Department of African Language Studies

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Principles of form-focused tasks for Xhosa second language at tertiary level
(University of the Western Cape, 1997) Van Huyssteen, A; Visser, M
This study explores the principles of form-focused tasks for Xhosa second language at tertiary level. The latest developments in second language acquisition and in pedagogy are reviewed. The study field of second language acquisition developed from within the confines of applied linguistics as the result of a search for more effective language teaching methodology. While acknowledging the fact that Universal Grammar plays a role in the acquisition of both a first and a second language, there is general agreement that there is a difference between the two processes. A prominent issue in current second language acquisition research is the degree of access that a learner has to Universal Grammar in the acquisition of a second language. Some salient features of Universal Grammar such as principles and parameter settings, markedness, transfer and fossilization are explored in this study. Different syllabus types are reviewed. Task-based syllabus types are described as a suitable syllabus type for the current paradigm. Input enhancement in terms of a focus on form is suggested as a way to achieve effective second language learning and teaching. Ways to adapt study materials according to the requirements of a task-based approach are explored.
The orality - literacy debate with special reference to selected work of S.E.K. Mqhayi
(University of the Western Cape, 2004) Mpolweni, Nosisi Lynette; Neethling, S.J; Dept. of Xhosa; Faculty of Arts
The focus of this thesis is on Xhosa oral and written poetry. The discussion in the thesis is based on the information from existing literature, the responses from the questionnaires and the interviews with some Xhosa iimbongi (person who sings praises) who have reflected on their personal experiences. In addition to this, S.E.K. Mqhayi is at the centre of discussion because as a prominent Xhosa imbongi he features in both the oral and the written world.
Face-work and identities in a discussion about xenophobia
(University of the Western Cape, 2011) Anyona, Ondigi Evans; Bock, Zannie
International students arriving at the University of the Western Cape (UWC) from other African countries find themselves in a position of having to negotiate their identities and positions with their South African counterparts. The local students too are faced with the prospect of doing the same since they have to coexist with the former. This study aims to investigate how, in a discussion about xenophobia, a selection of UWC students perform face-work and negotiate or construct their identities as well as those of their coparticipants and position themselves in relation to each other. I was interested in exploring how the participants, who were representative of the two groups that clashed in the xenophobic attacks of 2008, would engage with each other while discussing this sensitive topic.The data was gathered during an open-ended discussion among four UWC postgraduate students in a casual, relaxed setting (my room on campus). The transcribed data was then analyzed using a combination of theoretical frameworks from Systemic Functional Linguistics (SFL) and Discourse Analysis. In particular, the SFL theory of modality(Halliday 1994) and Engagement (Martin and White 2005) and Goffman�s (1999[1967]) notion of face were used as tools of analysis.The analysis reveals that participants use a variety of linguistic choices and discourse strategies to maintain face during the discussion of this sensitive topic of xenophobia. The participants make an effort to take care of each other�s face (desires to be appreciated and left free of any imposition) and keep conflicts to a minimum even when they at times disagree and give incriminatory information about each other. It also reveals that the participants, in addition to maintaining face, also construct and negotiate identities which in turn help build in-group solidarity and provide a sense of belonging to them.
The use of proverbial names among the Xhosa society: socio-cultural approach
(University of Western Cape, 2014) Simelane-Kalumba, Phumzile Innocentia; Mabeqa, Thokozile V.
