rose-quartz; the slave woman's expeditions from the baobab tree and back; an inner expedition to gain self-knowledge; an expedition into womanhood; an expedition into the history of Africa, into religion, into language. The second part of the chapter examines the nature of "baobab", since this tree, like the "Tree of Life", is regarded as one growing upside-down. It is this upside-down nature of the tree which led me to believe that many existing stereotypes and myths are turned upside-down in the novel: about slaves, about woman, language, the Afrikaans literary tradition, the "traditional" structure of the novel, culture transcending nature, the slave woman's language. In chapter 2 I have examined only one of these expeditions, viz. the slave woman's inner expeditions consisting of her experiences as a slave and her journeys of reminiscence. These journeys at the same time embrace all the other expeditions. Her inner expeditions are signified by a number of codes, which fulfil literally the function of processes of knowledge, of self- knowledge, as well as of systems in which meaning is contained. By undertaking this inner expedition, the woman gains greater clarity of vision concerning her own existence and the existence of man/woman in general. Chapter 3 deals mainly with the concept of possession/ownership, which results in two diametrically opposed groups: the owner class and the owned class. The peculiar institution of slavery has given rise to these two irreconcilable groups, and therefore a brief history of slavery is included in this chapter. The slave woman is initially one of the owned class, but through indoctrination, she too aspires to become a member of the owner class. In the second half of the chapter, then, the woman is discussed as owner. Her position becomes a reflection of the position of her owners, to illustrate the peculiarity of the capitalist system in which there will always be the rulers and the subjects, the oppressor and the oppressed, the owner and the owned.
- Full Text:
- Date Issued: 1989
- Authors: Gardner, Judy Hilary
- Date: 1989
- Subjects: Stockenström, Wilma -- Criticism and interpretation , Stockenström, Wilma. Kremetartekspedisie
- Language: Afrikaans
- Type: text , Thesis , Masters , MA
- Identifier: vital:3568 , http://hdl.handle.net/10962/d1002091
- Description: Chapter is an exploration of the meanings which may underly the title of this novel. I have tried initially to establish what kind of "expedition" is undertaken, and have come to the conclusion that "expedition" has a multidimensional meaning, that it implies a search, an expedition into different things: an expedition to the city of rose-quartz; the slave woman's expeditions from the baobab tree and back; an inner expedition to gain self-knowledge; an expedition into womanhood; an expedition into the history of Africa, into religion, into language. The second part of the chapter examines the nature of "baobab", since this tree, like the "Tree of Life", is regarded as one growing upside-down. It is this upside-down nature of the tree which led me to believe that many existing stereotypes and myths are turned upside-down in the novel: about slaves, about woman, language, the Afrikaans literary tradition, the "traditional" structure of the novel, culture transcending nature, the slave woman's language. In chapter 2 I have examined only one of these expeditions, viz. the slave woman's inner expeditions consisting of her experiences as a slave and her journeys of reminiscence. These journeys at the same time embrace all the other expeditions. Her inner expeditions are signified by a number of codes, which fulfil literally the function of processes of knowledge, of self- knowledge, as well as of systems in which meaning is contained. By undertaking this inner expedition, the woman gains greater clarity of vision concerning her own existence and the existence of man/woman in general. Chapter 3 deals mainly with the concept of possession/ownership, which results in two diametrically opposed groups: the owner class and the owned class. The peculiar institution of slavery has given rise to these two irreconcilable groups, and therefore a brief history of slavery is included in this chapter. The slave woman is initially one of the owned class, but through indoctrination, she too aspires to become a member of the owner class. In the second half of the chapter, then, the woman is discussed as owner. Her position becomes a reflection of the position of her owners, to illustrate the peculiarity of the capitalist system in which there will always be the rulers and the subjects, the oppressor and the oppressed, the owner and the owned.
- Full Text:
- Date Issued: 1989
A critique of language policy and implementation strategies used in selected institutions of higher learning in South Africa
- Authors: Somlata, Zakhile
- Date: 2018
- Subjects: Language policy South Africa , Translanguaging (Linguistics) , Language and education South Africa , Language and languages Study and teaching South Africa , Education, Higher South Africa , Multilingualism South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62571 , vital:28208
- Description: This thesis evaluated the language policy implementation strategies used in selected universities of South Africa. The Constitution of the Republic of South African (1996) recognises eleven official languages, namely: English, Afrikaans, isiNdebele, isiXhosa, isiZulu, Sesotho, Setswana, SiSwati, Sepedi, Tshivenda and Xitsonga. These official languages should enjoy the parity of esteem in all domains. The language practices are very important in the education of students at all levels of education but this study focuses on the language policy implementation in universities. Most universities of South Africa have their language policies but the dilemma is on the implementation of those language policies. The overarching aim of this study is to evaluate how university use language policy for access and success of the students and to assess the language policy implementation strategies, monitoring and evaluation. The language is central to the success of the students and this study further investigated to what extent are the universities use the linguistic repertoires of the students in their education. This study is rooted in orientations of language planning: Language as problem, language as right and language as resource (Ruiz, 1984). This thesis employed a mixed methods approach (qualitative and quantitative method) with convergent parallel design. The data was collected from eleven universities of South Africa and the participants in each university were the "Key informants" (experts and insiders) which comprised of member of Executive Management, a member of the Institutional Language Committee and a language lecturer; and a cohort of forty third year students. The Key informants participated in the qualitative data collection through the structured interviews. The forty third year students participated in the quantitative data collected through survey questionnaires. The language policy documents of the universities were also sampled to get a better understanding of the real language practices and the language policy. The thematic analysis was used to analyse transcripts that were developed from the interviews, data from the students was analysed through descriptive and inferential analyses with Statistical Package for the Social Sciences (SPSS) as a statistical test and document analysis was used to analyse the language policies; The findings show that universities have commitment to access of the students to institutions of Higher Education. The success of the students is being thwarted by the monolingual approach where most of the universities use English only as the medium of instruction. The monolingual approach negatively affects the academic success and excellent academic performance of the majority of students. The findings show that there is high demand from the students that the course materials should be provided in African languages. All selected universities have their language policy which is something positive but most of them are outdated because they need to be reviewed at least after five years. The findings demonstrate that most universities lack the language policy implementation plans. The nonexistence of the language policy implementation plan adversely affects the implementation of the language policy. The study recommends that universities should provide the learning resources in African languages to meet the demands of the students. To maximise the success, students should be examined in any official languages of the university. The language policy implementation plans should be developed urgently so as to improve language policy implementation in universities. , Le thesisi iphonononge iindlela zokusetyenziswa komgaqo-nkqubo wolwimi kwiiyunivesithi ezichongiweyo zaseMzantsi Afrika. Umgaqo-siseko waseMzantsi Afrika (1996) athathela ingqalelo iilwimi ezisemthethweni ezilishumi elinanye, isiNgesi, isiBhulu, isiNdebele, isiXhosa, isiZulu, Sesotho, Setswana, Sepedi, SiSwati, Tshivenda neXitsonga. Ezi lwimi zisemthethweni zifanele ukuba zisetyenziswe ngokulinganayo kuzo zonke iinkalo. Ukusetyenziswa kweelwimi kubalulekile kakhulu kwimfundo yabantwana kuwo onke amanqanaba emfundo kodwa olu phando lugxile ekusetyenzisweni komgaqo-nkqubo wolwimi kwiiyunivesithi. Uninzi lweeyunivesithi zinayo imigaqo-nkqubo yolwimi kodwa ingxaki isekusetyenzisweni kwaloo migaqo-nkqubo yolwimi. Ezona njongo zolu phando kukuphonononga ukuba iiyunivesithi ziyisebenzisa njani na imigaqo-nkqubo yolwimi ukuze abafundi bafikelele kwaye baphumelele ezifundweni kwakhona nokugocagoca izicwangciso zokusetyenziswa komgaqo-nkqubo wolwimi nokuhlola ukusebenza kwezo zicwangciso. Ulwimi ngundoqo kwimpumelelo yabafundi kwaye umyinge wokusetyenziswa kweelwimi zabafundi ekufundeni kwabo kuthe kwaphandwa. Esi sifundo sisekelwe kwiindlela zocwangciso-lwimi: Ulwimi njengengxaki, ulwimi njengelungelo nolwimi njengesixhobo (Ruiz, 1984). Le thesisi esebenzise indlela yophando entlantlu-mbini (eyobunjani neyobungakanani) kunye noyilo lwendibaniso kokunxuseneyo. Idatha yathi yaqokelelwa kwiiyunivesithi ezilishumi elinanye eMzantsi Afrika kwaye abathabathi nxaxheba babandakanya ilungu lesigqeba solawulo, ilungu lekomiti yeelwimi eyunivesithi nomhlohli wolwimi; kunye nabafundi abakunyaka wesithathu kwizifundo zabo kwiyunivesithi nganye. Idatha yaqokelelwa kubadlulisi-lwazi abaphambili beeyunivesithi ngodliwano-ndlebe oluqingqiweyo. Abafundi abalishumi elinesine bathi bathabathi inxaxheba kuqokelelo lwedatha ngokuthi bagcwalise uludwe lwemibuzo eyayicwangcisiwe. Umaxwebhu omgaqo-nkqubo wolwimi athi achongwa ukuze kubekho ukuqondakala phakathi kokusetyenziswa kolwimi kunye nokumgaqo-nkqubo wolwimi. Uhlalutyo ngokomxholo lwathi lwasetyenziswa ukuhlalutya ulwazi olwabhalwayo luvela kudliwano-ndlebe olwashicilelwayo, idatha eyayisuka kubafundi yathi yahlalutywa ngokusebenzisa uhlalutyo ngokwenkcazelo nangokuthelekelela kunye neStatistical Pakage for Social Sciences (SPSS) njengesixhobo senkcukacha-manani kwaye uhlalutyo loxwebhu lwathi lwasetyenziswa ukuhlalutya imigaqo-nkqubo yolwimi. Iziphumo zibonakalisa ukuba iiyunivesithi zizibophelele ekufikelelekeni kwabafundi kumaziko emfundo ephakamileyo. Impumelelo yabafundi ithi ithityazwe kukusetyenziswa kolwimi olunye apho uninzi lweeyunivesithi zisebenzisa isiNgesi kuphela njengolwimi lokufunda nokufundisa. Ukusetyenziswa kolwimi olunye kuthi kuchaphazela gwenxa impumelelo yabafundi nokuqhuba ngcono ezifundweni. Iziphumo zibonakalisa ukuba kukho imfuno emmandla kubafundi yokuba izixhobo zokufunda nokufundisa zifumaneke nangeelwimi zesiNtu. Inyathelo elihle lelokuba zonke iiyunivesithi ezichongiweyo zinayo imigaqo-nkqubo yolwimi kodwa imigaqo-nkqubo yolwimi emininzi midala kuba ifanelwe ukuba iphononongwe emva kweminyaka emihlanu ubuncinane. Iziphumo zibonakalisa ukuba iiyunivesithi azinazo izicwangciso zokusetyenziswa kwemigaqo-nkqubo yolwimi. Ukungabikho kwesicwangciso sokusetyenziswa komgaqo-nkqubo wolwimi kuchaphazela gwenxa ukusetyenziswa kwawo. Olu phando lundulula ukuba iiyunivesithi zifanele ukuba zibonelele ngezixhobo zokufunda nokufundisa ezingeelwimi zesiNtu ukukhawulelana neemfuno zabafundi. Ukwandisa impumelelo, abafundi kufanele ukuba bavavanywe ngalo naluphi na ulwimi olusemthethweni lweyunivesithi. Izicwangciso zokusetyenziswa komgaqo-nkqubo wolwimi zifanele ukuba ziveliswe njengenyewe engxamisekileyo ukuze kuphuculwe ukusetyenziswa kwemigaqo- nkqubo yolwimi kwiiyunivesithi.
