Department of Linguistics, Language and Communication

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Lencwadzi ibhalelwe bantfwana belibanga lesitsatfu Grade Ill lasebakwati kufundza nekubhala
(University of the Western Cape, 1976) Mazibuko, T.; Drennon, Hank
Tsine bantfwana bemaSwati siyahlonipha. Kuhlonipha sikufundziswa emakhaya. Asidzingi kufundziswa kuhlonipba esikolweni. Umntfwana makangahloniphi uyashaywa. Nasihlangana nemuntfu lomdzala endleleni siyaphambuka. Sicolela kuhamba esikhotseni. Siyabese 'siyema. Kuba ngitsi lesibingelelako. Sibingelela ngenhlonipho. Siyayekela futsi. nekudlala. Tsi~e bantfwana asihlali n~bantfu labadzala. Nabakulendlu siyaphuma siye kulenye. Sentela kutsi bacoce kahle _tindzaba tabo. Umntfwana akatilaleli tindzaba tebantfu labadzala. Kunjalo nje bantfwana� abambuki emohlweui.umuntfu lomdzala. Nasikhuluma sibuka phansi. Bantfu labadzala nabahleti phansi asibameli. �sihlala , . . phansi natsi. Kumbe singaguca ngemadvolo. Noma sikhuluma nalabadzala siyaguca. Umuntfu lomdala nakakhaspane make nobe babe. Siya dvutane naye nasifuna khuluma. Sikhulumela phantsi �ngaso sonkhe sikhatsi Nebuso betfu bufanele buhlale bumamatseka. Tsine siyakutsandza kuhlonipha
Say it in Siswati
(University of the Western Cape, 1979) Rycroft, David K; Rycroft, David K
Say it in siSwati is a practical course manual for beginners. It is intended to be used in conjunction with a series of language laboratory tapes, either for individual or group instruction; but could also be used independently, preferably with the aid of a siSwati speaker. The main aim has been to introduce all the principal structures and to present these in terms of familiar objects .and everyday situations as far as possible. Starting from a selected basic vocabulary, the drills concentrate ~~ fitting words together effectively and fluently, and the stock of words is gradually expanded. Appendices provide extra phonological and grammatical information if required, and a repertoire of traditional songs, followed by a glossary. The course represents a revised and expanded version of a siSwati Language Manual �devised in 1972 for teaching British volunteers who were going out to Swaziland to undertake projects for Voluntary Service Overseas., and International Voluntary Service. Grateful acknowledgement is due, particularly, to Mrs. Gladys Mkhonta and Mr. A.B. Ngcobo who gave valuable assistance in the preparation of scripts and drills, and also to Messrs. Titus Ngubeni, Reuben Zondi, Derek Hlanze, Edward Dlamini, Nicholas Dlamini, Reginald Dladla, Clifford Magongo and Miss Jane Maseko, whose voices are recorded on the tapes. fundamentally, preparation of the manual would not have been possible at all without the generosity of the School of Oriental and African Studies, University of London, in sponsoring the necessary linguistic and musical field research.
Die Afrikaans van Kharkams
(University of the Western Cape, 1983) Links, Thomas Hodson; Ponelis, F.A
ln Die Afrikaans van Kharkams word daar in HOOFSTUK I eers 'n uiteensetting gegee van die motivering vir en die aard van die studie. Hierna volg 'n beskrjming van die navorsingsgebied, Kharkams, uit 'n historiese, geografiese en sosiale oogpunt. Omdat die studie 'n dialekmonografie is en die dialektiese aard van Kharkams se taal beskryf word teen die agtergrond van Algemeenbeskaafde Afrikaans, word die begrippe Algemeen-beskaaf en dialek van nader omskryf. HO0FSTUK 2 behandel die fonol ogiese eiesoortigheid van die groep respondente se taalgebruik en al die wisselings by die vokale, diftonge en konsonante word van nader bekyk en toegelig met voorbeelde uit die opnames en optekeninge. T.o.v. somnige fons= logiese eienaardighede van KT word 'n diachroniese aanloop gegee en wat o.a. opval in die opsig is dat baie van die verskynsels baie oud in Afrikaans is en soms 'n vroeEr klankstadium van Afrikaans verteernuoordig. Vgl. monoftongering (3.1.1) en epentese.
