Ukubamba Umphefumlo Kukuphila: Ingqokelela Yamabali Amafutshane
- Authors: Zono, Cebisa
- Date: 2021-10-29
- Subjects: Creative writing (Higher education) South Africa , Xhosa fiction 21st century , Short stories, Xhosa 21st century , Homosexuality in literature , Diaries -- Authorship , Xhosa fiction History and criticism , American fiction History and criticism , Brazilian poetry History and criticism
- Language: Xhosa
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192375 , vital:45220
- Description: Le thisisi inamabali amafutshane angabantu abathandana besisini esinye. Uncwadi lwesiXhosa luvame ukulufihla uthando oluphakathi kwabo bathandana besisini sinye. Isikrweqe endisisebenzisileyo kule thisisi kukunonga isimbo sokubhala ndibalisa ngomntu wokuqala ngokungathi ndibhala imbali yobomi okanye amavo. UJordan (1940) kwiNgqumbo Yeminyanya undifundise ukubumba abalinganiswa abakhaliphileyo, nabakrelekrele ngokufanayo ukuze izinto eziza kwenzeka zingalindeleki. UYuknavitch (2017) kwincwadi yembali yakhe ethi The Chronology of Water undifundise esi simbo sokushicilela izimbo zomntu ophilayo phantsi komthamo omnye. Ibali elifutshane likaProulx (1997) elithi Brokeback Mountain nalo libe nefuthe kakhulu kule thisisi kuba lidandalazisa elubala intlalo yabantu abathandana besisini esinye kwiindawo zasemaphandleni. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
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- Date Issued: 2021-10-29
Ubomi Sisilonda: Ingqokelela Yemibongo
- Authors: Yanta, Luvuyo Mkhululi
- Date: 2021-10-29
- Subjects: Creative writing (Higher education) South Africa , Xhosa poetry 21st century , Diaries -- Authorship , South African poetry (English) History and criticism , Xhosa poetry History and criticism , Poetry Therapeutic use
- Language: Xhosa , English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192364 , vital:45219
- Description: Esi siqingatha sethisisi yingqokelela yemibongo-ngoma eyilwe ngeenjongo zokuzama ukuveza nokupholisa isilonda esidalwe ziimeko zobom esiphila kubo singabantu, izinto endizibonileyo nendidlule kuzo. Ndibhala ndibonakalisa ubumnyama endiphile kubo, apha ndizama ukusondela ekukhanyeni. Ndiqala ngokupholisa ezam izilonda kuqala. Ulwimi endilusebenzisayo lulanda imbali yam njengomfana omnyama okhulele elokishini, ilokishi nganye inolwimi lwayo. Ndisebenzisa olu lwimi ndibalisa indlela endikhule ngayo, ndikwakhankanya nokukhula ndiqheliswa ukungathethi ngezinto nokungawavezi amanxeba entliziyo yam phambi kwabantu “ilayithi ayikhali.” Ndinomdla kubabhali ababhala ngeemeko zexesha lanamhlanje, kwiimeko eziphilwa luninzi lwabantu nesimo sentlalo jikelele. Ndisebenzise umsebenzi wababhali abafana noAyanda Billie ukujonga isingqi sobom kwimibongo yakhe njengomntu ongekho kude ngokuhlala nokufuphi ngeminyaka, ndiqwalasele imisebenzi kaS. Zotwana ukuzama ukusondeza isigama kwindlela endikhule ngayo kunye noJ.J.R Jolobe ukuqwalasela ukuba babesebenzisa obuphi ubuchule bokubhala nokupholisa izilonda zabo. Ndikwacaphule kwisimbo sokubhala esikhawulezileyo semibhalo eyenzelwe iqonga njengoko ndichithe ixesha elininzi ndidlala kwaye ndikwaqeqesha abadlali beqonga. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
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- Date Issued: 2021-10-29
Hierdie keer gaan nie maklik wees nie
- Authors: Visser, Deon Claudius
- Date: 2021-04
- Subjects: Creative writing (Higher education) -- South Africa , Diaries -- Authorship , Short stories, Afrikaans -- 21st century , Afrikaans fiction -- 21st century , Afrikaans fiction -- History and criticism
- Language: Afrikaans
- Type: thesis , text , Masters , MA
- Identifier: http://hdl.handle.net/10962/178317 , vital:42929
- Description: My tesis bestaan uit twee versamelings van prosa wat verwant en in noue verband met mekaar tree. Die prosa is fragmentaries en kort maar verbind met ‟n oorkoepelende storie wat in beide Afrikaans en Engels voorgelê word. Die Afrikaanse deel van my tesis ondersoek die verlede, en die Engels die toekoms. My algemene bron van inspirasie vir die struktuur en voorlegging van die tesis word verkry vanaf die klassieke raamverteller konvensie soos gebruik in One Thousand and One Nights, hierdie konvensie maak gebruik van raamfragmente wat binne ‟n groter geheel gevind kan word. Dit is juis hierdie komplekse struktuur wat dit moontlik maak om tyd, hede en verlede asook die toekoms, te kan ondersoek en uit te beeld. Verder maak dit dit ook moontlik om gekoppelde herinneringe, gedagteneigings, en fantasieverhale te kan gebruik as die dryfkrag van die oorkoepelende storie. Met betrekking tot kontemporêre fiksie vind ek die meeste aanklank en invloed by Sandra Cisneros se boek House on Mango Street. Ek het by hierdie verhaal geleer hoe om vignette en kortverhale onafhanklik maar met ‟n motief-verbinding aan mekaar te koppel. Tematies gesproke handel my tesis oor herinneringe, nostalgie, familieverhoudings, die dood asook afsluiting en aanbeweging. In terme van hierdie temas vind ek dat Nathan Trantraal se Chokers en Survivors, en Noudat Slapende Honde deur Ronelda S. Kamfer my die meeste insae gee oor die verhouding tussen Afrikaans en Engels in die literatuur. Verder is Loftus Marais se taalgebruik en die vermenging van taal in Staan in die Algemeen Nader aan Vensters ook insiggewend. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