- Full Text:
- Date Issued: 2018
- Authors: Somlata, Zakhile
- Date: 2018
- Subjects: Language policy South Africa , Translanguaging (Linguistics) , Language and education South Africa , Language and languages Study and teaching South Africa , Education, Higher South Africa , Multilingualism South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62571 , vital:28208
- Description: This thesis evaluated the language policy implementation strategies used in selected universities of South Africa. The Constitution of the Republic of South African (1996) recognises eleven official languages, namely: English, Afrikaans, isiNdebele, isiXhosa, isiZulu, Sesotho, Setswana, SiSwati, Sepedi, Tshivenda and Xitsonga. These official languages should enjoy the parity of esteem in all domains. The language practices are very important in the education of students at all levels of education but this study focuses on the language policy implementation in universities. Most universities of South Africa have their language policies but the dilemma is on the implementation of those language policies. The overarching aim of this study is to evaluate how university use language policy for access and success of the students and to assess the language policy implementation strategies, monitoring and evaluation. The language is central to the success of the students and this study further investigated to what extent are the universities use the linguistic repertoires of the students in their education. This study is rooted in orientations of language planning: Language as problem, language as right and language as resource (Ruiz, 1984). This thesis employed a mixed methods approach (qualitative and quantitative method) with convergent parallel design. The data was collected from eleven universities of South Africa and the participants in each university were the "Key informants" (experts and insiders) which comprised of member of Executive Management, a member of the Institutional Language Committee and a language lecturer; and a cohort of forty third year students. The Key informants participated in the qualitative data collection through the structured interviews. The forty third year students participated in the quantitative data collected through survey questionnaires. The language policy documents of the universities were also sampled to get a better understanding of the real language practices and the language policy. The thematic analysis was used to analyse transcripts that were developed from the interviews, data from the students was analysed through descriptive and inferential analyses with Statistical Package for the Social Sciences (SPSS) as a statistical test and document analysis was used to analyse the language policies; The findings show that universities have commitment to access of the students to institutions of Higher Education. The success of the students is being thwarted by the monolingual approach where most of the universities use English only as the medium of instruction. The monolingual approach negatively affects the academic success and excellent academic performance of the majority of students. The findings show that there is high demand from the students that the course materials should be provided in African languages. All selected universities have their language policy which is something positive but most of them are outdated because they need to be reviewed at least after five years. The findings demonstrate that most universities lack the language policy implementation plans. The nonexistence of the language policy implementation plan adversely affects the implementation of the language policy. The study recommends that universities should provide the learning resources in African languages to meet the demands of the students. To maximise the success, students should be examined in any official languages of the university. The language policy implementation plans should be developed urgently so as to improve language policy implementation in universities. , Le thesisi iphonononge iindlela zokusetyenziswa komgaqo-nkqubo wolwimi kwiiyunivesithi ezichongiweyo zaseMzantsi Afrika. Umgaqo-siseko waseMzantsi Afrika (1996) athathela ingqalelo iilwimi ezisemthethweni ezilishumi elinanye, isiNgesi, isiBhulu, isiNdebele, isiXhosa, isiZulu, Sesotho, Setswana, Sepedi, SiSwati, Tshivenda neXitsonga. Ezi lwimi zisemthethweni zifanele ukuba zisetyenziswe ngokulinganayo kuzo zonke iinkalo. Ukusetyenziswa kweelwimi kubalulekile kakhulu kwimfundo yabantwana kuwo onke amanqanaba emfundo kodwa olu phando lugxile ekusetyenzisweni komgaqo-nkqubo wolwimi kwiiyunivesithi. Uninzi lweeyunivesithi zinayo imigaqo-nkqubo yolwimi kodwa ingxaki isekusetyenzisweni kwaloo migaqo-nkqubo yolwimi. Ezona njongo zolu phando kukuphonononga ukuba iiyunivesithi ziyisebenzisa njani na imigaqo-nkqubo yolwimi ukuze abafundi bafikelele kwaye baphumelele ezifundweni kwakhona nokugocagoca izicwangciso zokusetyenziswa komgaqo-nkqubo wolwimi nokuhlola ukusebenza kwezo zicwangciso. Ulwimi ngundoqo kwimpumelelo yabafundi kwaye umyinge wokusetyenziswa kweelwimi zabafundi ekufundeni kwabo kuthe kwaphandwa. Esi sifundo sisekelwe kwiindlela zocwangciso-lwimi: Ulwimi njengengxaki, ulwimi njengelungelo nolwimi njengesixhobo (Ruiz, 1984). Le thesisi esebenzise indlela yophando entlantlu-mbini (eyobunjani neyobungakanani) kunye noyilo lwendibaniso kokunxuseneyo. Idatha yathi yaqokelelwa kwiiyunivesithi ezilishumi elinanye eMzantsi Afrika kwaye abathabathi nxaxheba babandakanya ilungu lesigqeba solawulo, ilungu lekomiti yeelwimi eyunivesithi nomhlohli wolwimi; kunye nabafundi abakunyaka wesithathu kwizifundo zabo kwiyunivesithi nganye. Idatha yaqokelelwa kubadlulisi-lwazi abaphambili beeyunivesithi ngodliwano-ndlebe oluqingqiweyo. Abafundi abalishumi elinesine bathi bathabathi inxaxheba kuqokelelo lwedatha ngokuthi bagcwalise uludwe lwemibuzo eyayicwangcisiwe. Umaxwebhu omgaqo-nkqubo wolwimi athi achongwa ukuze kubekho ukuqondakala phakathi kokusetyenziswa kolwimi kunye nokumgaqo-nkqubo wolwimi. Uhlalutyo ngokomxholo lwathi lwasetyenziswa ukuhlalutya ulwazi olwabhalwayo luvela kudliwano-ndlebe olwashicilelwayo, idatha eyayisuka kubafundi yathi yahlalutywa ngokusebenzisa uhlalutyo ngokwenkcazelo nangokuthelekelela kunye neStatistical Pakage for Social Sciences (SPSS) njengesixhobo senkcukacha-manani kwaye uhlalutyo loxwebhu lwathi lwasetyenziswa ukuhlalutya imigaqo-nkqubo yolwimi. Iziphumo zibonakalisa ukuba iiyunivesithi zizibophelele ekufikelelekeni kwabafundi kumaziko emfundo ephakamileyo. Impumelelo yabafundi ithi ithityazwe kukusetyenziswa kolwimi olunye apho uninzi lweeyunivesithi zisebenzisa isiNgesi kuphela njengolwimi lokufunda nokufundisa. Ukusetyenziswa kolwimi olunye kuthi kuchaphazela gwenxa impumelelo yabafundi nokuqhuba ngcono ezifundweni. Iziphumo zibonakalisa ukuba kukho imfuno emmandla kubafundi yokuba izixhobo zokufunda nokufundisa zifumaneke nangeelwimi zesiNtu. Inyathelo elihle lelokuba zonke iiyunivesithi ezichongiweyo zinayo imigaqo-nkqubo yolwimi kodwa imigaqo-nkqubo yolwimi emininzi midala kuba ifanelwe ukuba iphononongwe emva kweminyaka emihlanu ubuncinane. Iziphumo zibonakalisa ukuba iiyunivesithi azinazo izicwangciso zokusetyenziswa kwemigaqo-nkqubo yolwimi. Ukungabikho kwesicwangciso sokusetyenziswa komgaqo-nkqubo wolwimi kuchaphazela gwenxa ukusetyenziswa kwawo. Olu phando lundulula ukuba iiyunivesithi zifanele ukuba zibonelele ngezixhobo zokufunda nokufundisa ezingeelwimi zesiNtu ukukhawulelana neemfuno zabafundi. Ukwandisa impumelelo, abafundi kufanele ukuba bavavanywe ngalo naluphi na ulwimi olusemthethweni lweyunivesithi. Izicwangciso zokusetyenziswa komgaqo-nkqubo wolwimi zifanele ukuba ziveliswe njengenyewe engxamisekileyo ukuze kuphuculwe ukusetyenziswa kwemigaqo- nkqubo yolwimi kwiiyunivesithi.
- Full Text:
- Date Issued: 2018
A critique of multilingualism in South Africa’s post-democratic parliament with particular reference to the use of selected minority languages
- Authors: Masombuka, Elizabeth Lucy
- Date: 2018
- Subjects: Multilingualism -- South Africa , Language policy -- South Africa , Language and languages -- Political aspects , Linguistic minorities -- South Africa , Linguistic rights -- South Africa , South Africa. Parliament (1994- ). Parliamentary Communication Services , Hansard Society Commission on the Communication of Parliamentary Democracy
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/61984 , vital:28092
- Description: Language is an essential tool in effecting transformation in a community, society as well as in a culturally diverse institution like the Parliament of South Africa. This study is undertaken to establish the progress made in the use of official languages in the Parliament of South Africa. This study critically looks at the use of eleven South African official languages by the Parliament of South Africa in its daily debates in ensuring transformation to a multilingual parliament. The focus of the study is on the publication of Hansard in all official languages, with specific reference to previously marginalised languages as declared by the Constitution. The study was done in the Language Service Section of the Parliament of South Africa. Firstly, the study looked at the History of Parliament and Hansard publications in relation to the sittings and debates of MP’s since the beginning of Parliament in South Africa. Secondly, a literature review was done on Language Policy implementation, monitoring and promotion of languages in South Africa. Review of legislative frameworks on language matters was undertaken in order to find out the compliance of parliament in using official languages in the publication of Hansard. The study evaluates the recognition of languages as well as the parliamentary in-House Language Policy (Operational Language Policy) in relation to the prescriptions of the Constitution. Findings of the study are indicated in chapter 5 of the thesis. The presentation of data comprises of the work experience of the languages practitioners in parliament, availability and critique of the Language Policy Operational Policy in Parliament, as well as findings in the published Hansard Volumes since the first parliament. The study further tries to look at challenges that hinder the use, and promotion of all languages in parliament, including the use of these languages in the publication of Hansard. The study focuses on minority languages and previously marginalised languages. Recommendations are provided as a means of helping to improve the situation regarding the implementation of the language policy that will assist parliament to transform in order to become truly multilingual. This will allow parliament to be in a position to develop previously marginalised languages.
