Language attitudes in Soweto : the place of the indigenous languages
- Authors: Dube, Matilda Mmagauta Rosa
- Date: 2015-09-28
- Subjects: Language and languages , Language and languages - South Africa - Soweto , African languages , African languages - South Africa - Soweto
- Type: Thesis
- Identifier: uj:14188 , http://hdl.handle.net/10210/14631
- Description: M.A. , Language planning in South Africa has been nothing but the Government's policy of separatism. To our knowledge there has never been any consultation between the authorities and.the users of the various languages. The broader community has had no input in planning the languages which affect them directly. It is our attempt then to join the debate about language policy and language planning especially during 1991/1992...
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- Authors: Dube, Matilda Mmagauta Rosa
- Date: 2015-09-28
- Subjects: Language and languages , Language and languages - South Africa - Soweto , African languages , African languages - South Africa - Soweto
- Type: Thesis
- Identifier: uj:14188 , http://hdl.handle.net/10210/14631
- Description: M.A. , Language planning in South Africa has been nothing but the Government's policy of separatism. To our knowledge there has never been any consultation between the authorities and.the users of the various languages. The broader community has had no input in planning the languages which affect them directly. It is our attempt then to join the debate about language policy and language planning especially during 1991/1992...
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Grade Eight African learners' experiences of English as medium of instruction
- Authors: Govender, Kogilammal
- Date: 2012-02-27
- Subjects: Language and languages , Language and education , Second language acquisition
- Type: Thesis
- Identifier: uj:2079 , http://hdl.handle.net/10210/4426
- Description: M.Ed. , This study is concerned with the experiences of Grade Eight African learners attending a school in Lenasia where English is the medium of instruction. Multilingualism is prevalent in the multiracial society in which we live. Since the adoption of the language policy by the new democratic government, South African schools now have the right to choose their language of instruction. The experiences of the Grade Eight African learners and the choice of English as the medium of instruction and the rationale behind this choice was investigated. The increasing number of functions that English plays in our lives, as well as, the role played by, and the importance of, home languages in our lives, were explored. The role that English and home languages play when, or if, used simultaneously to bring about positive changes, was researched. This study was an attempt to ensure that all languages are appreciated for the part they play in our lives., as well as the empowerment they bring about in our culturally different communities. This research design used has its origin in the nature of the research problem "What are the experiences of grade eight African second language learners attending an English medium school in Lenasia?" The research methods chosen for this study emerged from both the research orientation and the aim of the study. This research study discusses the experiences experienced by learners, being taught through the medium of English. Problems which are partially caused by the use of the vernacular is further explored. Insight into how these negative experiences of learners and their low self-esteem could be minimised was investigated, and recommendations were suggested. Learners' perceptions on activities and curriculum, which will assist in the improvement of English, were also determined. The use of home languages and their values in the learners' lives was researched. The role of home languages in the community as well as at school, together with English spoken at home and at school was determined. The programmes and methods, which can be utilised to ensure the proximal use the vernacular and English, were reflected through the approaches suggested by different scholars, and by the literature review. These approaches are explained and discussed to ensure a clear understanding of the research study being investigated.
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- Authors: Govender, Kogilammal
- Date: 2012-02-27
- Subjects: Language and languages , Language and education , Second language acquisition
- Type: Thesis
- Identifier: uj:2079 , http://hdl.handle.net/10210/4426
- Description: M.Ed. , This study is concerned with the experiences of Grade Eight African learners attending a school in Lenasia where English is the medium of instruction. Multilingualism is prevalent in the multiracial society in which we live. Since the adoption of the language policy by the new democratic government, South African schools now have the right to choose their language of instruction. The experiences of the Grade Eight African learners and the choice of English as the medium of instruction and the rationale behind this choice was investigated. The increasing number of functions that English plays in our lives, as well as, the role played by, and the importance of, home languages in our lives, were explored. The role that English and home languages play when, or if, used simultaneously to bring about positive changes, was researched. This study was an attempt to ensure that all languages are appreciated for the part they play in our lives., as well as the empowerment they bring about in our culturally different communities. This research design used has its origin in the nature of the research problem "What are the experiences of grade eight African second language learners attending an English medium school in Lenasia?" The research methods chosen for this study emerged from both the research orientation and the aim of the study. This research study discusses the experiences experienced by learners, being taught through the medium of English. Problems which are partially caused by the use of the vernacular is further explored. Insight into how these negative experiences of learners and their low self-esteem could be minimised was investigated, and recommendations were suggested. Learners' perceptions on activities and curriculum, which will assist in the improvement of English, were also determined. The use of home languages and their values in the learners' lives was researched. The role of home languages in the community as well as at school, together with English spoken at home and at school was determined. The programmes and methods, which can be utilised to ensure the proximal use the vernacular and English, were reflected through the approaches suggested by different scholars, and by the literature review. These approaches are explained and discussed to ensure a clear understanding of the research study being investigated.