IsiXhosa is one of the Nguni languages. It falls under the Bantu Languages and is spoken mainly by people living in the South Eastern and Western regions of South Africa. Traditionally, language symbols were frequently used by the Xhosa people to shape their culture as well as to instil values that were highly regarded in their society, such as ubuntu (humanity). Their oral traditions were passed on from generation to generation ? through narratives, proverbs, idioms, riddles, songs and praise poems. The elders would name their children using phrases from oral expressions and by doing so, help in the preservation of societal norms and values. IsiXhosa names that are taken from all forms of oral literature are known as proverbial names. During the colonisation of South Africa, the arrival of European settlers with different culture and values rapidly overhauled the Xhosa society and their customs. Given that certain, if not all oral traditions, including that of the traditional naming system, did not meet the approval of the new masters, a new naming system was imposed on the population. However, the end of the apartheid regime in the 1990�s ushered in a new era of indigenous cultural revival and in particular a trend to revert back to traditional isiXhosa naming practices. Conversely, most proverbial names have overtime been detached from the original oral literature and do not necessarily convey the original meaning or message. Therefore, this study undertakes to explore the meanings of isiXhosa proverbial names in relation to isiXhosa culture. It also provides a deeper insight into the origin and conceptualisation of isiXhosa names in relation to isiXhosa traditional oral literature, namely proverbs, idioms, riddles and poetry. A review of historic data related to the subject and a survey was conducted with adult isiXhosa speakers to ascertain whether the meanings of proverbial names are transparent to them. The study shows how naming practices played an important and defining part in the oral history of the Xhosa people. It also served as a system to record the events that happened around the time of birth. The comparison of results from the desk study and the respondents� interpretations revealed that the meanings of names from oral traditions are inseparable from a socio-cultural matrix.
Translating diabetes brochures: Challenges encountered
(University of Western Cape, 2017) Javu, Mirranda Thobela; Mabeqa, Thokozile
The aim of this study was to develop isiXhosa terminology for diabetes brochures written in English or in medical terms, to enable diabetes patients to access information on their disease. Lefevere (1992a: xi) describes translation as �rewriting of an original text�. This study re-evaluated Lefevere's concept of translation by examining English brochures and translating them into isiXhosa brochures. In order to demonstrate how the translator of the English brochures transported the source text messages to the target language, literature was reviewed. Translation theories or approaches are discussed to assess their impact on the researcher�s attempt in translating diabetes brochures into isiXhosa. Data was collected through questionnaires and interviews, and analysed to assess and answer the problem statement and hypothesis posed by the researcher that there will always be a high death rate of people with diabetes in South Africa, due to a lack of access to materials translated into indigenous languages on how to manage the disease. Since the available information is written in English or medical terms, it is difficult to reach a large sector of people who cannot read, write and/or speak English. Also, diabetes patients who speak the isiXhosa language lack knowledge on diabetes because they do not have access to information written in isiXhosa, or there is no written information at all. The study also aimed to translate English terminology including signs and symptoms, and causes and management of diabetes as these are crucial elements to be understood by diabetes patients in order to monitor their health. Furthermore, the researcher is of opinion that isiXhosa-speaking diabetes patients will be at less risk of dying if they are well informed by means of information in their mother tongue. Language is the soul of people. Without access to information, people are left in the dark and are prone to danger. On this backdrop the research was focused on translating diabetes brochures as a means of disseminating information to diabetes patients whose language is isiXhosa. Challenges encountered during the translation process are highlighted.
The accuracy and equivalence of translated news from English to isiXhosa
(University of Western Cape, 2019) Mankayi, Mthobeli Emmanuel Siwaphiwe; Mletshe, L.K
This study evaluates the accuracy and equivalence of translated news from English to isiXhosa version in four community radio stations, two from the Western Cape and two from the Eastern Cape. Community radio stations source their local news through interviews and eye witness accounts. They get other news-worthy stories through media releases from Government Communication and Information System (GCIS), Police stations, Municipalities, Royal houses and from the office of the president. Most of the time, media releases are written in English and they have to be translated into isiXhosa as they use a high percentage of isiXhosa as a medium of their broadcasting.