- Full Text:
- Date Issued: 2018
- Authors: Masombuka, Elizabeth Lucy
- Date: 2018
- Subjects: Multilingualism -- South Africa , Language policy -- South Africa , Language and languages -- Political aspects , Linguistic minorities -- South Africa , Linguistic rights -- South Africa , South Africa. Parliament (1994- ). Parliamentary Communication Services , Hansard Society Commission on the Communication of Parliamentary Democracy
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/61984 , vital:28092
- Description: Language is an essential tool in effecting transformation in a community, society as well as in a culturally diverse institution like the Parliament of South Africa. This study is undertaken to establish the progress made in the use of official languages in the Parliament of South Africa. This study critically looks at the use of eleven South African official languages by the Parliament of South Africa in its daily debates in ensuring transformation to a multilingual parliament. The focus of the study is on the publication of Hansard in all official languages, with specific reference to previously marginalised languages as declared by the Constitution. The study was done in the Language Service Section of the Parliament of South Africa. Firstly, the study looked at the History of Parliament and Hansard publications in relation to the sittings and debates of MP’s since the beginning of Parliament in South Africa. Secondly, a literature review was done on Language Policy implementation, monitoring and promotion of languages in South Africa. Review of legislative frameworks on language matters was undertaken in order to find out the compliance of parliament in using official languages in the publication of Hansard. The study evaluates the recognition of languages as well as the parliamentary in-House Language Policy (Operational Language Policy) in relation to the prescriptions of the Constitution. Findings of the study are indicated in chapter 5 of the thesis. The presentation of data comprises of the work experience of the languages practitioners in parliament, availability and critique of the Language Policy Operational Policy in Parliament, as well as findings in the published Hansard Volumes since the first parliament. The study further tries to look at challenges that hinder the use, and promotion of all languages in parliament, including the use of these languages in the publication of Hansard. The study focuses on minority languages and previously marginalised languages. Recommendations are provided as a means of helping to improve the situation regarding the implementation of the language policy that will assist parliament to transform in order to become truly multilingual. This will allow parliament to be in a position to develop previously marginalised languages.
- Full Text:
- Date Issued: 2018
A Smaller Circle
- Authors: Bhikha, Nasira
- Date: 2022-04
- Subjects: Creative writing (Higher education) South Africa , South African fiction (English) 21st century , Short stories, South African (English) 21st century , Diaries -- Authorship , Autobiography , Short stories, English History and criticism , American fiction History and criticism , Mexican fiction History and criticism
- Language: English
- Type: Master's thesis , text
- Identifier: http://hdl.handle.net/10962/232427 , vital:49991
- Description: My thesis is a collection of prose forms weaving my identity as a South African woman of colour, my observations of life through personal, cultural and sociological lenses, where traditions are constantly challenged and evolving. The collection focuses on the untold and unresolved, using fiction as a tool of pushback and psychological reflection. I am motivated by writers who use what I would term reflective expressionism to evoke empathy by tapping into innate, universal emotions. In particular Tiff Holland’s vivid telling of family in the novella Betty Superman where she navigates complex relationships, and bell hooks’ memoirs Bone Black: Memories of Girlhood written as poetic vignettes in fluctuating points of view to draw attention to the intricacies of social structures. Joanna Walsh’s Vertigo has strongly influenced my approach to writing through her compelling imagery and use of motif in fragmented prose that delves into the psyche of her characters. I am also inspired by Lidia Yuknavitch’s visceral use of language, identifying with her invitation: “You deserve to sit at the table. The radiance falls on all of us.” , Thesis (MACW) -- Faculty of Humanities, School of Languages, 2022
- Full Text:
- Date Issued: 2022-04
- Authors: Bhikha, Nasira
- Date: 2022-04
- Subjects: Creative writing (Higher education) South Africa , South African fiction (English) 21st century , Short stories, South African (English) 21st century , Diaries -- Authorship , Autobiography , Short stories, English History and criticism , American fiction History and criticism , Mexican fiction History and criticism
- Language: English
- Type: Master's thesis , text
- Identifier: http://hdl.handle.net/10962/232427 , vital:49991
- Description: My thesis is a collection of prose forms weaving my identity as a South African woman of colour, my observations of life through personal, cultural and sociological lenses, where traditions are constantly challenged and evolving. The collection focuses on the untold and unresolved, using fiction as a tool of pushback and psychological reflection. I am motivated by writers who use what I would term reflective expressionism to evoke empathy by tapping into innate, universal emotions. In particular Tiff Holland’s vivid telling of family in the novella Betty Superman where she navigates complex relationships, and bell hooks’ memoirs Bone Black: Memories of Girlhood written as poetic vignettes in fluctuating points of view to draw attention to the intricacies of social structures. Joanna Walsh’s Vertigo has strongly influenced my approach to writing through her compelling imagery and use of motif in fragmented prose that delves into the psyche of her characters. I am also inspired by Lidia Yuknavitch’s visceral use of language, identifying with her invitation: “You deserve to sit at the table. The radiance falls on all of us.” , Thesis (MACW) -- Faculty of Humanities, School of Languages, 2022
- Full Text:
- Date Issued: 2022-04
An action research approach: developing intercultural competence in German Studies at Rhodes University
- Authors: Collins, Morgan Gwyneth
- Date: 2018
- Subjects: Action research in education -- South Africa -- Makhanda , German language -- Study and teaching -- Foreign speakers , Cultural relations , Multicultural education , World citizenship
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63910 , vital:28505
- Description: The need to develop interculturally competent graduates is a concern for universities across the world. In South African universities this need is linked to globalization and increased diversity in terms of student demographics since 1994. Considering the legacy of apartheid, South African universities especially, and pressingly, need to respond to both global and national diversity concerns. ICC can play a significant role in creating more culturally inclusive spaces as students are provided with opportunities to “relate to and with people from vastly different cultural and ethnic backgrounds” (Spitzberg & Changnon, 2009, p. 4). In a similar way, Germany has faced, and continues to face, challenges relating to diversity especially in relation to migrants and as such, interculturality is a topic of debate in society and scholarly discourse. Therefore, ICC is as relevant to German society as it is South African society. Courses that explicitly deal with ICC are however, not common in South African universities and discourse, and as a result universities are “missing out on developing students’ intercultural competence” (Deardorff & Quinlan, 2016). This thesis aimed to address this gap by investigating the viability and necessity of introducing a module that deals explicitly with ICC into the German Studies course at Rhodes University. In doing so it contributed to the creation of disciplinary knowledge as well as furthering the aim of aiding the creation of responsible global citizenship, alongside ‘academic citizenship’, and aiding the internationalisation at home concept by encouraging the students to understand their own lived reality in a diverse society. This research made use of an action research approach to implementing a module and tracing its development. Student responses, as well as reflection and observation, found that a module dealing explicitly with ICC was viable and able to contribute to developing students’ sense of cultural self-awareness and their awareness of ICC as a set of transferrable skills and knowledges. This module aimed to serve as an introduction to ICC for students in order to begin to develop their intercultural competence and increase their awareness and critical approach to culture and intercultural encounters.
- Full Text:
- Date Issued: 2018
- Authors: Collins, Morgan Gwyneth
- Date: 2018
- Subjects: Action research in education -- South Africa -- Makhanda , German language -- Study and teaching -- Foreign speakers , Cultural relations , Multicultural education , World citizenship
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63910 , vital:28505
- Description: The need to develop interculturally competent graduates is a concern for universities across the world. In South African universities this need is linked to globalization and increased diversity in terms of student demographics since 1994. Considering the legacy of apartheid, South African universities especially, and pressingly, need to respond to both global and national diversity concerns. ICC can play a significant role in creating more culturally inclusive spaces as students are provided with opportunities to “relate to and with people from vastly different cultural and ethnic backgrounds” (Spitzberg & Changnon, 2009, p. 4). In a similar way, Germany has faced, and continues to face, challenges relating to diversity especially in relation to migrants and as such, interculturality is a topic of debate in society and scholarly discourse. Therefore, ICC is as relevant to German society as it is South African society. Courses that explicitly deal with ICC are however, not common in South African universities and discourse, and as a result universities are “missing out on developing students’ intercultural competence” (Deardorff & Quinlan, 2016). This thesis aimed to address this gap by investigating the viability and necessity of introducing a module that deals explicitly with ICC into the German Studies course at Rhodes University. In doing so it contributed to the creation of disciplinary knowledge as well as furthering the aim of aiding the creation of responsible global citizenship, alongside ‘academic citizenship’, and aiding the internationalisation at home concept by encouraging the students to understand their own lived reality in a diverse society. This research made use of an action research approach to implementing a module and tracing its development. Student responses, as well as reflection and observation, found that a module dealing explicitly with ICC was viable and able to contribute to developing students’ sense of cultural self-awareness and their awareness of ICC as a set of transferrable skills and knowledges. This module aimed to serve as an introduction to ICC for students in order to begin to develop their intercultural competence and increase their awareness and critical approach to culture and intercultural encounters.
- Full Text:
- Date Issued: 2018
An analytical study of narrative techniques in Giono's Regain
- Authors: Abel, Hermione
- Date: 1986
- Subjects: French fiction , Novels , Criticism , Symbolism , Regain , Giono, Jean, 1895-1970 -- Criticism and interpretation
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3561 , http://hdl.handle.net/10962/d1002008
- Description: The dominant theme in Regain is that of death leading to rebirth. This dissertation attempts to explore Giono's narrative techniques within this context. No single chapter will be devoted to a specific technique; instead, the various devices used by the author are discussed as they emerge from the structure of the chapters. Justifying the field of study as defined in the "Introduction", the following three chapters outline the passage of life from death to eventual rebirth. With acknowledgement to Frank Kermode, who writes: "A concord of past, present and future three dreams which, as Augustine said, cross in our minds, as in the present of things past, the present of things present, and the present of things future" ¹, the first three chapters bear his terminology for their headings. Chapter One, "The Present of Things Past", deals with Mameche's loss of her husband and son. Chapter Two, "The Present of Things Present", focuses upon Mameche' s realization of Gaubert's departure, and the decision that she must do something to save the dying village of Aubignane. Chapter Three, "The Present of Things Future", sees Mameche setting out in search of a wife for Panturle, and succeeding. This brings to an end Part One of the novel. Interwoven throughout the chapters are paradigms from Greek mythology, rich in universal symbolism, and the author's belief in man's ability to fuse himself with his surroundings. The conclusion summarizes the findings of this study, attempting to show how an analysis of Giono's narrative technique provides an insight into such a novel as Regain. ¹The Sense of an Ending (London: Oxford University Press, 1966), rpt., 1970, p. 50.