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- Date Issued: 2021-04
The bastards of Euripides: illegitimacy in the Hippolytus, the Andromache, and the Ion
- Authors: Sülter, James Nicholas Edwin
- Date: 2021-10-29
- Subjects: Euripides , Euripides Criticism and interpretation , Euripides. Hippolytus , Euripides. Andromache , Euripides. Ion , Illegitimacy in literature , Tragedy History and criticism , Citizenship in literature
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190030 , vital:44957
- Description: The Pericles Citizenship Law of 451 made citizenship contingent on an individual man having Athenian blood on both his father and mother’s side. Men with foreign mothers were denied any rights to the key institutions that conferred Athenian belonging, such as deme and phratry membership, as well as, of course, citizenship. When, however, the Peloponnesian War began in 431, the population of Athenian citizens was quickly diminished by military conflict and plague and they sought a solution to repopulate their numbers with as little change to the original law as possible. The result was an amendment in 429 allowing citizens with no living legitimate (γνήσιοι) heirs to legitimise their bastards (νόθοι) in their place. A year after this, Euripides wrote the Hippolytus, a play that deals very closely with the issues of bastardy, bastards’ place in the polis and the oikos, and their treatment by those who are legitimate. As the war went on, he proceeded to produce two other plays containing bastard characters, the Andromache (c.425) and the Ion (c.413), in which he similarly explored the consequences of illegitimacy. In all three plays his attitude towards bastards is overwhelmingly sympathetic and the way he chooses to present their situations suggests his disagreement with the arrogance and antipathy that continued to push many of these often very worthy individuals to the fringes of society. This thesis seeks to examine Euripides’ presentation of bastards through a close reading of the relevant texts, in order to understand how the plays reacted to the contemporary circumstances of and what comments they are making. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
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- Date Issued: 2021-10-29
Alien crosstalk
- Authors: Stuart-Watson, Andrew Joseph
- Date: 2022-04-07
- Subjects: Creative writing (Higher education) South Africa , Diaries -- Authorship , Short stories, South African (English) 21st century , South African essays (English) 21st century , American fiction History and criticism
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/294515 , vital:57228
- Description: Alien Crosstalk , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2022
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- Date Issued: 2022-04-07
“Ntombazana, ugayela bani?”: ubunzululwazi beentsimbi
- Authors: Silo, Tolakele Talitha
- Date: 2020
- Subjects: Beadwork, Xhosa , Xhosa (African people) -- Social life and customs , Beadwork, Tembu , Tembu (African people) -- Social life and customs
- Language: Xhosa
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/167487 , vital:41485
- Description: “ NTOMBAZANA, UGAYELA BANI?”: UBUNZULULWAZI BEENTSIMBI is a study on the culture of abaThembu, one of the amaXhosa subgroups. Focusing on beadwork as one of this group’s cultural aspects, this research is an initiative to ensure documentation of such indigenous knowledge as an influence on the lifestyle of abaThembu. It also strives to uplift the use of oral literature to present it a fair chance at being a driving force for change as it has previously been ousted with the acceptability of written literature. Of great surprise is to see that despite western civilization, which affected the people’s culture, beadwork remains a pillar of the abaThembu-amaXhosa culture. This craft has evolved and thus, shows no signs of regression. This thesis is an indigenous knowledge focused research.