MTHOBELI EMMANUEL SIWAPHIWE MANKAYI
(2019)
This study evaluates the accuracy and equivalence of translated news from English to isiXhosa version in four community radio stations, two from the Western Cape and two from the Eastern Cape. Community radio stations source their local news through interviews and eye witness accounts. They get other news-worthy stories through media releases from Government Communication and Information System (GCIS), Police stations, Municipalities, Royal houses and from the office of the president. Most of the time, media releases are written in English and they have to be translated into isiXhosa as they use a high percentage of isiXhosa as a medium of their broadcasting. The equivalence of translated news then depends on the translation to be produced by the journalist and news writers. Some journalists have a better understanding of one language. News that is disseminated on national and community radio stations in various languages seem to project different information for a single newsworthy story to listeners as a result of the inaccuracies and non-equivalence of translated news versions. This research seeks to evaluate the accuracy and equivalence of translated news versions from the source language (English) to the target language (isiXhosa) in community radios. It will describe and provide analyses of the strategies and methods of translation used in the translated version of the news bulletins. The analysis is based on the translation methods and theories of Jean-Paul Vinay and Jean Darbelnet (1995). Deducing from the research findings, it is clear that the news that was translated from the four community radios were not accurate and equivalent. This gives answers to research question 1 which asks how accurate and equivalent are the translated news from English into isiXhosa. The research findings have concurred with the research objectives and the recommendation has alluded to that, the researcher then concludes this study by stating the importance of accuracy and equivalence in translated news.
Relevance of the custom of �Ukuthwala� in modern Xhosa society
(University of Western Cape, 2019) Mhlauli, Bongeka; Mletshe, L .K.
The study argues that ukuthwala is an old cultural practice that had been practised in the past by Xhosa people and other tribes. Ukuthwala traditionally does not involve rape, force and underage girls. The media revealed misuse of the ukuthwala practice by men and what these men are doing is purely crime. Ukuthwala is a cultural practise that was used to abduct girls into marriage with the consent of the girl and the parents. In this case the cultural practice of ukuthwala is deemed as one of the factors preventing progress while oppressing the women and children involved as media and government have reported that ukuthwala has markedly resurged in an insidious form that is exploitative and violent (Karimakwenda,2005:340).
Umba wongqamano-ngqo kuguqulo-lwimi kwiincwadi zikaSindiwe Magona: �Kubantwana Babantwana Bam� kwakunye no- �To My Children�s Children�.
(University of Western Cape, 2020) Mxunyelwa, Dalutando Maxwell; Mokapela, S
Uguqulo-lwimi lwalungathathelwa ngqalelo kakhulu kuba lwalusetyenziselwa ukufezekisa iinjongo ezithile kuba ubani lowo ezazi iilwimi ezo. Injongo yayikukugqithisa umyalezo wombhalo wolwimi oluguqulwayo/ lwemveli. Ungothuki, mfundi xa kusetyenziswe elinye igama, umzekelo umbhalo wolwimi oluguqulwayo sizakuthi yi-ST, gama elo elisukela kushunqulelo lwesiNgesi u-Source Text. Wona umbhalo wolwimi ekuguqulelwa kulo/ekubhekiswa kulo yi-TT, osukela kushunqulelo lwesiNgesi u-Target Text. Izifundo zoguqulo-lwimi zikhule ngokumandla kwaye zinike umdla omkhulu kwiingcali. Phakathi kwezinye iingcali kungabalulwa uVermeer (1989) oweza nethiyori ekuthiwa siSkoposi. UVermeer ungomnye phakathi kwezinye iingcali ezathatha uguqulo-lwimi njengomsebenzi (function). Uthi, umsebenzi ngamnye uphenjelelwa yinjongo. Kulapho ezinye iingcali zathathela khona ziveza iziseko ezisemthethweni zoguqulo-lwimi ngokomsebenzi.
Izakhono zolwimi zeembongi zomthonyama esixhoseni
(University of the Western Cape, 2021) Xakatha, Bonke; Mletshe, L.K.