- Full Text:
- Date Issued: 1986
- Authors: Abel, Hermione
- Date: 1986
- Subjects: French fiction , Novels , Criticism , Symbolism , Regain , Giono, Jean, 1895-1970 -- Criticism and interpretation
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3561 , http://hdl.handle.net/10962/d1002008
- Description: The dominant theme in Regain is that of death leading to rebirth. This dissertation attempts to explore Giono's narrative techniques within this context. No single chapter will be devoted to a specific technique; instead, the various devices used by the author are discussed as they emerge from the structure of the chapters. Justifying the field of study as defined in the "Introduction", the following three chapters outline the passage of life from death to eventual rebirth. With acknowledgement to Frank Kermode, who writes: "A concord of past, present and future three dreams which, as Augustine said, cross in our minds, as in the present of things past, the present of things present, and the present of things future" ¹, the first three chapters bear his terminology for their headings. Chapter One, "The Present of Things Past", deals with Mameche's loss of her husband and son. Chapter Two, "The Present of Things Present", focuses upon Mameche' s realization of Gaubert's departure, and the decision that she must do something to save the dying village of Aubignane. Chapter Three, "The Present of Things Future", sees Mameche setting out in search of a wife for Panturle, and succeeding. This brings to an end Part One of the novel. Interwoven throughout the chapters are paradigms from Greek mythology, rich in universal symbolism, and the author's belief in man's ability to fuse himself with his surroundings. The conclusion summarizes the findings of this study, attempting to show how an analysis of Giono's narrative technique provides an insight into such a novel as Regain. ¹The Sense of an Ending (London: Oxford University Press, 1966), rpt., 1970, p. 50.
- Full Text:
- Date Issued: 1986
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
Code-switching as a pedagogical strategy in classroom settings: the case of township schools in a South African Metropolitan Municipality
- Authors: Marawu, Sithembele
- Date: 2018
- Subjects: Code switching (Linguistics) , Multilingual education -- South Africa , Education, Bilingual -- South Africa , Language and languages -- Study and teaching -- Bilingual method , English language -- Social aspects -- South Africa , Language and education -- South Africa , Language and education -- Social aspects -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62406 , vital:28173
- Description: The purpose of this study was to explore the use of code-switching as a pedagogical strategy in bi/multilingual classroom settings. It was prompted by the widespread use of codeswitching (CS) in classrooms, particularly in South African rural and township schools. This study highlighted that learners from disadvantaged backgrounds struggle to learn through the medium of English but aspire to acquire it because of its association with socio-economic advancement. However, poor proficiency in English excludes them from being part of the country's economy. Research studies show that there is a shift from the old orthodoxy which perceived CS as undesirable in classrooms to a new orthodoxy that acknowledges its academic contribution in classrooms. Although more research on classroom CS has been done, this study identified the need for development of new strategies on how to use CS effectively in classrooms as a linguistic and pedagogical resource. In line with critical classroom ethnography, qualitative interpretation of data was used to understand the teachers' discourse behaviour. Additionally, non-probability sampling - specifically purposive sampling - was used to collect data. These methods and approaches assisted in the analysis of the discourse of the three teachers who served as units of analysis in this study. These teachers relied on CS to impart the content of their subjects to the learners. It transpired from data analysis that teachers use CS in classrooms to achieve various functions like social and pedagogical functions. Another finding is that the switches teachers make do not affect the syntactic structure of the matrix language. Moreover, CS enhances understanding of the subject matter. This study concludes by stating that as learners are emergent bilinguals, additive bilingualism would be more ideal in the South African situation than subtractive bilingualism which parents and learners seem to prefer. Lastly, there is a need to harness CS as a communicative and pedagogical resource in classrooms.
- Full Text:
- Date Issued: 2018
- Authors: Marawu, Sithembele
- Date: 2018
- Subjects: Code switching (Linguistics) , Multilingual education -- South Africa , Education, Bilingual -- South Africa , Language and languages -- Study and teaching -- Bilingual method , English language -- Social aspects -- South Africa , Language and education -- South Africa , Language and education -- Social aspects -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62406 , vital:28173
- Description: The purpose of this study was to explore the use of code-switching as a pedagogical strategy in bi/multilingual classroom settings. It was prompted by the widespread use of codeswitching (CS) in classrooms, particularly in South African rural and township schools. This study highlighted that learners from disadvantaged backgrounds struggle to learn through the medium of English but aspire to acquire it because of its association with socio-economic advancement. However, poor proficiency in English excludes them from being part of the country's economy. Research studies show that there is a shift from the old orthodoxy which perceived CS as undesirable in classrooms to a new orthodoxy that acknowledges its academic contribution in classrooms. Although more research on classroom CS has been done, this study identified the need for development of new strategies on how to use CS effectively in classrooms as a linguistic and pedagogical resource. In line with critical classroom ethnography, qualitative interpretation of data was used to understand the teachers' discourse behaviour. Additionally, non-probability sampling - specifically purposive sampling - was used to collect data. These methods and approaches assisted in the analysis of the discourse of the three teachers who served as units of analysis in this study. These teachers relied on CS to impart the content of their subjects to the learners. It transpired from data analysis that teachers use CS in classrooms to achieve various functions like social and pedagogical functions. Another finding is that the switches teachers make do not affect the syntactic structure of the matrix language. Moreover, CS enhances understanding of the subject matter. This study concludes by stating that as learners are emergent bilinguals, additive bilingualism would be more ideal in the South African situation than subtractive bilingualism which parents and learners seem to prefer. Lastly, there is a need to harness CS as a communicative and pedagogical resource in classrooms.
- Full Text:
- Date Issued: 2018
Die begrip verganklikheid as komplekse kode in enkele werke van Hennie Aucamp
- Authors: Garbers, Marius Wolhuter
- Date: 1989
- Subjects: Aucamp, Hennie -- Criticism and interpretation
- Language: Afrikaans
- Type: text , Thesis , Masters , MA
- Identifier: vital:3567 , http://hdl.handle.net/10962/d1002090
- Description: Mortality has always been a popular theme in literature. By means of a semiological and narratological approach, it has been endeavoured in this study to prove that transience comprises a complex code constituted by a whole series of codes. In each of the chosen volumes one specific short story is analysed and all the codes related to transience are defined and described. Then these codes are discussed within the context of the volume as a whole. The following codes have been identified and analysed: death and death related codes, decay, distress, frustration, emptiness, loneliness observe, look and see, reproduction, the code of ageing, youth/ageing, lost love, time. The following texts of Aucamp have been used as the object of study: Die Hartseerwals, Spitsuur and 'n Bruidsbed vir Tant Nonnie. The reason these texts were selected, is twofold: They represent the early works of the author. The continuity is essential for making meaningful deductions. The final conclusions are: Man's bond with an environment which is characterised by continual change, influences his existence and makes his life a tentative experience. Transience involves more than merely ageing, obsolescence and death. Transience is a complex experience, related to the physical and mental in man. Besides ageing, sexuality contributes to man's downfall. Loneliness, isolation and frustration determine his actions and stress his experience of transience. The result is a painful experience of life.
- Full Text:
- Date Issued: 1989
- Authors: Garbers, Marius Wolhuter
- Date: 1989
- Subjects: Aucamp, Hennie -- Criticism and interpretation
- Language: Afrikaans
- Type: text , Thesis , Masters , MA
- Identifier: vital:3567 , http://hdl.handle.net/10962/d1002090
- Description: Mortality has always been a popular theme in literature. By means of a semiological and narratological approach, it has been endeavoured in this study to prove that transience comprises a complex code constituted by a whole series of codes. In each of the chosen volumes one specific short story is analysed and all the codes related to transience are defined and described. Then these codes are discussed within the context of the volume as a whole. The following codes have been identified and analysed: death and death related codes, decay, distress, frustration, emptiness, loneliness observe, look and see, reproduction, the code of ageing, youth/ageing, lost love, time. The following texts of Aucamp have been used as the object of study: Die Hartseerwals, Spitsuur and 'n Bruidsbed vir Tant Nonnie. The reason these texts were selected, is twofold: They represent the early works of the author. The continuity is essential for making meaningful deductions. The final conclusions are: Man's bond with an environment which is characterised by continual change, influences his existence and makes his life a tentative experience. Transience involves more than merely ageing, obsolescence and death. Transience is a complex experience, related to the physical and mental in man. Besides ageing, sexuality contributes to man's downfall. Loneliness, isolation and frustration determine his actions and stress his experience of transience. The result is a painful experience of life.