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- Date Issued: 2020
Kwelo lizwe leentsomi : iintsomi zesiXhosa
- Authors: Sigcau, Bulelwa Monica
- Date: 2021-04
- Subjects: Creative writing (Higher education) -- South Africa , Xhosa fiction -- 21st century , Diaries -- Authorship , Short stories, Xhosa -- 21st century , African fiction -- History and criticism , English fiction -- History and criticism
- Language: Xhosa
- Type: thesis , text , Masters , MA
- Identifier: http://hdl.handle.net/10962/178270 , vital:42926
- Description: Ukuphosa kuvimba wolwazi ngeentsomi zesiXhosa, le thisisi iqulathe iintsomi-mabali eziqanjwe zabaliswa kusetyenziswa ulwimi, umxholo nemixholo engenelelayo engeziganeko zemihla ngemihla, abalinganiswa, isakhiwo sentsomi nesimo sentlalo zala maxesha siphila kuwo. Ezi ntsomi zixhaswa kakhulu yimifanekiso ephilayo, ukusetyenziswa kwemigca emifutshane ezoba isimo sentlalo nevakala ingathi yimibongo ngenxa yokuqupha kwayo. Umsebenzi kaR.F. Mcimeli, kwincwadi ethi, Ingqaka kaMaqhudeni iqulethe iintsomi ezisondeleyo kwezi ziqanjwe kulo msebenzi, ngakumbi iintsomi ezizezi, uNomvula noNomvulazana, uDumisani nesigebenga esingabonwayo, uNomaciko noCikokazi, nezinye. Umsebenzi kaNongenile Masithathu Zenani (2006) oqokelelwe nguHarold Scheub kwincwadi ethi South African voices: A long time passed ube negaleloo elikhulu ukubonisa indima esele idlaliwe kwiintsomi zesiXhosa. UKholeka Sigenu (2002) kwincwandi ethi Ezakowethu naye ube nefuthe kwindlela ezi ntsomi eziqanjwe ngayo nokuqinisekisa ukuba ngenene zongeza ulwazi olutsha. Ezi ntsomi-mabali zibhentsise okulungileyo nokuhenxayo ngaphandle kokushumayela nokuveza abalinganiswa njengeengilosi. Ndiluthande kakhulu nohlobo lukaAmos Tutuola lokubhala, ndizame ukusondeza uhlobo lwam lokubhala kolu hlobo lukaAmos Tutuola. Ndilandele ifuthe lohlobo lokubhala olubizwa ngeflash fiction. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
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- Date Issued: 2021-04
Magnitude
- Authors: Seddon, Deborah Ann
- Date: 2022-04-07
- Subjects: Creative writing (Higher education) South Africa , Zimbabwean poetry (English) 21st century , Diaries -- Authorship , Polish literature 21st century History and criticism , English poetry 20th century History and criticism , English literature Irish authors History and criticism , American poetry 21st century History and criticism
- Language: English
- Type: Master's thesis , text
- Identifier: http://hdl.handle.net/10962/234400 , vital:50192
- Description: My thesis is a collection of lyric, narrative, and prose poetry directed towards two forms of death – physical death and the disavowal of the self. Many poems focus on the death of my mother, and the work required after loss to sort through a family’s life in my Harare childhood home. This associative exploration draws together childhood memories, encounters with physical objects, letters, and songs, as well as with the city and its people. Tadeusz Rózewicz’s Mother Departs has influenced my approach to writing of my mother’s death, particularly how to grant her a voice in the telling. I also draw on the poetry of Harmony Holiday and Pascal Petite, in their attention to the complexities and emotional dangers of the mother-daughter bond. Other poems draw on the work of Adrienne Rich, Audre Lorde, Judy Grahn, Ocean Vuong, and Saeed Jones, in terms of imagining queer life into poetry, the use of the erotic as a means of empowerment, and developing a queer political identity, to examine various aspects of queer love, including the heartaches associated with self-denial. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2022
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- Date Issued: 2022-04-07
Aloe
- Authors: Sauls, Aloysius Albeus
- Date: 2021-10-29
- Subjects: Creative writing (Higher education) South Africa , Nama language , Nama poetry 21st century , Lyric poetry 21st century , Diaries Authorship , Lyric poetry History and criticism , Fiction History and criticism
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190673 , vital:45017
- Description: My thesis, ‘Aloe’, isse poetry collection, wat focus op modern Khoekhoegowab. Die opgittiekkinne wēke van my Ancestry se mēnse van mēnse, |xam-poets: Diä!kwain, Kweiten-ta-ǁken, |a!kúnta, |Hanǂkass’o, en oek ǁKabbo, deērie Dytse filoloog, Wilhelm Bleek, dien asse guide, moerrie vēse gisoak in combinations van Ancient Indigenous, en modern Goema-klangke. Die purpose vannie collection is ommie use van Khoekhoegowab innie Afrikaans literature asse integral component te view, ennie iets foreign nie, diessèlle way wat Arabic, Indonesian, Malay en Dutch languages, die culture ennie language gishape en givorrim-it. Deēl vannie skryf-style wat ek employ in my thesis isse fusion vannie lyric poetry van Linton Kwesi Johnson, Gill Scott Heron ennie praāt-poems van Peter Snyders, oa. Music, assie primal connection toerrie past, speēlle central rōl in my wēk asse 21st-century Indigenous writer. Die thesis reference die works van veteran cultural en linguistic aātisse en lyrical poets; in echoes van marginalised en displaced creatives soes Tinariwen, wattie stōrie vannie Tuareg vocalise in woōdt en klang, ennie Chamorro poet, Craig Santos Perez van Guam, innie Western Pacific Ocean, wierrie indigenizing mandate se vlag lat wappe, bínne innie gisig vannie American presence daā. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
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- Date Issued: 2021-10-29
Students’ perspectives on the language question in South African Higher Education: the expression of marginalized linguistic identities on Rhodes University students’ Facebook pages
- Authors: Resha, Babalwa
- Date: 2019
- Subjects: Language policy -- South Africa -- Makhanda , Language and education -- South Africa -- Makhanda , Sociolinguistics -- South Africa -- Makhanda , Language and languages -- Study and teaching -- Social aspects -- South Africa -- Makhanda , Linguistic rights -- South Africa , Translanguaging (Linguistics) , Multilingual education -- South Africa -- Makhanda , Educational change -- South Africa -- Makhanda , South Africa – Makhanda -- Language and languages -- Political aspects , Student movements -- South Africa -- Makhanda , Online social networks -- South Africa -- Makhanda , Rhodes University -- Sociological aspects , Facebook (Firm) , UCKAR
- Language: English
- Type: text , Thesis , Doctoral , MA
- Identifier: http://hdl.handle.net/10962/119813 , vital:34785