Olu phando lwahlula-hlulwe lwanezahluko ezintandathu. Zonke ezi zahluko ziqulathe okubalulekileyo malunga nokuveza izakhono zolwimi zeembongi zomthonyama esiXhoseni. Isahluko sokuqala siqulathe intshayelelo, iinjongo zophando, intsusa-mabandla kwakunye nenkqubo oluza kuqhuba ngayo uphando equka umda kwakunye nendlela oluhlelwe ngayo. Isahluko sesibini sigxile kwiingcingane zobugcisa (ithiyori) ezintathu ezisetyenzisiweyo ezithi zincedise ukuxhasa kwanokuveza eyona mvelaphi yophando. Oku kuthi kudandalaziswe elubala ngokunika iingqwalasela kuluncwadi olukhoyo olumalunga neembongi zomthonyama ngokuthe gabalala. Isahluko sesithathu sinika engqwalasela ngokukhethekileyo kwimibongo emihlanu engabantu, apho kubo bambi bazinkokheli zopolitiko. Umbongo ngamnye uvelelwa intsusa-mabandla yawo kwanamabakala awo kuze kulandele uhlalutyo. Kwakuso esi sahluko kuthi kunikwe inkcazelo malunga nezixhobo okanye izangotshe zolwimi ezithile ezithi zifumaneke kuhlalutyo. Isahluko sesine sigxile kwimibongo emihlanu engendalo engengobantu, umzekelo; imilambo, ilanga, njalo-njalo. Nakuso esi isahluko kuqala kunikwe ingqwalasela kwimvelaphi okanye intsusa-mabandla yombongo ngamnye kuze kulandele amabakala ombongo kwakunye nohlalutyo. Kwesesihlanu isahluko kukwa landelwe le nkqubo yezinye izahluko, kodwa kuyo kungxilwe kwimibongo emihlanu engemiba yabantu ekuhlaleni. Isahluko sesithandathu luqukumbelo, kuze emva kwalo kulandele imithombo yolwazi kwakunye nemibongo yonke ihlalutyiweyo kuphando Iimbongi zomthonyama zibonakala zinesakhono esikhethekileyo sokusebenzisa ulwimi lwesiXhosa. Olu phando lujolise ekuvezeni nzulu ezo zakhono zolwimi zifumana zisetyenziswa zimbongi zomthonyama.
Uphengululo lwesemantiki yezenzi zonxibelelwano esiXhoseni
(University of the Western Cape, 2022) Qinisile, Aphiwe; Mletshe, Loyiso
Injongo zolu phando kukuphonononga izenzi zonxibelelwano esiXhoseni. Impawu zezenzi esiXhoseni ziza kuphononongwa malunga nobume bolwakhiwo lwe-adyumenti (ARGSTR) ubume bolwakhiwo lwekhwaliya (QUALISTR) kunye nobume bolwakhiwo lwesiganeko (EVENTSTR) esiXhoseni. Izenzi zonxibelelwano ziphandwe kusetyenziswa izixhobo zengcingane evelisayo yelekhisikhoni yegama ngokukaPustejovsky (1996). Kulwimi isiXhosa lukhona uphando kwizenzi kodwa lwenziwe kwizenzi ngokubanzi alugxilanga kuhlobo oluthile lwezenzi.
A critical analysis of three selected themes in the isixhosa literary text: ngenxa yesithembiso
(University of the Western Cape, 2023) Diko, Thina; Kaschula, Russell
This study chooses to be contemporary and relevant by systemaically, and carefully locating pertinent themes from a selected isiXhosa text titled Ngenxa Yesithembiso. In so doing, themes of corruption and money laundering, drug abuse and Gender- Based Violence (GBV) are the points of departure for this study. The process that is followed rests on the fact that South Africa is engulfed by many challenges and as such, isiXhosa literary texts ought to be regarded and accepted as ones that may potentially contribute to the process of addressing many South African challenges. The motive behind this study is presented, and the problematised phenomenon is argued for. Qualitative research methodology, alongside critical theory, is employed to advance the debates of this study. This is because isiXhosa literature fits within the arena of academic inquiry and therefore, it is prudent that a systemic technique and approach is utilised. Subsequently, the structure of the whole study is presented through a chapter outline. The reference list is available to ensure that the research ethics and the integrity of the university are met.