- Full Text:
- Date Issued: 1989
Diski 9 Nine and Other Stories (and Things)
- Authors: Mahlabe, Stoffel Seshia
- Date: 2022-04-07
- Subjects: Creative writing (Higher education) South Africa , Diaries -- Authorship , South African essays (English) 21st century , Short stories, South African (English) 21st century , Portuguese fiction History and criticism , African literature (English) History and criticism , Ghanaian fiction (English) History and criticism , South African fiction (English) History and criticism
- Language: English
- Type: Master's thesis , text
- Identifier: http://hdl.handle.net/10962/232283 , vital:49978
- Description: My thesis is a collection of short stories that reflects the everyday lives of ordinary people. They touch on issues of morality within the current context, in such a way as to both entertain and educate. As a child I learned to imitate the wildly comical, sometimes dark dinoonwane and dithamalakwane stories I heard from elders. In my thesis, I draw on Amos Tutuola’s exuberant style of retelling Yoruba folktales and balance this with the languid candour of Jose Saramago’s Blindness. Stories such as Bessora’s The Milka Cow, and Micah Dean Hicks’s Crawfish Noon have impressed me deeply for their incredible, wild narrative strategies that still, however, emulate realism. Dambudzo Marechera and Can Themba are also present influences. Both have sprinklings of erudition in their writing, but in an earthy kind of way. Their writing contains transliterations that have a ring of the vernacular languages, an idiom that Africanises the English language. , Thesis (MA) -- Faculty of Humanities, School of Languages, 2022
- Full Text:
- Date Issued: 2022-04-07
- Authors: Mahlabe, Stoffel Seshia
- Date: 2022-04-07
- Subjects: Creative writing (Higher education) South Africa , Diaries -- Authorship , South African essays (English) 21st century , Short stories, South African (English) 21st century , Portuguese fiction History and criticism , African literature (English) History and criticism , Ghanaian fiction (English) History and criticism , South African fiction (English) History and criticism
- Language: English
- Type: Master's thesis , text
- Identifier: http://hdl.handle.net/10962/232283 , vital:49978
- Description: My thesis is a collection of short stories that reflects the everyday lives of ordinary people. They touch on issues of morality within the current context, in such a way as to both entertain and educate. As a child I learned to imitate the wildly comical, sometimes dark dinoonwane and dithamalakwane stories I heard from elders. In my thesis, I draw on Amos Tutuola’s exuberant style of retelling Yoruba folktales and balance this with the languid candour of Jose Saramago’s Blindness. Stories such as Bessora’s The Milka Cow, and Micah Dean Hicks’s Crawfish Noon have impressed me deeply for their incredible, wild narrative strategies that still, however, emulate realism. Dambudzo Marechera and Can Themba are also present influences. Both have sprinklings of erudition in their writing, but in an earthy kind of way. Their writing contains transliterations that have a ring of the vernacular languages, an idiom that Africanises the English language. , Thesis (MA) -- Faculty of Humanities, School of Languages, 2022
- Full Text:
- Date Issued: 2022-04-07
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
Feministiese vertelstrategieë in 'n metafiksionele teks van Jeanne Goosen
- Authors: Mackenzie, Leonore
- Date: 1991
- Subjects: Goosen, Jeanne Afrikaans fiction -- 20th century -- History and criticism Feminism and literature
- Language: Afrikaans
- Type: text , Thesis , Masters , MA
- Identifier: vital:3576 , http://hdl.handle.net/10962/d1002100
- Description: Die roman Ons is nie almal so nie (1990) deur Jeanne Goosen word aangebied in 'n realistiese (oftewel tradisionele) vertelvorm. Feministiese vakkundigheid verwys na die narratiewe tipe as patriargaal of fallosentries. As sodanig, is daar 'n ingrypende verskil tussen die vertelwyse van hierdie teks en die van die outeur se vroeere tekste. Hierdie verskuiwing dien as stimulus vir 'n evaluasie van bogenoemde teks binne 'n raamwerk van die feministiese literere teorie en kritiek. Genoemde verskuiwing beteken ook 'n behoefte na 'n ondersoek van die feministiese literatuur en vakkunde in verhouding tot die heersende manlike "stem" van tradisionele redevoering. Dit word beklemtoon dat elkeen van die feministiese teoretiese standpunte die onvoorwaardelike politieke doelstellings van alle feministiese tekste aan die lig bring. Daar word onder andere te kenne gegee dat patriargale mag nie net op persoonlike vlak voorkom nie, maar ook op die vlak van instellings en sosiale gebruike. Patriargale beheer is dus nie 'n onveranderliknatuurlike gegewe nie; dit is vatbaar vir teoretiese analise en praktiese wysiging. Vanwee die feministiese literere teoriee se preokkupasie met patriargale mag, word hierdie teoriee dikwels gekritiseer as synde onbetrokke by strydvrae ten opsigte van rassisme en klasseverdeling. Dit word erken dat die feministiese literere kritiek die geskil met betrekking tot seksisme moet transendeer; dat die toekoms van die feministiese literere teoriee gelee is in 'n deurdringende gesprekvoering met materialisme. Dit is die uitdruklike doelstelling van die marxisties-feministiese kritiese standpunt om rekening te hou, nie net met vraagpunte ten opsigte van taal en "gender" nie, maar ook van klas en ras. Goosen se teks is besonder ontvanklik vir 'n ondersoek van hierdie verwante probleme. * * * The novel Ons is nie almal so nie (1990) by Jeanne Goosen is presented in a realistic (or traditional) narrative form. In feminist terms this narrative form is referred to as patriarchal or phallocentric. As such, the text differs radically from the narrative mode in which the author's previous texts are presented. This shift invites an assessment of the text within a framework of feminist theory and criticism. Moreover, it indicates the need for an investigation into the relationship of feminist literature and scholarship to the dominant male voice of traditional discourse. It is stressed that each of the feminist theoretical positions reveals the unreservedly political purpose of all feminist writing. It is further suggested that patriarchal power exists in institutions and social practices, not merely in individual intentions. Patriarchal power is therefore not a part of immutable nature, but open to effective theoretical analyses and practical change. Due to their preoccupation with patriarchal power, feminist literary theories are often criticised as being blind to issues of race and/or class. It is recognised that feminist literary theory must transcend the issue of sexism; that its future lies in a far more articulated dialogue with materialism. The express purpose of the marxist-feminist critical position is to take into account questions not only of language and gender, but also of class and race. Goosen's text is particularly receptive to an exploration of these interrelated problems.
- Full Text:
- Date Issued: 1991
- Authors: Mackenzie, Leonore
- Date: 1991
- Subjects: Goosen, Jeanne Afrikaans fiction -- 20th century -- History and criticism Feminism and literature
- Language: Afrikaans
- Type: text , Thesis , Masters , MA
- Identifier: vital:3576 , http://hdl.handle.net/10962/d1002100
- Description: Die roman Ons is nie almal so nie (1990) deur Jeanne Goosen word aangebied in 'n realistiese (oftewel tradisionele) vertelvorm. Feministiese vakkundigheid verwys na die narratiewe tipe as patriargaal of fallosentries. As sodanig, is daar 'n ingrypende verskil tussen die vertelwyse van hierdie teks en die van die outeur se vroeere tekste. Hierdie verskuiwing dien as stimulus vir 'n evaluasie van bogenoemde teks binne 'n raamwerk van die feministiese literere teorie en kritiek. Genoemde verskuiwing beteken ook 'n behoefte na 'n ondersoek van die feministiese literatuur en vakkunde in verhouding tot die heersende manlike "stem" van tradisionele redevoering. Dit word beklemtoon dat elkeen van die feministiese teoretiese standpunte die onvoorwaardelike politieke doelstellings van alle feministiese tekste aan die lig bring. Daar word onder andere te kenne gegee dat patriargale mag nie net op persoonlike vlak voorkom nie, maar ook op die vlak van instellings en sosiale gebruike. Patriargale beheer is dus nie 'n onveranderliknatuurlike gegewe nie; dit is vatbaar vir teoretiese analise en praktiese wysiging. Vanwee die feministiese literere teoriee se preokkupasie met patriargale mag, word hierdie teoriee dikwels gekritiseer as synde onbetrokke by strydvrae ten opsigte van rassisme en klasseverdeling. Dit word erken dat die feministiese literere kritiek die geskil met betrekking tot seksisme moet transendeer; dat die toekoms van die feministiese literere teoriee gelee is in 'n deurdringende gesprekvoering met materialisme. Dit is die uitdruklike doelstelling van die marxisties-feministiese kritiese standpunt om rekening te hou, nie net met vraagpunte ten opsigte van taal en "gender" nie, maar ook van klas en ras. Goosen se teks is besonder ontvanklik vir 'n ondersoek van hierdie verwante probleme. * * * The novel Ons is nie almal so nie (1990) by Jeanne Goosen is presented in a realistic (or traditional) narrative form. In feminist terms this narrative form is referred to as patriarchal or phallocentric. As such, the text differs radically from the narrative mode in which the author's previous texts are presented. This shift invites an assessment of the text within a framework of feminist theory and criticism. Moreover, it indicates the need for an investigation into the relationship of feminist literature and scholarship to the dominant male voice of traditional discourse. It is stressed that each of the feminist theoretical positions reveals the unreservedly political purpose of all feminist writing. It is further suggested that patriarchal power exists in institutions and social practices, not merely in individual intentions. Patriarchal power is therefore not a part of immutable nature, but open to effective theoretical analyses and practical change. Due to their preoccupation with patriarchal power, feminist literary theories are often criticised as being blind to issues of race and/or class. It is recognised that feminist literary theory must transcend the issue of sexism; that its future lies in a far more articulated dialogue with materialism. The express purpose of the marxist-feminist critical position is to take into account questions not only of language and gender, but also of class and race. Goosen's text is particularly receptive to an exploration of these interrelated problems.
- Full Text:
- Date Issued: 1991
Homecoming
- Authors: Mazwai, Nontsikelelo
- Date: 2017
- Subjects: Uncatalogued
- Language: English
- Type: thesis , text , Masters , MA
- Identifier: http://hdl.handle.net/10962/164930 , vital:41185
- Description: Thesis (MA)--Rhodes University, Faculty of Humanities, School of Languages, 2017
- Full Text:
- Date Issued: 2017
- Authors: Mazwai, Nontsikelelo
- Date: 2017
- Subjects: Uncatalogued
- Language: English
- Type: thesis , text , Masters , MA
- Identifier: http://hdl.handle.net/10962/164930 , vital:41185
- Description: Thesis (MA)--Rhodes University, Faculty of Humanities, School of Languages, 2017
- Full Text:
- Date Issued: 2017
Intellectualisation of African languages with particular reference to isiXhosa
- Authors: Maseko, Pamela
- Date: 2011
- Subjects: Xhosa language -- Study and teaching -- South Africa , Language and education -- South Africa , African languages
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/58035 , vital:27035
- Description: The research explores the relationship between language and education, and motivates for the intellectualisation of African languages, isiXhosa in particular, and for their use in education. The main rationale behind this is that access to, and success in education can largely be realised if that education is mediated in one’s first language. The thesis discusses works of prominent scholars who have written on the subject - relating cognitive abilities and achievement in education to language in which that education is offered. The lack of terminology in new domains in African languages as barrier to mother tongue education is laid bare by looking specifically at the history of intellectualisation of isiXhosa, from the missionaries in the 1820s up to the new endeavours as recently as 2008. Terminologies that were developed during the Bantu Education era, where development of isiXhosa and other indigenous African languages was accelerated in order to respond to the demands of moedertaal-onderwys (mother tongue education) are surveyed, and the process of their development analysed. Three main terminology lists developed during this period are analysed against terminology development principles, approaches and methods that are seen as a measure to ensure quality terminology development. The efforts of the development of isiXhosa during the post-apartheid South Africa, especially the government-driven initiatives, are also critiqued even though these are not as effective and as extensive, especially in education. The result of this analysis is that African languages and isiXhosa in particular, can be used in scientific disciplines and at the highest levels of education. Its grammar is advanced, and its lexicon is extensive such that new concepts that need to be named can be named, using appropriate term creation strategies. There are also technological tools such as WordSmith tools that can be used that can advance its development, ensuring that the concept represented in the newly-created term is precise, concise and appropriate in terms of its discipline. Therefore it is argued that, in the interim, terminologies should be developed, in various subjects, to support learning, which at this stage is mediated in English, for those students who have other languages as mother tongue. Those terminologies that have been developed in the various historical periods should be collated, revised and brought into the classrooms. The thesis argues that real intellectualisation of isiXhosa and other African languages rests on the use of these languages in classrooms and lecture halls, and in the value that all role players place on these languages.