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Language, gender and power relations in Swazi national courts: a discourse based analysis
- Dlamini, Lindiwe Nkhosingiphile
- Authors: Dlamini, Lindiwe Nkhosingiphile
- Date: 2011-04-13T08:20:43Z
- Subjects: Critical discourse analysis , Discourse analysis , Language and languages , Sex differences , Sexism , Sex discrimination against women , Courts in Swaziland
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/389842 , uj:7058 , http://hdl.handle.net/10210/3598
- Description: M.A. , This dissertation examines the use of language and its implications on gender relations within the Swazi courts. Starting from the premise that language use is an important guide in understanding gender differences and differences in power between men and women, this dissertation investigates the language used by the different participants in court proceedings of selected court cases, particularly on offences that involve or otherwise touch on assault. The data is based on proceedings in two selected courts, one in Mbabane (an urban court) and the other in Lobamba (a semi urban court). Analysis is strengthened by an array of theories of gender and cultural studies. The major analytical methodology for this study is Critical Discourse Analysis (CDA). The study ultimately locates itself within the line of gender studies on cultural influences, examining how lexical choices in linguistic discourses contribute to sustaining or subverting age-old ideas of manhood versus womanhood in Swaziland. The analysis leads to a conclusion that: (a) Women are viewed as docile and unchanging in terms of their interaction in the society. (b) Within the patriarchal Swazi context, the linguistic expectations of “good women” put them at a disadvantage when communicating with men. (c) Traditionalists have to shift from patriarchal values and integration of the Swazi custom with some of the positive ways in life borrowed from education, Christianity and other modernized institutions. If this is enforced then women would cease to be treated as doormats and marginalised by society. This gender imbalance is revealed in situations of contest. It not only draws on, but also engenders the already existing ideologies of strong and knowledgeable men versus weak and ignorant women, in part by muting the latter. This, in the researcher’s view, is worsened by the fact that such linguistic disempowerment takes place within the structures of the State such as the courts, whose authority can easily be mistaken for that of the men who function within them. Put differently, the connotations of power, authority, coercion and fear within the courts are reinforced when one half of participants are disadvantaged by cultural ideologies such as those of linguistic control.
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- Authors: Dlamini, Lindiwe Nkhosingiphile
- Date: 2011-04-13T08:20:43Z
- Subjects: Critical discourse analysis , Discourse analysis , Language and languages , Sex differences , Sexism , Sex discrimination against women , Courts in Swaziland
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/389842 , uj:7058 , http://hdl.handle.net/10210/3598
- Description: M.A. , This dissertation examines the use of language and its implications on gender relations within the Swazi courts. Starting from the premise that language use is an important guide in understanding gender differences and differences in power between men and women, this dissertation investigates the language used by the different participants in court proceedings of selected court cases, particularly on offences that involve or otherwise touch on assault. The data is based on proceedings in two selected courts, one in Mbabane (an urban court) and the other in Lobamba (a semi urban court). Analysis is strengthened by an array of theories of gender and cultural studies. The major analytical methodology for this study is Critical Discourse Analysis (CDA). The study ultimately locates itself within the line of gender studies on cultural influences, examining how lexical choices in linguistic discourses contribute to sustaining or subverting age-old ideas of manhood versus womanhood in Swaziland. The analysis leads to a conclusion that: (a) Women are viewed as docile and unchanging in terms of their interaction in the society. (b) Within the patriarchal Swazi context, the linguistic expectations of “good women” put them at a disadvantage when communicating with men. (c) Traditionalists have to shift from patriarchal values and integration of the Swazi custom with some of the positive ways in life borrowed from education, Christianity and other modernized institutions. If this is enforced then women would cease to be treated as doormats and marginalised by society. This gender imbalance is revealed in situations of contest. It not only draws on, but also engenders the already existing ideologies of strong and knowledgeable men versus weak and ignorant women, in part by muting the latter. This, in the researcher’s view, is worsened by the fact that such linguistic disempowerment takes place within the structures of the State such as the courts, whose authority can easily be mistaken for that of the men who function within them. Put differently, the connotations of power, authority, coercion and fear within the courts are reinforced when one half of participants are disadvantaged by cultural ideologies such as those of linguistic control.