Kaapse Afrikaans
(University of the Western Cape, 1983) Klopper, Rembrandt. Marius; Eksteen, L.C.
This study entails an analysis of the inherent grammatical and phonological variation which are characteristic of Cape Afrikaans. On the basis of the inherent variation which is documented in the preliminary part of this study, the relationship between inherent phonological variation and language change is analyzed by means of a deductive validation procedure in the central part of it. In the first ..chapter the epistemological basis of this study is set out, and a review is given of various empirical validation procedures, and criticism of linguistic analysis by means of deductive validation is evaluated. The research methodology, i.e. the field work and quantification techniques for the deductive analysis of Afrikaans� cassette recordings of 139 Cape Afrikaans respondents is documented in chapter two. In the third chapter it is argued that the proposed analysis of inherent linguistic variation and langu�ge change can best be conducted within the framework of the sociocultural context of pragmatic language use rather than within a theory of linguistic competence The fourth chapter commences with a brief review of the various domains of language change and is followed by evidence from a wide variety of languages which suggests that sociocultural factors play a major role during language change. The chapter is concluded with the proposal that language change can best be studied within the framework of linguistic -variation which William Labov pioneered. The fifth chapter consists of a review of phonological, lexical and syntactic variation inherent in cape Afrikaans. The findings of this study are reported in the sixth and final chapter. The study concludes that inherent linguistic variation forms the basis for the sociocultural stratification of Cape Afrikaans and that tt also serves as the mechanism for linguistic change in this variety of Afrikaans.
Some sociolinguistic aspects of/ second language teaching and learning of Xhosa
(University of Western Cape, 1987) Zotwana, Sydeny Zanemvula; Gowlett, DeLek
Chapter 1 deals with the theoretical issues involved in the study of language as a social phenomenon. It traces the development of the sub-discipline of sociolinguistics and the contribution of sociologists and anthropologists to the study of the relation between society and language.
Some sociolinguistic aspects of second language teaching and learning of Xhosa
(University of the Western Cape, 1987) Zotwana, S; GowIett, D
During the period between March 1974 and June 1981, I was involved in the teaching of Xhosa to non-mother-tongue speakers at Rhodes University. This experience brought me face to face with problems for which my training as a teacher of Xhosa had not prepared me as my training had been in the firs t-language teaching and learning of Xhosa. It also sensitized me to some of the problems and contradictions that characterize the teaching o f Xhosa to White learners. The sensitization itself came in the form of a frustration which was two-dimensional.
Spesifieke leergestremdheid by laerskoolkinders: 'n empiriese ondersoek na die voorkomssyfer en persoonlikheidseienskappe van spesifieke leerge= stremde senior prim�re skoolkinders
(University of the Western Cape, 1989) Adam, Mohamed Essa; Broekmann, N C
Sedert die sestigerjare het daar h betekenisvolle opswaai in belangstelling "The problem is 2 damnably elusive one"; Cruickshank (1981) beweer verder gekom in die kinders wat nieteenstaande die feit dat hulle h normale in= telligensie en geen ernstige sensoriese en fisieke probleme het nie, nie aan die eise van die normale skool kan voldoen nie - die sogenaamde spesifieke leergestremde kinders (Adamson, 1979; Gearheart 1980 en 1981; Kirk & Gallagher, 1983; Meyer, 1981; Murray-verslag, 1969; Sabatino, Miller &. Schmidt, 1981; Stander 1977 en 1981). Voor 1963 is hierdie "backrow child" (Farnham-Diggory, 1978) beskou as 'lui' en 'agtelosig', aangesien die onderwyserl)voel dat die kind nie sy2)beste lewer nie. Reid en Hresko (1981) meen dat spesifieke leergestremdheid (SLG) een van die etikette is wat die swakste begryp word en hoewel die studieveld volgens hulle 'ryk en interessant' (p.l) is, bestaan daar heelwat verwarring daaroor. Cruickshank (1981) is van mening dat stellings omtrent die studieveld deur= trek is VRn ~anopvattings. In dieselfde lig s� 8ryant (1982:271) dat daar van tyd tot tyd verskille is in die woordeskat wat gebruik word, maar indien daar h noukeurige analise gemaak