- Full Text:
- Date Issued: 2011
- Authors: Maseko, Pamela
- Date: 2011
- Subjects: Xhosa language -- Study and teaching -- South Africa , Language and education -- South Africa , African languages
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/58035 , vital:27035
- Description: The research explores the relationship between language and education, and motivates for the intellectualisation of African languages, isiXhosa in particular, and for their use in education. The main rationale behind this is that access to, and success in education can largely be realised if that education is mediated in one’s first language. The thesis discusses works of prominent scholars who have written on the subject - relating cognitive abilities and achievement in education to language in which that education is offered. The lack of terminology in new domains in African languages as barrier to mother tongue education is laid bare by looking specifically at the history of intellectualisation of isiXhosa, from the missionaries in the 1820s up to the new endeavours as recently as 2008. Terminologies that were developed during the Bantu Education era, where development of isiXhosa and other indigenous African languages was accelerated in order to respond to the demands of moedertaal-onderwys (mother tongue education) are surveyed, and the process of their development analysed. Three main terminology lists developed during this period are analysed against terminology development principles, approaches and methods that are seen as a measure to ensure quality terminology development. The efforts of the development of isiXhosa during the post-apartheid South Africa, especially the government-driven initiatives, are also critiqued even though these are not as effective and as extensive, especially in education. The result of this analysis is that African languages and isiXhosa in particular, can be used in scientific disciplines and at the highest levels of education. Its grammar is advanced, and its lexicon is extensive such that new concepts that need to be named can be named, using appropriate term creation strategies. There are also technological tools such as WordSmith tools that can be used that can advance its development, ensuring that the concept represented in the newly-created term is precise, concise and appropriate in terms of its discipline. Therefore it is argued that, in the interim, terminologies should be developed, in various subjects, to support learning, which at this stage is mediated in English, for those students who have other languages as mother tongue. Those terminologies that have been developed in the various historical periods should be collated, revised and brought into the classrooms. The thesis argues that real intellectualisation of isiXhosa and other African languages rests on the use of these languages in classrooms and lecture halls, and in the value that all role players place on these languages.
- Full Text:
- Date Issued: 2011
Language and access in the public healthcare system in South Africa with a particular focus on primary public health facilities in Grahamstown and Cofimvaba in the Eastern Cape
- Authors: Mhlauli, Nonceba
- Date: 2017
- Subjects: Health literacy -- South Africa -- Eastern Cape , Patient education -- South Africa -- Eastern Cape , Communication in medicine -- South Africa -- Eastern Cape , Health literacy -- Social aspects -- South Africa -- Eastern Cape , Poor -- Medical care -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/56692 , vital:26817
- Description: The right to language and the right to healthcare services are human rights which are enshrined in the Constitution of the Republic of South Africa. Section 6 (5) of the Constitution and Section 1.3 (b) and (e) of the Eastern Cape Provincial Language Policy provide protection against unfair discrimination on the grounds of language; while sections 30 and 31 (1) of the Constitution refer to people’s rights in terms of cultural, religious and linguistic participation. Section 27 (a) states that ‘everyone has the right to access to healthcare services’. In accordance with the Constitution, in 2011 the National Department of Health passed a Policy on Language Services. This policy aims to facilitate equitable access to government services and information, as well as respect for language rights as spelled out in the Constitution. The Policy on Language Services further aims to promote multilingualism in the National Department of Health and to allow people to access information in a language of their choice, understand important messages and the language necessary for informed and participatory decision making (Department of Health 2011:1). Given the above policy and Constitutional provisions as far as policy commitment is concerned, the crucial issue remains the implementation of such policy to ensure that the right to access to health and language are realised. The study provides an analysis of the Policy on Language Services 2011 as it relates to language rights and the delivery of health services, focusing on the roll out and implementation process and the public awareness of the policy. This study primarily focuses on the role language plays in accessing public healthcare in primary healthcare facilities in the Grahamstown and Cofimvaba. The study looked at communication between patient and healthcare providers and whether healthcare services were provided in the language of the patient or the language the patient knows best. This study further assessed indications of patients’ comprehension of information such as medical instructions on packaged medicine, comprehension of posters, pamphlets and health education sessions in order to fully participate in the process of their health status. The data of this research was collected from healthcare providers and patients in primary healthcare facilities in Grahamstown and Cofimvaba in the Eastern Cape. The research methods used was in-depth interviews, non-participant observations as well as content analysis such as sign/direction posts, medical labels and information boards. These methods were used to determine whether language plays a role in accessing quality healthcare services in these facilities. The research found that the lack of implementation of language and health policy resulted in the perpetuation of language barriers in the healthcare sector. The study therefore argues that adequate healthcare can only be provided if and when healthcare providers and patients are able to communicate with each other in the language they know best or feel most comfortable in. Thus meaning the implementation of the current Constitutional and policy provisions is crucial to language and access to healthcare services.
- Full Text:
- Date Issued: 2017
- Authors: Mhlauli, Nonceba
- Date: 2017
- Subjects: Health literacy -- South Africa -- Eastern Cape , Patient education -- South Africa -- Eastern Cape , Communication in medicine -- South Africa -- Eastern Cape , Health literacy -- Social aspects -- South Africa -- Eastern Cape , Poor -- Medical care -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/56692 , vital:26817
- Description: The right to language and the right to healthcare services are human rights which are enshrined in the Constitution of the Republic of South Africa. Section 6 (5) of the Constitution and Section 1.3 (b) and (e) of the Eastern Cape Provincial Language Policy provide protection against unfair discrimination on the grounds of language; while sections 30 and 31 (1) of the Constitution refer to people’s rights in terms of cultural, religious and linguistic participation. Section 27 (a) states that ‘everyone has the right to access to healthcare services’. In accordance with the Constitution, in 2011 the National Department of Health passed a Policy on Language Services. This policy aims to facilitate equitable access to government services and information, as well as respect for language rights as spelled out in the Constitution. The Policy on Language Services further aims to promote multilingualism in the National Department of Health and to allow people to access information in a language of their choice, understand important messages and the language necessary for informed and participatory decision making (Department of Health 2011:1). Given the above policy and Constitutional provisions as far as policy commitment is concerned, the crucial issue remains the implementation of such policy to ensure that the right to access to health and language are realised. The study provides an analysis of the Policy on Language Services 2011 as it relates to language rights and the delivery of health services, focusing on the roll out and implementation process and the public awareness of the policy. This study primarily focuses on the role language plays in accessing public healthcare in primary healthcare facilities in the Grahamstown and Cofimvaba. The study looked at communication between patient and healthcare providers and whether healthcare services were provided in the language of the patient or the language the patient knows best. This study further assessed indications of patients’ comprehension of information such as medical instructions on packaged medicine, comprehension of posters, pamphlets and health education sessions in order to fully participate in the process of their health status. The data of this research was collected from healthcare providers and patients in primary healthcare facilities in Grahamstown and Cofimvaba in the Eastern Cape. The research methods used was in-depth interviews, non-participant observations as well as content analysis such as sign/direction posts, medical labels and information boards. These methods were used to determine whether language plays a role in accessing quality healthcare services in these facilities. The research found that the lack of implementation of language and health policy resulted in the perpetuation of language barriers in the healthcare sector. The study therefore argues that adequate healthcare can only be provided if and when healthcare providers and patients are able to communicate with each other in the language they know best or feel most comfortable in. Thus meaning the implementation of the current Constitutional and policy provisions is crucial to language and access to healthcare services.
- Full Text:
- Date Issued: 2017
Language-in-education policy and language practices in Botswana primary schools: a case study of 3 schools
- Authors: Tselayakhumo, Dumelang
- Date: 2019
- Subjects: Translanguaging (Linguistics) , Multilingual education -- Botswana , Home and school -- Botswana , Language in contact -- Botswana , Language and education -- Case studies -- Botswana , Language policy -- Botswana
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/68271 , vital:29226
- Description: This is a multiple case study of language practices in relation to the language-in-education policy of Botswana. The impetus for this study came after realising a decline in the academic achievement of learners as they move to higher levels of education. Taking into cognisance other factors like socio-economic background and marginalised communities, this study intended to investigate language practices at 3 primary schools at Standard 1, Standard 4 and Standard 7. Cases were selected from 3 various schools in different districts that present the language situation in Botswana. School A was in Kgalagadi district where the dominant spoken language is Shekgalagarhi, a minority language of Botswana. School B was in Southern district where the dominant spoken language is Setswana, the national language of Botswana and School C was in Gaborone city, the capital city of Botswana, where languages of Botswana come into contact and parents mainly use English to communicate with their children at home. Observation of language practices at these schools was the primary technique of data collection. The researcher also used questionnaires and focus group discussions for authentication. It was realised that whereas the language-in-education policy of Botswana is monoglossic, as it separates languages into separate functions, language practices in the three primary schools were transglossic, as they involved the use of different language varieties in the classroom. However, the researcher discovered that there was limited translanguaging that limited learner creativity and participation in class. The language practices revealed compliance and non-compliance of some schools to the national language-in-education policy. The researcher found language teaching to be one of the factors that limited content acquisition in content subject lessons. Realising the irrelevance of the policy to the linguistic needs of learners, this study proposes guidelines on the implementation of a multilingual micro policy that considers both the strong and the weak versions of translanguaging. This will open ways for translanguaging henceforth, active participation and enhanced performance for all Batswana. It also proposes the study of 3 languages: a minority language of Botswana, Setswana and English as compulsory subjects to embrace multilingualism and for the development of indigenous languages.