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The critical language awareness perspective in grade eleven ESL classes in the Goldfields area
- Monareng, Rakwena Reginald Mpho
- Authors: Monareng, Rakwena Reginald Mpho
- Date: 2009-01-08T13:03:11Z
- Subjects: Language awareness , Language and education , Second language acquisition , English language foreign speakers , Language and languages
- Type: Thesis
- Identifier: uj:14752 , http://hdl.handle.net/10210/1832
- Description: D.Litt. et Phil. , This study argues that the Critical Language Awareness Perspective adds an essential dimension to language learning and teaching. It further holds that this dimension brings to consciousness both the learners’ and teachers’ critical awareness of language use. It is this awareness that exposes the non-neutrality of language as a medium of communication. The CLA perspective engages both language learners and teachers in questioning and responding to the common-sense assumptions that are linguistically mediated. It also helps them to critically use language to achieve their own objectives. Three of these could be to use language in order to progress well with their studies, find employment and to change their societal psychic and thinking for the betterment of the general public. In this way the CLA perspective assists in developing responsible citizenry. This study therefore examines whether the Critical Language Awareness Perspective is part of the English Second Language programme in grade eleven ESL classes in the Goldfields area. It begins by examining the literature that indicates that the CLA perspective is a significant component of the any language teaching and learning practice. It then examines the empirical data in order to confirm that the CLA perspective does not form part of ESL teaching and learning practice in the context under investigation. It finally suggests possible solutions that could be adopted to facilitate the incorporation of CLA in the ESL class.
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- Authors: Monareng, Rakwena Reginald Mpho
- Date: 2009-01-08T13:03:11Z
- Subjects: Language awareness , Language and education , Second language acquisition , English language foreign speakers , Language and languages
- Type: Thesis
- Identifier: uj:14752 , http://hdl.handle.net/10210/1832
- Description: D.Litt. et Phil. , This study argues that the Critical Language Awareness Perspective adds an essential dimension to language learning and teaching. It further holds that this dimension brings to consciousness both the learners’ and teachers’ critical awareness of language use. It is this awareness that exposes the non-neutrality of language as a medium of communication. The CLA perspective engages both language learners and teachers in questioning and responding to the common-sense assumptions that are linguistically mediated. It also helps them to critically use language to achieve their own objectives. Three of these could be to use language in order to progress well with their studies, find employment and to change their societal psychic and thinking for the betterment of the general public. In this way the CLA perspective assists in developing responsible citizenry. This study therefore examines whether the Critical Language Awareness Perspective is part of the English Second Language programme in grade eleven ESL classes in the Goldfields area. It begins by examining the literature that indicates that the CLA perspective is a significant component of the any language teaching and learning practice. It then examines the empirical data in order to confirm that the CLA perspective does not form part of ESL teaching and learning practice in the context under investigation. It finally suggests possible solutions that could be adopted to facilitate the incorporation of CLA in the ESL class.