- Description: The study analyses students’ engagement with the language question in South African Higher Education (HE) and their use of African languages on the institutional Facebook pages, namely UCKAR and RHODES SRC, during the student protests of 2015 to early 2017. Extensive use of social media is a salient feature of the protests as indicated by the hashtag prefixes such as #RhodesMustFall and #FeesMustFall. On these platforms, disgruntled students use their multiple languages to interact, establish a sense of belonging and power to challenge different forms of exclusionary institutional culture, including language policies and practices in HE. The research examines and explores students’ perspectives on the language question in Higher Education Institutions (HEIs) on the two institutional Facebook pages, and how mother tongue speakers of indigenous African languages use these languages to express their marginalized linguistic identities in HEIs in South Africa. Theoretically, the study uses the notion of linguistic imperialism to provide a broad context for understanding the language question in South African HE and its significance in transformation. The engagement with the language question on the UCKAR and RHODES SRC Facebook pages is carried out from the lenses of citizen sociolinguistics while the new theory of translanguaging offers the analysis on language usage and alternative ways of addressing linguistic hegemony in educational environments. The translanguaging approach has the capacity to demonstrate multi-layered linguistic practices and reflections on the UCKAR and RHODES pages. It is the interest of the researcher to investigate how students with various linguistic and other backgrounds engage the language question and perform linguistic identities. Language usage on the two Rhodes University institutional Facebook pages and its implications on students’ engagement with issues, is used to provide insight towards the implementation of multilingualism in the university. The study is virtual ethnographic in nature. Virtual ethnography is an online research method that employs ethnographic research to study online social interactions. To analyse data, the study used a textual analysis technique as it looks at any analysis of texts broadly. Critical Discourse Analysis approach was used to analyse language debates. Purposive sampling was also used to select Facebook posts and comments on the language question and those written in African languages, and interviews were conducted with key members of Rhodes University, to bring forth their perspectives on the institution’s language policy and to figure out what plans are put into place to engage students in debates on the language question because students are important stakeholders of the university, and at the same time some of these students are also speakers of indigenous African languages. In general, the research findings have shown that students as users of languages in HEIs are capable of engendering debates that could be used as solutions to the language question and transformation in the South African HEIs. Thus, this study offers a different approach into engaging with students, their perspective and debates through institutional Facebook pages. In addition, it offers students’ perspectives on the curriculum of the university and how the university can go about its transformation. This study provides evidence that the use of indigenous African languages by mother tongue speakers of these languages in institutes of higher learning and their related institutional Facebook pages and social media in general, is an expression of marginalized linguistic identities of these language speakers. Sometimes these identities are multiple, and students use different modalities to express them, hence the notion of translanguaging.
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- Date Issued: 2019
Biton’s Lost Siege Engine: Experimental archaeology in Classical Studies
- Authors: Rademan, David John
- Date: 2021-10-29
- Subjects: Pergamum (Extinct city) , Dimensional analysis , Engineering History To 168 B.C. , Fluid mechanics History To 168 B.C. , Byzantine literature History and criticism , Siege warfare History To 168 B.C. , Biton of Pergamon , Isidorus of Abydos , Poliorcetics
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192330 , vital:45216
- Description: This thesis entails an examination of several problems inherent in placing a technical treatise by the Hellenistic Greek engineer, Biton of Pergamon, at a siege of 156-154BCE, with a view to galvanising the existing case of previous scholarship through a combined approach of literary, textual, geographical, and technical analysis. Particular focus is given to the following problems: technical errors in current translations of the treatise of Biton; technical considerations in scholars’ reproductions of a particular engine in the treatise; an assessment of the practical implications of the treatise in situ at the physical site of the ancient city of Pergamon in the second century BCE, as evidenced by archaeological findings and surveys; assessment of those implications by way of historical records of similar conflicts from the Hellenistic period; and suggesting a procedure of dimensional analysis for testing a hypothesis regarding the feasibility of the ancient engineer’s recommended engines as a stand-in for the city’s original defenses, in a manner that harmonises the methodologies of historicism and experimental archaeology with sound and appropriate modern engineering practice from the field of Fluid Mechanics. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
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- Date Issued: 2021-10-29
Salt in my footsteps
- Authors: Radebe, Mxolisi Vusumuzi
- Date: 2021-04
- Subjects: Creative writing (Higher education) -- South Africa , South African poetry (English) -- 21st century , South African fiction (English) -- 21st century
- Language: English
- Type: thesis , text , Masters , MA
- Identifier: http://hdl.handle.net/10962/178201 , vital:42920
- Description: My thesis is a collection of poems which focus on human experiences related to my background. I grew up in a countryside village, freely experiencing nature in unrestricted walks to the rivers and mountains; communal living instilled in me the humanitarian values which I uphold to the present. I use short and long lyrical prose poems to bring life and humanise the untold or unexpressed stories of my community. My use of simple everyday language and clear, concrete but surprising images that resonate with deeper meanings and emotions is influenced by Seitlhamo Motsapi’s poems, especially his collection of poems titled earthstepper/the ocean is very shallow and Mxolisi Nyezwa’s poetry book, Song Trials. Spanish poems in English translations by the 20th century Spanish poets: Blas de Otero, Juan Roman Jimenez and Federico Garcia Lorca, published in the book titled Roots and Wings have had a huge impact on my construction of images. I also draw from the free-form and narrative prose poetry experiments of poets: Mangaliso Buzani, vangile gantsho and Ivy Alvarez. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
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- Date Issued: 2021-04
Retrospective
- Authors: Pillay, Previn
- Date: 2021-10-29
- Subjects: Creative writing (Higher education) South Africa , South African poetry (English) 21st century , Identity (Philosophical concept) in literature , Grandmothers in literature , Families in literature
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191636 , vital:45128