- Full Text:
- Date Issued: 2019
- Authors: Tselayakhumo, Dumelang
- Date: 2019
- Subjects: Translanguaging (Linguistics) , Multilingual education -- Botswana , Home and school -- Botswana , Language in contact -- Botswana , Language and education -- Case studies -- Botswana , Language policy -- Botswana
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/68271 , vital:29226
- Description: This is a multiple case study of language practices in relation to the language-in-education policy of Botswana. The impetus for this study came after realising a decline in the academic achievement of learners as they move to higher levels of education. Taking into cognisance other factors like socio-economic background and marginalised communities, this study intended to investigate language practices at 3 primary schools at Standard 1, Standard 4 and Standard 7. Cases were selected from 3 various schools in different districts that present the language situation in Botswana. School A was in Kgalagadi district where the dominant spoken language is Shekgalagarhi, a minority language of Botswana. School B was in Southern district where the dominant spoken language is Setswana, the national language of Botswana and School C was in Gaborone city, the capital city of Botswana, where languages of Botswana come into contact and parents mainly use English to communicate with their children at home. Observation of language practices at these schools was the primary technique of data collection. The researcher also used questionnaires and focus group discussions for authentication. It was realised that whereas the language-in-education policy of Botswana is monoglossic, as it separates languages into separate functions, language practices in the three primary schools were transglossic, as they involved the use of different language varieties in the classroom. However, the researcher discovered that there was limited translanguaging that limited learner creativity and participation in class. The language practices revealed compliance and non-compliance of some schools to the national language-in-education policy. The researcher found language teaching to be one of the factors that limited content acquisition in content subject lessons. Realising the irrelevance of the policy to the linguistic needs of learners, this study proposes guidelines on the implementation of a multilingual micro policy that considers both the strong and the weak versions of translanguaging. This will open ways for translanguaging henceforth, active participation and enhanced performance for all Batswana. It also proposes the study of 3 languages: a minority language of Botswana, Setswana and English as compulsory subjects to embrace multilingualism and for the development of indigenous languages.
- Full Text:
- Date Issued: 2019
Linguistic minorities in the South African context : the case of Tshivenda
- Authors: Luvhengo, Nkhangweleni
- Date: 2013
- Subjects: Indigenous African languages , Apartheid , Tshivenda , Minority languages , Development , Status , Multilingualism , Sesotho , isiZulu , Perceptions , Linguistic minorities -- Research -- South Africa , Venda language -- Research -- South Africa , Language policy -- Research -- South Africa , Multilingualism -- Research -- South Africa , Linguistic rights -- Research -- South Africa , Language and languages -- Political aspects
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3558 , http://hdl.handle.net/10962/d1001862
- Description: After many years of the oppressive apartheid government, the new democratic era came into being in 1994. Lot of policy changes came into being, including language policy. This new language policy of the post-apartheid era recognises eleven official languages which include the nine indigenous African languages which were previously recognised as regional languages in the different homelands. The present study investigates the progress of Tshivenda in terms of status and development since it was accorded the official status in South Africa. Literature investigating the status of Tshivenda is generally sparse. This study investigates the status of Tshivenda in South Africa to explore how minority languages which are also recognised as official languages are treated. In most multilingual countries, there are issues which affect the development of minority languages, but the South African situation is interesting in that some of the minority languages are recognised as official languages. This study is a comparative in nature. Firstly, the study compares the level of corpus planning and development in Tshivenda and other indigenous South African languages. Secondly, it compares how people use Tshivenda in a rural area of Lukalo Village where the language is not under pressure from other languages and in Cosmo City, an urban area in Gauteng where Tshivenda speakers come into contact with speakers of more dominant languages such as isiZulu and Sesotho. Language use in different domains like, media, education, government and the home is considered in order to establish how people use languages and the factors which influence their linguistic behaviours. The study also establishes the perceptions and attitudes of the speakers of Tshivenda as a minority and those of the speakers of other languages towards Tshivenda’s role in the different domains such as education and the media. This study was influenced by previous research (Alexander 1989, Webb 2002) which found out that during the apartheid period Tshivenda speakers used to disguise their identity by adopting dominant languages like isiZulu and Sesotho in Johannesburg. Accordingly, the present research wanted to establish how the language policy change in the democratic era has impacted on the confidence of Tshivenda speakers regarding themselves and their language. This study establishes that although Tshivenda is now an official language in post-apartheid South Africa, it still has features of underdevelopment and marginalization that are typically of unofficial minority languages. Translation, lexicographic and terminological work in this language still lags behind that of other indigenous South African languages and there is still a shortage of school textbooks and adult literature in this language. As a result, using the language in education, the media and other controlling domains is still quite challenging, although positive developments such as the teaching of the language at university level can be noted. The Tshivenda speakers generally have a positive attitude towards their language and seem prepared to learn and use it confidently as long its functional value is enhanced, which is currently not happening. As a result, some Tshivenda speakers still regard English as a more worthwhile language to learn at the expense of their language
- Full Text:
- Date Issued: 2013
- Authors: Luvhengo, Nkhangweleni
- Date: 2013
- Subjects: Indigenous African languages , Apartheid , Tshivenda , Minority languages , Development , Status , Multilingualism , Sesotho , isiZulu , Perceptions , Linguistic minorities -- Research -- South Africa , Venda language -- Research -- South Africa , Language policy -- Research -- South Africa , Multilingualism -- Research -- South Africa , Linguistic rights -- Research -- South Africa , Language and languages -- Political aspects
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3558 , http://hdl.handle.net/10962/d1001862
- Description: After many years of the oppressive apartheid government, the new democratic era came into being in 1994. Lot of policy changes came into being, including language policy. This new language policy of the post-apartheid era recognises eleven official languages which include the nine indigenous African languages which were previously recognised as regional languages in the different homelands. The present study investigates the progress of Tshivenda in terms of status and development since it was accorded the official status in South Africa. Literature investigating the status of Tshivenda is generally sparse. This study investigates the status of Tshivenda in South Africa to explore how minority languages which are also recognised as official languages are treated. In most multilingual countries, there are issues which affect the development of minority languages, but the South African situation is interesting in that some of the minority languages are recognised as official languages. This study is a comparative in nature. Firstly, the study compares the level of corpus planning and development in Tshivenda and other indigenous South African languages. Secondly, it compares how people use Tshivenda in a rural area of Lukalo Village where the language is not under pressure from other languages and in Cosmo City, an urban area in Gauteng where Tshivenda speakers come into contact with speakers of more dominant languages such as isiZulu and Sesotho. Language use in different domains like, media, education, government and the home is considered in order to establish how people use languages and the factors which influence their linguistic behaviours. The study also establishes the perceptions and attitudes of the speakers of Tshivenda as a minority and those of the speakers of other languages towards Tshivenda’s role in the different domains such as education and the media. This study was influenced by previous research (Alexander 1989, Webb 2002) which found out that during the apartheid period Tshivenda speakers used to disguise their identity by adopting dominant languages like isiZulu and Sesotho in Johannesburg. Accordingly, the present research wanted to establish how the language policy change in the democratic era has impacted on the confidence of Tshivenda speakers regarding themselves and their language. This study establishes that although Tshivenda is now an official language in post-apartheid South Africa, it still has features of underdevelopment and marginalization that are typically of unofficial minority languages. Translation, lexicographic and terminological work in this language still lags behind that of other indigenous South African languages and there is still a shortage of school textbooks and adult literature in this language. As a result, using the language in education, the media and other controlling domains is still quite challenging, although positive developments such as the teaching of the language at university level can be noted. The Tshivenda speakers generally have a positive attitude towards their language and seem prepared to learn and use it confidently as long its functional value is enhanced, which is currently not happening. As a result, some Tshivenda speakers still regard English as a more worthwhile language to learn at the expense of their language
- Full Text:
- Date Issued: 2013
Ndonakele
- Authors: Ngcelwane, Ayabulela
- Date: 2019
- Subjects: Xhosa fiction , Xhosa poetry
- Language: English , Xhosa
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92721 , vital:30742
- Description: Le thisisi yingqokelela yemibongo egxile kwimingeni ejamelene noluntu kwimimandla efana neelokishi. Unobangela wale mingeni yintswelo-ngqesho, ukungafumani zindlu, ubundlobongela, isimo sezepolitiki, njalo-njalo. Imisebenzi kaRonnie Kasrils ngakumbi kwincwadi yakhe ethi A simple man, uRustum Siyongwana – Ubulumko bezinja uS. S. Mema – Umnxeba Wobomi, nezinye, zibe nefuthe kakhulu kule thisisi. Indlela abasebenzisa ngayo ulwimi lwemihla ngemihla, maxawambi bade basebenzise nesakhono esisetyenziswa ezintsomini ezifana nokusebenzisa abalinganiswa abazizilwanyana bekwekwa umba onobuzaza. Injongo yalo msebenzi kukugqamisa ukubaluleka kwentlalontle yoluntu, nokuvuselela isazela koongxowa ayibotshwa. Yiyo loo nto kuzanywe kangangoko ukusetyenziswa ulwimi olunokufikeleleka nakubani na. , English and Xhoxa versions provided for dual language submission
- Full Text:
- Date Issued: 2019
- Authors: Ngcelwane, Ayabulela
- Date: 2019
- Subjects: Xhosa fiction , Xhosa poetry
- Language: English , Xhosa
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92721 , vital:30742
- Description: Le thisisi yingqokelela yemibongo egxile kwimingeni ejamelene noluntu kwimimandla efana neelokishi. Unobangela wale mingeni yintswelo-ngqesho, ukungafumani zindlu, ubundlobongela, isimo sezepolitiki, njalo-njalo. Imisebenzi kaRonnie Kasrils ngakumbi kwincwadi yakhe ethi A simple man, uRustum Siyongwana – Ubulumko bezinja uS. S. Mema – Umnxeba Wobomi, nezinye, zibe nefuthe kakhulu kule thisisi. Indlela abasebenzisa ngayo ulwimi lwemihla ngemihla, maxawambi bade basebenzise nesakhono esisetyenziswa ezintsomini ezifana nokusebenzisa abalinganiswa abazizilwanyana bekwekwa umba onobuzaza. Injongo yalo msebenzi kukugqamisa ukubaluleka kwentlalontle yoluntu, nokuvuselela isazela koongxowa ayibotshwa. Yiyo loo nto kuzanywe kangangoko ukusetyenziswa ulwimi olunokufikeleleka nakubani na. , English and Xhoxa versions provided for dual language submission
- Full Text:
- Date Issued: 2019
Ndoxoza mphini wumbi!