A critical study of the use of loan words in Sesotho translations: a case study of Mangaung region
(University of the Western Cape, 2024) Molatou, Ishmael Thabang; Mokapela, Sebolelo
It has been observed that most of Sesotho translations comprise of loan words since there are not enough Sesotho equivalents when it comes to translating some from English into Sesotho. This issue is seen on how Sesotho speakers who make use of the Sesotho translations use these loan words in their vocabularies as well as in their everyday communication. It is this realization that prompted the research on how loan words impact the Sesotho translations in various socio-cultural settings in Mangaung, a region in the Free State Province. The study is therefore aimed at investigating how loan words impact Sesotho translations in various socio-cultural settings and to determine the effect these loan words have on the development of what is deemed pure Sesotho as well as on the Sesotho speaking community. Consequently, the study posed three research questions: (1) What influence does loan words have on the Sesotho speakers (the inter-generational speakers of Sesotho aged between 18 years to above 65 years) within the region of Mangaung? (2) How loan words in Sesotho translations affect the socio-cultural settings of Mangaung? (3) What are the advantages and disadvantages of using these loan words within the Basotho linguistic community? The study employed a qualitative method research approach to gain an understanding of the language practitioners’ choices as well as perceptions of the language users on the use of loan words. The sample of this study is fourteen (14) Sesotho translators from various language practice fields, thirty (30) Sesotho students with a focus group of ten (10) students who are studying Language Practice and Media Studies at one higher education institution in the Free State Province and nine (9) general Sesotho speakers. Ethnographic tools such as interviews and questionnaires were used to gain an understanding on the choice to use borrowed words.
Exploring a Common Learning, Teaching and Assessment Framework for isiNguni Languages in South Africa
(University of the Western Cape, 2024) Dhlamini Sunrise Mbali
The study aimed to explore the possibility of establishing a Common Learning, Teaching and Assessment Framework (CLTAF) for the South African isiNguni languages, viz. isiNdebele, isiXhosa, isiZulu and siSwati. In order to meet this primary aim of the study, a number of objectives had to be attained. Firstly, some linguistic similarities, discrepancies and complexities based on recently published terminology documents were compared between the official isiNguni languages. Secondly, academic staff who authorised the admission criteria to isiNguni language modules at selected institutions of higher education in South Africa were interviewed. Furthermore, the interviewees’ insights on the languages and language varieties they deemed acceptable in their own isiNguni language classrooms were solicited. Moreover, the curricula of the isiNguni languages at these institutions of higher education in South Africa were also analysed. Finally, a comparative analysis of the learning, teaching and assessment material of these languages offered as first and second languages was also conducted. The qualitative research approach was followed, employing an interview schedule and document analysis as data collection instruments. The study employed an eclectic approach, which means that it drew on knowledge from various theoretical frameworks, namely, The Ubuntu Translanguaging Framework, The Communication Accommodation Theory, as well as The Linguistic Interdependence and the Educational Development of Bilingual Children Theory. The document analysis results revealed that although some differences exist between the official South African isiNguni languages, these languages continue to share incalculable linguistic similarities. The interview findings, as well as the curricula of the explored isiNguni languages, illuminated that the grade 12 certificate was used as the only admission criterion to isiNguni language modules at institutions of higher education where data for the study were gathered. The usage of the grade 12 certificate as the sole determinant for student admission in this regard was discovered to be faulty, as it viewed language proficiency from the blanket approach of the Department of Basic Education. It was deduced from the results that the Home Language and the First Additional Language one-size-fits-all method to benchmark language proficiency in South Africa was discriminative, restrictive, promulgated issues of nationalism and posed negative consequences to the promotion of multilingualism to such a diverse country that boasts 12 official languages. The study suggests the CLTAF for the South African isiNguni languages as an instrument that would address language proficiency in a personalised liberal approach at a national level. This would encourage and nurture social cohesion and foster language inclusivity at institutions of higher education in South Africa regardless of geographic locality, and irrespective of the HLs that were studied by the prospective students in grade 12. The CLTAF could also be adopted to provide a descriptive profile of a candidate’s language proficiency for personal and for professional purposes. Keywords: isiNguni languages, learning and teaching; language assessment; language proficiency; language framework, multilingualism; translanguaging; cognates; curriculum development; comparative historical linguistics.