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Die diskrepansie tussen taalbeleid en - praktyk: implikasies van taalhoudings van SAPD-konstabels in Gauteng
- Authors: Vergie, Malvin Patrick
- Date: 2008-07-07T09:10:06Z
- Subjects: Language policy , Language and languages , South African Police Services
- Type: Thesis
- Identifier: uj:10183 , http://hdl.handle.net/10210/755
- Description: The matter of the language policy of the SAPS and the language attitudes of police officials is a topical, but largely unexplored issue. Little progress has been made to address this issue. This thesis investigates language attitudes of SAPS constables and the impact thereof on language planning in the SAPS. This study tests the hypothesis that the absence of a language policy in the SAPS leads to a discrepancy between the constitutional provisions and language practice in the SAPS. Furthermore, this discrepancy has an impact on the language attitudes of constables in the SAPS. This poses challenges for language planning. The main aims of the study are to ascertain the current language practice in the SAPS and to investigate the language attitudes and preferences of constables. The investigation was conducted in accordance with the triangulation method, i.e. conclusions were only drawn after the data presented by the literature study and each of the empirical components were compared and verified by means of, inter alia, statistical methods. The literature review, which is an exposition of the language policy and language practice in both the SAPS and South Africa, provides the theoretical framework for the empirical study. The empirical study includes a questionnaire completed by constables and interviews with constables and other stakeholders at the helm of policy, management and training. Chapter 1 states the background, problem, hypotheses and objectives of the study. A theoretical exposition of language policy, language planning and language attitude is presented in Chapter 2. Chapter 3 contains a description of the language context of the constables with reference to the language policy, trends and practice in South Africa. The discrepancy between language policy and language practice in the SAPS is highlighted in Chapter 4. This entails a discussion on the language policy and practice in the SAPS, the training of the constables, as well as problems resulting from the current language practice in the SAPS. The empirical research design is discussed in Chapter 5. The results of the empirical research are discussed in Chapter 6, and conclusions and recommendations are stated in Chapter 7. The results show that English is the predominant language in the SAPS. The constables have a positive attitude towards English in the SAPS in spite of their poor proficiency in the language. Afrikaans is used in official situations in the SAPS, but the indigenous languages are used mostly in informal situations. The respondents reported a positive attitude towards the indigenous languages. The research also highlights the lack of language training in basic police training as well as in-service training. The use of English and Afrikaans on an interim basis in the absence of an official language policy is a contributing factor to the poor language proficiency of especially constables who are not mother tongue speakers of the languages in question. It is recommended that language training should form part of the basic police training and in-service training. The SAPS should also finalise a language policy which entails the promotion of multilingualism and development of the indigenous languages for official use. , Prof. M. Pienaar Prof. H. Kroes
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- Authors: Vergie, Malvin Patrick
- Date: 2008-07-07T09:10:06Z
- Subjects: Language policy , Language and languages , South African Police Services
- Type: Thesis
- Identifier: uj:10183 , http://hdl.handle.net/10210/755
- Description: The matter of the language policy of the SAPS and the language attitudes of police officials is a topical, but largely unexplored issue. Little progress has been made to address this issue. This thesis investigates language attitudes of SAPS constables and the impact thereof on language planning in the SAPS. This study tests the hypothesis that the absence of a language policy in the SAPS leads to a discrepancy between the constitutional provisions and language practice in the SAPS. Furthermore, this discrepancy has an impact on the language attitudes of constables in the SAPS. This poses challenges for language planning. The main aims of the study are to ascertain the current language practice in the SAPS and to investigate the language attitudes and preferences of constables. The investigation was conducted in accordance with the triangulation method, i.e. conclusions were only drawn after the data presented by the literature study and each of the empirical components were compared and verified by means of, inter alia, statistical methods. The literature review, which is an exposition of the language policy and language practice in both the SAPS and South Africa, provides the theoretical framework for the empirical study. The empirical study includes a questionnaire completed by constables and interviews with constables and other stakeholders at the helm of policy, management and training. Chapter 1 states the background, problem, hypotheses and objectives of the study. A theoretical exposition of language policy, language planning and language attitude is presented in Chapter 2. Chapter 3 contains a description of the language context of the constables with reference to the language policy, trends and practice in South Africa. The discrepancy between language policy and language practice in the SAPS is highlighted in Chapter 4. This entails a discussion on the language policy and practice in the SAPS, the training of the constables, as well as problems resulting from the current language practice in the SAPS. The empirical research design is discussed in Chapter 5. The results of the empirical research are discussed in Chapter 6, and conclusions and recommendations are stated in Chapter 7. The results show that English is the predominant language in the SAPS. The constables have a positive attitude towards English in the SAPS in spite of their poor proficiency in the language. Afrikaans is used in official situations in the SAPS, but the indigenous languages are used mostly in informal situations. The respondents reported a positive attitude towards the indigenous languages. The research also highlights the lack of language training in basic police training as well as in-service training. The use of English and Afrikaans on an interim basis in the absence of an official language policy is a contributing factor to the poor language proficiency of especially constables who are not mother tongue speakers of the languages in question. It is recommended that language training should form part of the basic police training and in-service training. The SAPS should also finalise a language policy which entails the promotion of multilingualism and development of the indigenous languages for official use. , Prof. M. Pienaar Prof. H. Kroes
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