- Description: My thesis is a collection of poems, divided into 4 sections. The first section draws on my experiences and background as an Indian South African, presenting a portrait of a KwaZulu-Natal Indian community, infused with the lingo of the streets. It also delves into my background by sharing real stories from my childhood and youth. The second section is about my grandmother, who is an influential character on my writing and a source for many unique stories. The third section is a brief look at my recent past and the fourth section is a sharing of my life and what is most important to me. My collection is a timeline of my life and the events which have shaped me. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
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- Date Issued: 2021-10-29
Exploring teaching and learning German as a foreign language at a South African institution of higher education: blended learning and collocations
- Authors: Ortner, Gwyndolen Jeanie
- Date: 2020
- Subjects: German language -- Study and teaching (Higher) -- South Africa , German language -- Study and teaching (Higher) -- Foreign speakers -- South Africa , German language -- Study and teaching (Higher) -- English speakers -- South Africa , Rhodes University -- Students , Rhodes University. German Studies
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/167295 , vital:41465
- Description: German Studies students at Rhodes University have normally never studied the German language before enrolling for the first-year course and face the challenge of a fairly rapid linguistic advancement, in a context with very limited exposure to the foreign language outside the classroom. Free writing is an area which students find particularly challenging as it requires students to syndissertatione grammatical and vocabulary knowledge. Furthermore, South African students are often underprepared for the challenges they face at university regarding language, technology and finance, as they try to to assimilate to the academic environment and gain epistemological access to their various subjects, in this case, language acquisition and the attendant modules of translation, literature and cultural studies. The use of technology in teaching and learning, known as blended learning, is said to produce better results than face-to face teaching alone, through creating opportunities for more autonomous student learning. Scholars of instructed second-language acquisition also suggest using technology to improve language instruction. One particular area which is gaining ground is teaching students collocational structures through exploring large language corpora, to improve students’ language competencies such as writing fluency. However, both blended learning practices and corpus-based teaching practices suggested by scholars are often not reported on in a particular teaching and learning context, taking into account factors such as institutional infrastructure, student and staff backgrounds and preparedness, and larger socio-political factors. Thus, it remains unclear how these practices (blended learning and corpus-based teaching of collocations) may be integrated into standard urricula, particularly for languages other than English, which have been severely under-researched. The purpose of this research is to take a context-based approach to language teaching and thereby investigate current blended learning practices for German Studies at Rhodes University in South Africa and explore through an action research approach how to integrate collocational awareness into the curriculum, within the blended learning model. Insights from corpus linguistics guide an adaptation of teaching practice, helping students develop skills to aid with writing fluency, seeking to make the patterned nature of language salient to our students. This is undertaken in a scaffolded way, within the curriculum, making use firstly of the texts to which students are exposed in the textbook (comprehensible input) as a source of collocational examples, and following this by making use of reallife language data from an online German corpus, DWDS. Findings from the study reveal a number of best practices related to the use of blended learning and teaching collocations in context of the German foreign language curriculum at a South African institution of higher education.
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- Date Issued: 2020
The use of African languages in traditional courts: a Luyengweni case study
- Authors: Nyakambi, Ntombizethu
- Date: 2021-10-29
- Subjects: African languages South Africa Eastern Cape , Forensic linguistics South Africa Eastern Cape , Linguistic rights South Africa Eastern Cape , Communication in law South Africa Eastern Cape , Language planning South Africa Eastern Cape , Language policy South Africa Eastern Cape , Court interpreting and translating South Africa Eastern Cape , Customary law South Africa Eastern Cape , Customary law courts South Africa Eastern Cape
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/10962/188810 , vital:44788
- Description: Forensic linguistics is a relatively new field in South Africa. This field which forms part of the applied linguistic discipline seeks to look at the application of linguistic knowledge, methods and insights to the forensic context of the law. This is a forensic linguistic study that seeks to look at the use of African languages in the traditional courts. The researcher explored the traditional courts of Luyengweni, a rural area situated in KwaBhaca at Mount Frere in the Eastern Cape. The concept of African languages usage is explored within the boundaries of customary laws as outlined in Section 6 of the South African Constitution of 1996. To fully elicit the use of African languages in the traditional courts of Luyengweni this study employed an exploratory qualitative research design method. This research method allows for data to be collected from the participants using semi-structured interviews, observation and other qualitative methods of data instrumentation. Relevant community members of Luyengweni such as Chiefs and their councillors, ordinary members of the community and the court secretary were interviewed by the researcher and the data was translated, transcribed and analysed. The thesis made use of a thematic analysis. These themes showed that the use of African languages in traditional courts is still relevant, however, the imbalances of language use in both common and customary law need to be addressed. The study revealed that the traditional courts still serve as law institutions that people trust to bring about justice, therefore language use as one of the pivotal tools in the justice system needs to be considered for effective justice to be carried out. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
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- Date Issued: 2021-10-29
A historical sociolinguistic study on the conceptualisation and application of justice and law kwisizwe samaXhosa as documented in and extracted From SEK Mqhayi And W.W. Gqoba’s selected writings
- Authors: Ntshingana, Sanele
- Date: 2019
- Subjects: Gqoba, William Wellington , Mqhayi, S. E. K. , Xhosa literature -- History and criticism , Law in literature , Justice in literature
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/115339 , vital:34115