A task-based approach for isixhosa syllbus design for health sciences: a step towards building a model Guideline
(University of the Western Cape, 2024) Tyam Nolubabalo
Teaching materials have a considerable impact on what teachers and how the teach it Cunningsworth (1995:7). While there is no one agreed upon procedure for evaluating coursebooks, evaluation aids teachers in understanding their underlying crucial importance meeting course objectives. to help teachers design relevant and efficient course contents for their students. The planning of medical courses and syllabus design is often taken for granted in second language teaching. Many institutions offer isiXhosa to the medical student’s syllabus in the form of coursebooks or course manuals, or teachers are provided with a list of topics to develop their own materials based on the given topics. Quality of language teaching and efficient learning by the students are much influenced by effective materials. The integration of indigenous languages into health sciences education is crucial for enhancing communication and understanding in diverse communities. This paper presents a task-based approach to designing an isiXhosa syllabus tailored specifically for health sciences. The objective is to create a comprehensive model guideline that facilitates effective learning and application of the isiXhosa language within the context of healthcare. This study aims to address the gap in existing syllabi by proposing a task-based framework that prioritizes practical language use in health-related scenarios. The research employs qualitative methods, including isiXhosa coursebooks for UCT Health Science and educators, as well as analysis of the current syllabi. The data collected will inform the development of specific tasks that reflect real-life interactions between providers and patients. The purpose of this study will be then, will look at full review of isiXhosa materials including design, development, useful methodologies, and evaluation. By making this review is to assist teachers to have a guide in developing future materials. It is hoped that the wide-ranging and workable list of coursebook evaluation criteria developed here will be of use not only for future instructors, but also for those who seek to choose appropriate materials with which to teach their students. By implementing this task-based approach, the study anticipates improved language proficiency among health sciences students, leading to better patient outcomes through enhanced communication skills. Furthermore, this model guideline aims to serve as a reference point for future syllabus designs across various disciplines where isiXhosa languages is essential. This research underscores the importance of integrating indigenous languages into professional training programs. By developing a task-based isiXhosa syllabus for health sciences, we take significant steps toward fostering inclusivity and improving healthcare delivery in isiXhosa contexts. The framework used bridges the fields of L2 learning, L2 teaching, students’ needs, and the field of resource development and evaluation. So that many medical stream teachers who utilize this material can benefit and students can experience a higher level of performance and enjoy the materials creatively.