- Authors: Saki, Sandile Dudu
- Date: 2019
- Subjects: South African fiction (English)
- Language: English , Xhosa
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92605 , vital:30741
- Description: My English half-thesis comprises semi-autobiographical short stories based on my own lived and observed experiences of patriarchal township life, but told through the eyes of others, often those who find themselves victims of societal ills and cruel injustices. The stories deal with issues ranging from rape culture, intimate femicide, social patriarchy and the vulnerability of women, children and people living with disabilities in such settings. Refusing didacticism, I seek to voice the complexity, bravery and beauty of my characters. I draw influence from Joel Matlou’s simple narration of the small details of daily life, Can Themba’s ability to find humour in the everyday, Chimamanda Ngozi Adichie’s contemporary sass and Irenosen Okojie’s unconventional, subtle and deeply enigmatic approach to storytelling. , Le thisisi yingqokelela yemibongo enesingqi nefuthe endilincance kubabhali endihlangene nabo kwezi zifundo endingabala kubo uMxolisi Nyezwa, Rustum Kozain nabanye. Injongo yale thisisi kukonwabisa; ukucebisa mhlawumbi ukuthungulula iintongo emva kobentlombe. Maxa wambi ikukukhahlela nakwabo baye banegalelo kwizinto-yinto zokuhlala ngakumbi iimvumi zikaMasikhandi ezifana noMlindelwa ‘Inkunz’ emdaka’ Mralatya owaziwa njengovulindlela kaMasikhandi kwisizwe sakwaXhosa siphela. Bakho ke ababhali abasingqi sabo sindithimbileyo, naba bugcisa ndibuthandileyo endingabalula kubo uMzwandile Matiwana, M. S. Mlandu, Fundile Majola, John Solilo, J. J. R Jolobe kunye noS. E. K. Mqhayi. Liyavakala ifuthe labo kule mibongo, ngakumbi isingqi nokusetyenziswa kolwimi. , English and Xhosa versions provided for dual language submission
- Full Text:
- Date Issued: 2019
- Authors: Saki, Sandile Dudu
- Date: 2019
- Subjects: South African fiction (English)
- Language: English , Xhosa
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92605 , vital:30741
- Description: My English half-thesis comprises semi-autobiographical short stories based on my own lived and observed experiences of patriarchal township life, but told through the eyes of others, often those who find themselves victims of societal ills and cruel injustices. The stories deal with issues ranging from rape culture, intimate femicide, social patriarchy and the vulnerability of women, children and people living with disabilities in such settings. Refusing didacticism, I seek to voice the complexity, bravery and beauty of my characters. I draw influence from Joel Matlou’s simple narration of the small details of daily life, Can Themba’s ability to find humour in the everyday, Chimamanda Ngozi Adichie’s contemporary sass and Irenosen Okojie’s unconventional, subtle and deeply enigmatic approach to storytelling. , Le thisisi yingqokelela yemibongo enesingqi nefuthe endilincance kubabhali endihlangene nabo kwezi zifundo endingabala kubo uMxolisi Nyezwa, Rustum Kozain nabanye. Injongo yale thisisi kukonwabisa; ukucebisa mhlawumbi ukuthungulula iintongo emva kobentlombe. Maxa wambi ikukukhahlela nakwabo baye banegalelo kwizinto-yinto zokuhlala ngakumbi iimvumi zikaMasikhandi ezifana noMlindelwa ‘Inkunz’ emdaka’ Mralatya owaziwa njengovulindlela kaMasikhandi kwisizwe sakwaXhosa siphela. Bakho ke ababhali abasingqi sabo sindithimbileyo, naba bugcisa ndibuthandileyo endingabalula kubo uMzwandile Matiwana, M. S. Mlandu, Fundile Majola, John Solilo, J. J. R Jolobe kunye noS. E. K. Mqhayi. Liyavakala ifuthe labo kule mibongo, ngakumbi isingqi nokusetyenziswa kolwimi. , English and Xhosa versions provided for dual language submission
- Full Text:
- Date Issued: 2019
Oor die kortkuns van John Miles
- Authors: De Beer, Marésa
- Date: 1988
- Subjects: Miles, John, 1938- -- Criticism and interpretation
- Language: Afrikaans
- Type: text , Thesis , Masters , MA
- Identifier: vital:3569 , http://hdl.handle.net/10962/d1002092
- Description: This thesis involves intensive analyses of some of the short-short stories in John Miles's Liefs nie op straat nie, in order to reveal the narrative strategies employed in each. In other words, it is geared to "the rules that govern ... textual actualization and, consequently, those rules that govern the way literary discourse functions as communication" (Riffaterre 1983: 158). Subsequently, attention is given to the interrelationship among the texts, the way in which they act upon one another and interact with the title of the volume, in order to establish the function of such relations. The following texts are analysed in consecutive chapters: "Lucy", "Lappies, kan jy my hoor, Lappies?", "Voorgevoel", "Dom Nakkie, my Dom Nakkie" and "Wie het nog Dom Nakkie gesien?", "Hy staan by die deur en hy klop", "Gustav gaan speel", and "Liefs nie op straat nie". In a concluding chapter the implications of the title are discussed with reference to all the texts in the volume, including those not analysed individually. It is concluded that, on the one hand, the expectations raised by the title are ironicized because the title is never "completed" explicitly, and because that which, by implication, should not be seen in public ("op straat"), is specifically situated in the street and scrutinized in close-up. But on the other hand the title also evokes a peculiar mentality present in all the texts, either in the narrators, or in the characters, or in both. The discussion of "Lucy" is focussed mainly on the contrast and interaction between the world of the child and that of the adult and on the way in which this interaction is actualized within the text through the contrast in the experience of time, the use of "mémoire involontaire", "durée" and the contrasts between (and overlapping of) narrative perspective and focalization. In respect of "Lappies, kan jy my hoor, Lappies?" special attention is paid to similarities and contrasts between this text and the traditional suspense story, notably the way in which conventional techniques are employed to create suspense, as well as to generate an entire subtext which eventually "relocates" the text on the niveau of the murderer's psychological dilemma. In discussing "Voorgevoel" emphasis is not placed primarily on what is conveyed by the narrator, but on the way in which his intentions are subverted both by the window pane through which he is looking and by the narration as such. In this way he is foregrounded and revealed as narrator, just as the text is foregrounded and revealed as literature, with the emphasis, in both cases, not only on their defence mechanisms but also on their impotence. "Dom Nakkie, my Dom Nakkie" and "Wie het nog Dom Nakkie gesien?" are grouped together in one chapter in order to illuminate the interaction between the two narratives in the first text, as well as the interaction between the two texts. Ultimately, they may be seen as three narratives juxtaposed through irony and relativism. The "triumph" of the "preferably not in public" mentality, both in the text and in society, is also illustrated by the interaction between the three narratives. In chapter, 5, in which "Hy staan by die deur en hy klop" is discussed, attention is focussed on the ironic function of the Biblical references, the contrast between Jan and the rest of society, and the way in which the "climax" is located within the Iserian "blank" in the text, so that the entire process of decoding is based on a filling in of that "blank" and its implications. "Gustav gaan speel" is based loosely on Barthes's lexia model, in order to determine the signifying process in the text, and also to demonstrate the way in which the text presupposes rereading. In the discussion of the title text it is revealed how the text is centered in the basic dichotomy between the narrator-as-writer and the journalist, and the way in which this polarity is relativized by the text as such. The text is demonstrated to be the credo of the volume as a whole as well as of the fiction of the Seventies in Afrikaans.
- Full Text:
- Date Issued: 1988
- Authors: De Beer, Marésa
- Date: 1988
- Subjects: Miles, John, 1938- -- Criticism and interpretation
- Language: Afrikaans
- Type: text , Thesis , Masters , MA
- Identifier: vital:3569 , http://hdl.handle.net/10962/d1002092
- Description: This thesis involves intensive analyses of some of the short-short stories in John Miles's Liefs nie op straat nie, in order to reveal the narrative strategies employed in each. In other words, it is geared to "the rules that govern ... textual actualization and, consequently, those rules that govern the way literary discourse functions as communication" (Riffaterre 1983: 158). Subsequently, attention is given to the interrelationship among the texts, the way in which they act upon one another and interact with the title of the volume, in order to establish the function of such relations. The following texts are analysed in consecutive chapters: "Lucy", "Lappies, kan jy my hoor, Lappies?", "Voorgevoel", "Dom Nakkie, my Dom Nakkie" and "Wie het nog Dom Nakkie gesien?", "Hy staan by die deur en hy klop", "Gustav gaan speel", and "Liefs nie op straat nie". In a concluding chapter the implications of the title are discussed with reference to all the texts in the volume, including those not analysed individually. It is concluded that, on the one hand, the expectations raised by the title are ironicized because the title is never "completed" explicitly, and because that which, by implication, should not be seen in public ("op straat"), is specifically situated in the street and scrutinized in close-up. But on the other hand the title also evokes a peculiar mentality present in all the texts, either in the narrators, or in the characters, or in both. The discussion of "Lucy" is focussed mainly on the contrast and interaction between the world of the child and that of the adult and on the way in which this interaction is actualized within the text through the contrast in the experience of time, the use of "mémoire involontaire", "durée" and the contrasts between (and overlapping of) narrative perspective and focalization. In respect of "Lappies, kan jy my hoor, Lappies?" special attention is paid to similarities and contrasts between this text and the traditional suspense story, notably the way in which conventional techniques are employed to create suspense, as well as to generate an entire subtext which eventually "relocates" the text on the niveau of the murderer's psychological dilemma. In discussing "Voorgevoel" emphasis is not placed primarily on what is conveyed by the narrator, but on the way in which his intentions are subverted both by the window pane through which he is looking and by the narration as such. In this way he is foregrounded and revealed as narrator, just as the text is foregrounded and revealed as literature, with the emphasis, in both cases, not only on their defence mechanisms but also on their impotence. "Dom Nakkie, my Dom Nakkie" and "Wie het nog Dom Nakkie gesien?" are grouped together in one chapter in order to illuminate the interaction between the two narratives in the first text, as well as the interaction between the two texts. Ultimately, they may be seen as three narratives juxtaposed through irony and relativism. The "triumph" of the "preferably not in public" mentality, both in the text and in society, is also illustrated by the interaction between the three narratives. In chapter, 5, in which "Hy staan by die deur en hy klop" is discussed, attention is focussed on the ironic function of the Biblical references, the contrast between Jan and the rest of society, and the way in which the "climax" is located within the Iserian "blank" in the text, so that the entire process of decoding is based on a filling in of that "blank" and its implications. "Gustav gaan speel" is based loosely on Barthes's lexia model, in order to determine the signifying process in the text, and also to demonstrate the way in which the text presupposes rereading. In the discussion of the title text it is revealed how the text is centered in the basic dichotomy between the narrator-as-writer and the journalist, and the way in which this polarity is relativized by the text as such. The text is demonstrated to be the credo of the volume as a whole as well as of the fiction of the Seventies in Afrikaans.
- Full Text:
- Date Issued: 1988