- Description: This study seeks to investigate the original meanings contained in lexical terms relating to law (umthetho) and justice (ubulungisa) and their application in the precolonial Xhosa social society as they make appearance in SEK Mqhayi’s novel Ityala lamawele (1914) and WW Gqoba’s Isizwe esinembali, (1873-188/2015). Both of these works were written and initially published at the early point of contact of amaXhosa with the art of writing, and so are set in a ‘traditional’ setting (in the case of Mqhayi) and at early contact with European societies in Eastern Nguni region. This academic endeavour is undertaken by employing critical discourse theoretical framework. The purpose is to investigate the conceptualisation of law and justice amongst amaXhosa, and the extent to which this conceptualisation reflects the philosophical worldview of amaXhosa, as embedded in their language. The paper makes inferences about conceptualisation of law and justice in precolonial Xhosa social settings, and offers proposals on what this conceptual understanding could mean if its potential contribution to the contemporary understanding and application of law and justice in South Africa could be tapped into. The motivation for this study emanates from the current intellectual contestations in higher education that today’s curricula present western knowledge systems as universal while marginalising indigenous epistemologies in teaching, learning and research practices. At the centre of these debates is how research, social and scientific thinking in humanities, is profoundly shaped by imported, racist, western “canonical” texts and theories. The arguments presented by various scholars argue that this enterprise firmly roots the collective imagination of students about the past and present in racist Eurocentric schematic frames, thus creating a problem of identity loss, and an intentional distortion of historical truths. The space for knowledge systems and experiences reflecting African memory and imagination is not only neglected, but distorted too. In this context, the study seeks to delve deeper into how African languages can be used to reconstruct knowledge systems that reflect African ways of understanding society as part of creating a curriculum that depicts “multiversal” ways of knowing (Tisani 2000; Santos, 2014). This study makes several findings, chief amongst which is that the legal and justice systems of the precolonial Xhosa society was both corrective as opposed to today’s punitive court system that South Africa inherited, largely from the West. It seeks to prove that AmaXhosa’s precolonial legal and justice system was focused more on reintegrating the offender back into society. The study further will show how the precolonial amaXhosa justice system was embedded in the concepts of ubulungisa (correct and re-intergrate) and isohlwayo (that which brings one to basics). Through discourse analysis of the early literary isiXhosa texts, the thesis discovers that the application of ubulungisa amongst amaXhosa back then was consistent with the philosophies embedded in the concepts. By exposing the collaboration networks between the white missionaries and the colonial administrators of the nineteenth century, the thesis will show how conspiracies were directed at erasing and displacing these indigenous epistemologies and to replacing them with colonial memories. To this end, missionary accounts, explorer diary entries and reports and early lexicographic material were produced and archived. Furthermore, this study makes a proposition that early written Xhosa texts be entrenched in the today’s curricula in order inform the process of making sense of the social experiences and knowledge systems of the indigenous people of South Africa, from the precolonial-past to the present. Throughout the study, the thesis presents a proposition these early Xhosa texts be studied in relation to their intellectual contributions. This, it is hoped, will boldly challenge the canonised knowledge and racist assumptions about the African knowledge systems and experiences.
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- Date Issued: 2019
Making South African tertiary education multilingual: the implementation, monitoring and evaluation of SANTED Multilingualism Projects 2007 – 2010
- Authors: Nosilela, Bulelwa
- Date: 2020
- Subjects: South Africa-Norway Tertiary Education Development Programme , Language policy -- South Africa , Multilingual education -- South Africa , Language and education -- South Africa , Education, Higher -- Social aspects -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PHD
- Identifier: http://hdl.handle.net/10962/140513 , vital:37895
- Description: This thesis focuses on multilingualism as it applies to education, particularly higher education in South Africa. The thesis suggests that language must be seen as critical in education (Obanya, 2004; Wolff, 2006). This thesis also suggests that there is a link between a person’s general competence in an educational environment, and that person’s language competence. In support of other scholars, this thesis also finds that learners from low social classes in society have a restricted linguistic code and therefore the learners from these social classes lack the ability to express themselves in an elaborative manner in a cognitive situation while learners from upper social class have an elaborate linguistic repertoire in the language of instruction, namely English. Even though general policy in South Africa and Africa as a whole recognises this relationship between language and education, this thesis finds that very little is being done to implement these well-meaning policies. The SANTED (South Africa-Norway-Tertiary-Education) programme, which forms the focus of this thesis, is seen as an exception. While there is an increase in the number of learners and students accessing centres of learning, especially those from historically-disadvantaged backgrounds (CHE Higher Education Monitor, 2008), there is at the same time rigorous debate in South Africa at the moment as to whether these learners and students benefit optimally from knowledge offered in centres of learning, and are therefore, not accomplishing success expected from them (Boughey, 2008). This thesis suggests that at the centre of this debate is the understanding that, while there are a variety of factors that might affect their success, for example social and economic status, schooling background in case of students in higher education, language plays a pivotal role. This thesis analyses the challenges and successes which faced the SANTED programme at a number of South African institutions where language issues were brought to the centre of the learning process. The thesis also assesses best practices in various African countries and makes recommendations regarding language-use in Higher Education, as part of a transformationprocess. The collaboration between the South African and Norwegian governments provided impetus to policy implementation. It also had other focus areas such as capacity building, access, success and retention and collaboration with Southern African Developing Countries (SADC). This thesis shows, through a critical analysis of SANTED, that it represented an important intervention regarding the promotion of multilingualism.