An evaluation of IsiXhosa home language orthography of grade 12 learners in selected secondary schools
(University of the Western Cape, 2024) Mankayi Mthobeli
This study aims to evaluate isiXhosa Home Language orthography of grade 12 learners in selected Secondary Schools. The role of indigenous languages in South Africa is complex and ambiguous. Their use in education has been governed by legislation, beginning with the Bantu Education Act, 1953.IsiXhosa is an African language spoken in South Africa, mainly in the Eastern Cape, Western Cape, Free State and Northern Cape. Languages evolve and diversify over time, and the history of their evolution can be reconstructed by comparing modern languages to determine which traits their ancestral languages must have had in order for the later developmental stages to occur. To date the language has evolved, but we are currently facing a group of learners that cannot write their mother tongue language, even though they learn it at school and at home where they are speaking the language. A controversial question could be asked if teacher too can write a free-error text? The study employs qualitative research as it is an approach for exploring and understanding the meaning individuals or groups ascribe to a social or human problem. The research sites for this study were 8 selected Secondary Schools from four education districts of the Western Cape Province; two secondary schools were visited from each district; namely Metro East, South, North and Central. I chose to visit these selected secondary schools from these different districts because of different perspectives the researcher poses which includes sociolinguistic factors as these districts varies in terms of demographics information. The researcher notes that in some districts like Metro South and Metro North learners are mixed with other ethnic groups which may lead to a compromising of isiXhosa home language which will reveal the need of evaluating orthography of grade 12 learners. Findings reveal that learners are confronted by challenges like errors and mistakes when they are writing transactional texts. These orthographic errors and mistakes include errors in subject verb-agreement, capitalisation, errors in pronouns, spelling, auxiliary verbs, errors in inflection, errors in colloquialism, errors in deletion of letters, letter mis-selection and errors in sentences. These are the serious violations of isiXhosa standard orthographic rules that need to be curbed. In doing so learners can maintain and improve the learning and teaching of isiXhosa language, so as to preserve the isiXhosa language orthography.
Usungulo lwenkqubo yeziqulatho zevidiyo nemixholo yesifundo seKhemistri ngolwimi lwesiXhosa.
(University of the Western Cape, 2025) Siyatha, Thobinceba
Eyona njongo iphambili yolu phando kukusungulwa kwenkqubo yeziqulatho zesifundo seKhemistri ngolwimi lwesiXhosa. Ekwenzeni njalo, olu phando luzakwenza uguqulolwimi lweziqulatho zevidiyo kwanemixholo yesifundo seKhemistri ukusukela kulwimi lwesiNgesi ukuya kulwimi lwesiXhosa ngeenjongo zokuzenza zifumaneke kubafundi abantetho yabo isisiXhosa, bezifumana ngolwimi lwabo lwemveli. Ngelilungiselela ungqamanongqo (ulingano) kuguqulolwimi, iifankshinalisti ezifana noVemeer (1996) kwingcingane yakhe ye‘Skopos’ ziphakamisa uluvo lokuba, ‘uguqulolwimi ngalunye lunenjongo elifuna ukuyiphumeza, kwaye ngesizathu sokuba iilwimi ezi zinendima ebalulekileyo ezithi ziyidlale kwiinkcubeko zazo, uguqulolwimi kufaneleke ngoko ukuba lubonwe okanye luthathwe njengoku- “tshintshiselana ngeenkcubeko’. Olu phando, ngokukhokelwa sisihloko kwaneenjongo zalo luqhutywe ngokusebenzisa izixhobo eziquka ulwazi olutsha, olube ludliwanondlebe kumakhasi omoya phakathi komphandi kunye neengcali ezingabahlohli kwisiza seKhemistri nesebe leInformation Systems zeYunivesithi yaseNtshona Koloni. Umphandi ngokwakhe, ‘ubesesinye sezixhobo ezibalulekileyo ekucholacholeni ulwazi’, Miles noHuberman (1940: 40). Uphando lusebenzise nolwazi olusele lukhona (uphando lwaseDesikeni). NgokukaSimelane (2014: 29) ulwazi olusele lukhona, ‘lulwazi olusele luqokelelwe lwadityaniswa lwaze lwashicilelwa ngalo naluphi na uhlobobo loncwadi’. Imithombo yolu phando kolu hlobo lolwazi ibe yiManyuwali yesifundo seKhemistri (iKhemistri 114/116), iziqulatho zevidiyo ezingemixholo yesi sifundo sonyaka wokuqala kwiYunivesithi yaseNtshona Koloni, iiJenali kwaneeNcwadi zoguqulolwimi.

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