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- Date Issued: 2020
The views and opinions of Rhodes University lecturers towards isiXhosa as a language of learning and teaching (LOLT) in higher education
- Authors: Nkunzi, Zintle
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424963 , vital:72197
- Description: This research sought to investigate how African languages function as a communicative tool in a university where English is the medium of instruction. The study's purpose is to provide a systematic review of research that has been carried out on language attitudes towards isiXhosa as a language of learning and teaching (LoLT) in higher education. The study reveals that South African higher education institutions such as Rhodes University mostly use English as the LoLT- a language which for most lecturers is not their first/home language but helps ease communication in a multilingual community. Rhodes University is characterised by multilingualism because the university community is made up of diversity in culture, language, and educational background of the people. Previously explored language attitude studies are based on students’ views and this study investigated RU lecturer views and opinions towards isiXhosa as a LoLT. The study focused on the importance and the need (if any) of isiXhosa in a multilingual higher education institution. The study reveal that language barriers are one of the difficulties, but academic cultural differences seem to play a crucial role that can impact on the learning and teaching outcomes. This can lead to negative experiences and the forming of stereotypical views. These views include how lecturers are and should be trained to teach mathematics, science, and academic studies in African languages. The SA higher education practices and language use (i.e., monolingual language policy) are one of the reasons that the implementation of indigenous languages in education policies in SA is fraught with difficulties due to several factors. Amongst the factors is the fact that indigenous languages are not yet fully developed as academic languages. The study further reveals that lecturers find it difficult to teach mathematical studies in isiXhosa because of lack of terminology in the language for academic purposes particularly at a tertiary level. Furthermore, existing literature highlights the importance of the use of code-switching which is a beneficial practice for lecturers in assisting their students who struggle with English as a LoLT at RU. The lecturer views towards isiXhosa as a LoLT at RU is not only on language barrier but also about the lack of development in the language use in spaces where only English is believed to be the best such as language for academics. The study also reveals an integration of Information Communication Technology in education and how language appears as a barrier. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2023
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- Date Issued: 2023-10-13
An investigation of language choice on Twitter: the case of isiXhosa-speaking users and the o jewa ke eng? Trend
- Authors: Nkunzi, Zindzi
- Date: 2022-10-14
- Subjects: Twitter , Social media South Africa , Social media and society South Africa , Xhosa language Usage , Mass media and language South Africa , Language choice , Language shift , Language attitude
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406331 , vital:70259
- Description: The study critically examines and discusses language choice on twitter, a social media platform that has a vast number of people from different language groups. This diverse platform allows people to tweet, communicate, and share information online. There are tweets that trend and attract more engagement across different language groups. O jewa ke eng? which translates to ‘what’s bothering you?’ is one of those tweets, and it is communicated in Sesotho. (More discussion about the tweet in the introduction section that follows). According to Eisenstein, O’ Connor, Smith & Xing (2010) & Eisenstein (2016), “the popularity and ubiquity of social media allows access to a wide variety of spontaneous language enabling researchers to study language variation across space and time at large scale”, (Preotiuc-Pietro & Ungar, 2018: 1534). The introduction to the internet and socially mediated platforms such as Twitter and others has changed how information is produced and consumed. Social media allow people to communicate and engage in languages they are comfortable and familiar with. The study discusses language choice at three levels: language choice between isiXhosa verses English; isiXhosa verses other African languages and isiXhosa verses other varieties. The study is pursued with the overarching aim to investigate the possibility of African languages such as isiXhosa being used as dominant languages on social media. Thus, the study explores language use by isiXhosa speaking users on twitter that engaged with the tweet. Moreover, the study investigated why they choose to use one language over the other or multiple languages. To give a broader perspective on the study, language choice, language shift and language attitude are discussed and critically evaluated. Theoretically, the concept of code-switching and code-mixing is used when looking at bilingualism and multilingualism. It is imperative to look at multilingualism because the prevalent use of English is no longer a barrier to communication, social media platforms have created a space where African language users are able to engage in their native languages. Moreover, the study explores the use of standard and non-standard isiXhosa languages. There are varieties of languages such as tsotsitaal, slang and others, and these language varieties are not recognised as standard, used in educational settings and so on. In doing so, language attitude is used as the concept to investigate what propels isiXhosa users to or not to use these language varieties in the online communities. The study is explored with the aim to investigate whether social media either grows and preserves African languages online or these platforms are detrimental to these languages, as the language utilised on them is casual and vague, in terms of both spoken and written speech. , Olu phando luvavanya kwaye luxoxa nzulu ngokhetho lolwimi kuTwitter, ikhasi lonxibelelwano elinenani elikhulu labantu abavela kumaqela eelwimi ezahlukeneyo. Eli khasi labantu abohlukeneyo libavumela ukuba babhale, banxibelelane, kwaye babelane ngolwazi kwi-intanethi. Kukho ii-tweets (imibhalwana emifutshane) ezihamba phambili kwaye zitsala uthethathethwano phakathi kumaqela eelwimi ezahlukeneyo. O jewa ke eng? ethetha ukuthi, ‘ukhathazwa yintoni?’ yenye yezo tweets (yalo mibhalwana mifutshane), kwaye idluliselwe ngesiSuthu. (Ingxoxo engakumbi malunga ne-tweet (nombhalwana omfutshane) ifumaneka kwicandelo lentshayelelo elilandelayo). Ngokutsho kukaEisenstein, O’ Connor, Smith & Xing (2010) kunye noEisenstein (2016), “ukuduma kunye nobuninzi beendaba zoluntu kubangela ezo ndaba ukuba zinwenwele kwiindidi ezininzi zeelwimi nezivumela abaphandi ukuba bafunde ngokwahlukana kolwimi kwindawo kunye nexesha…”, (Preotiuc-Pietro & Ungar, 2008: 1534). Ulwaziso kwi-intanethi kunye namakhasi onxibelelwano oluntu afana ne-Twitter kunye namanye, luyitshintshile indlela ulwazi oluveliswa ngayo kunye nendlela olusetyenziswa ngayo. Amakhasi onxibelelwano oluntu avumela abantu ukuba banxibelelane kwaye bazibandakanye ngeelwimi abakhululekileyo ukuzisebenzisa nabaqhelene nazo Olu phando luxoxa ngokukhethwa kolwimi kumanqanaba amathathu: ukukhethwa kolwimi phakathi kwesiXhosa kunye nesiNgesi, isiXhosa kunye nezinye iilwimi ziseNtu, kwakunye nesiXhosa kunye nezinye iindidi zolwimi. Olu phando luqhutywa ngeyona njongo iphambili yokuphanda ukuba ngaba iilwimi zesiNtu ezifana nesiXhosa zingasetyenziswa njengeelwimi eziphambili kamakhasi onxibelelwano na. Kungoko, uphando luphonononga ukusetyenziswa kolwimi ngabo bantetho isisiXhosa kuTwitter abanxibelelana ne-tweet (nombhalo omfutshane). Olu phando, lukwaphanda ukuba kutheni bekhetha ukusebenzisa ulwimi oluthile kunolunye okanye iilwimi ezininzi. Ukunika umbono ngokuthe gabalala ngolu phando, ukukhethwa kolwimi, utshintsho lolwimi, kunye nesimo sengqondo solwimi ziyaxoxwa kwaye zihlolwa ngokunzulu. Ngokwethiyori, ingqikelelo yokutshintshatshintsha iilwimi kunye nokuxuba iilwimi (ukusebenzisa iilwimi ezahlukeneyo kumgca okanye umbhalo omnye) ziyasetyenziswa xa kujongwa ukusetyenziswa kweelwimi ezimbini kunye neelwimi ezininzi. Kunyanzelekile ukuba kujongwe ukusetyenziswa kweelwimi ezininzi kuba ukuxhaphaka kokusetyenziswa kwesiNgesi akusengomqobo kunxibelelwano, amakhasi onxibelelwano (amaqonga osasazo) oluntu avule indawo apho abasebenzisi beelwimi zesiNtu bakwaziyo ukuthetha ngeelwimi zabo zomthonyama. Ngaphezu koko, olu phando luphonononga ukusetyenziswa kweelwimi zesiXhosa ezisemgangathweni nezingekho mgangathweni. Kukho iintlobo ngeentlobo zeelwimi ezifana neTsotsitaal, ulwimi lwe-slang nezinye, kwaye ezi ntlobo zeelwimi aziqatshelwa njengeelwimi ezisemgangathweni, ezisetyenziswa kumajelo emfundo njalo njalo. Ngokwenza oko, isimo sengqondo solwimi sisetyenziswa njengengcamango yokuphanda ukuba yintoni eyenza abasebenzisi besiXhosa basebenzise okanye bangasebenzisi ezi ntlobo zeelwimi kwi-intanethi. Olu phononongo luphononongwa ngeenjongo zokuphanda apho amaqonga onxibelelwano akhula kwaye agcine khona iilwimi zesiNtu kwi-intanethi okanye lamaqonga onxibelelwano abubungozi kwezilwimi, njengoko ulwimi olusetyenziswa kula maqonga luqhelekile kwaye alucacanga, ngokwentetho ethethwayo nebhaliweyo. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2022
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- Date Issued: 2022-10-14
Chaos!
- Authors: Ngwenya, Thembalethu Sabrina
- Date: 2022-10-14
- Subjects: Creative writing (Higher education) South Africa , Diaries -- Authorship , Books Reviews , South African prose literature (English) 21st century , South African fiction (English) 21st century
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406298 , vital:70256
- Description: Chaos! is a combination of short prose forms in fragments that tackles difficult topics such as troubled marriages, child molestation, rape, infidelity and abuse in every way, whether it is mental, emotional or physical. The stories contain a lot of horrific and violent acts that, often times in this day and age, happen behind closed doors or sometimes even openly, yet not a lot of people are ready to talk about these topics. In my thesis, I go into the minds of those that are abusive and those that are on the receiving end of abuse. In doing so, I aim to explore all the dynamics of abuse. Abusers, as I have portrayed in my thesis, tend to have a deranged sense of reasoning in performing abusive acts and one thing that is important to note is that, more than likely, in their own heads and according to their own reasoning, the behaviour that they act on is very much rational and reasonable. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2022
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- Date Issued: 2022-10-14