word van die betekenis van die woorde, die nderliggende konsepte in h groot mate dieselfde is. Ander ondersoekers (Douglas, Fuller & Davis, 1984) het h negatiewer inslag en meen weer dat SLG nie as h unieke psigologiese entiteit bestaan nie en dat dit eintlik h onding is om die etiket van SLG om die kind se nek te hang, terwylons nie presies weet wat SLG werklik is nie. Hierdie terminologiese verwarring wat deur sommige 'kenners' geskep word, moet egter nie as h verskoning gebruik word om die begrip spesifieke leergestremdheid sodanig af te kraak dat die verskynsel se bestaansreg bevraagteken word nie. Inteendeel dit behoort die teelaarde te wees vir aandag geniet van persone uit verskillende dissiplines, soos onder andere onderwysers, opvoedkundiges, sielkundiges, psigiaters, spraakterapeute en pediaters, is dit voor die handliggend dat die werklike omskrywing en gepaardgaande identifisering en hantering van SLG in h groot mate afhang van die persoon se bepaalde ori�ntasie ten opsigte van SLG (Bryant, 1982; Goff, 1979). In die onderhawige ondersoek word kinders beskou as SLG indien hulle nieteenstaande normale verstandelike vermo�ns, sonder fisieke gebreke, probleme ervaar met spesifieke leervaardighede.
History of southern sotho literature as system, 1930-1960
(University of the Western Cape, 1991) Maphike, P.R.S; Swanepoel, C.F; Lenake, J.M
Distinct from the traditional text analysis whereby little or no attention is paid to factors controlling the emergence and being of a text and their possible input, and studying certain recognised authors and recognised works, the systemic approach conceived by Youri Tynjanov, devised by ltamar Even-Zohar and simplified by Jose Lambert, seeks to recognise the main structures of literary systems and structures in their evolution by taking into cognizance literary phenomena and their general relationships with other literary and artistic systems. This hypothesis replaces the usual collection and analysis of data on the basis of their material substance with a functional approach that is based on the analysis of relations. Literary texts are viewed against the total background of the author and the total circumstances which lead to and controlled their production
The Afrikaans of the Cape Muslims 1815 to 1915
(University of the Western Cape, 1991) Davids, Achmat; Du Plessis, L T
This study looks at the Afrikaans of the Cape Muslim Community from 1815 to 1915. In the process of this examination various aspects of this variety of Afrikaans are focussed upon. The basic objective, however, is to draw attention to the literary tradition of Arabic-Afrikaans, - a unique process of writing Afrikaans in Arabic script. The historical development of this literary tradition is explored. This is done by looking at the places of origin of the Cape slaves, the ancestors of the Cape Muslim community. Particular attention is paid to the languages spoken by these slaves; the literary traditions of these languages, the cultural and linguistic traits which emerged as a result of acculturation and linguistic contact; and the transmission and perpetuation of these traits through their social and religious institutions.
A comparative study of six Xhosa Radio dramas
(University of the Western Cape, 1991) Makosana, Nomkhitha Ethley; du Plessis, J.A.
This study is based on the comparison of six Xhosa radio dramas spanning the period 1987 and 1988. The main objective is to investigate the strengths and weaknesses which manifest themselves in the dramas. The dramas are compared with respect to the six structural elements of drama viz., theme, plot, characterization, time and space, and the techniques of production. Themes are studied to establish whether there have been any development~ as far as the choice of themes is concerned in Xhosa radio dramas or whether there has been stagnation. Also given is a brief literary history of the themes broadcast in the Xhosa radio. The analysis of the plot structure is also done to identify the areas where they met the requirements successfully as well as where they failed to. The dramas are analysed according to the traditional approach ie. the exposition, complication, climax and the denouement With regard to characterization, the characters are classified according to the function they perform viz., the protagonist, antagonist, tritagonist and confidante. They are also analysed according to their individual nature ie. whether they are static or dynamic, mono- or multidimensional etc. Techniques that the playwrights have used in the portrayal of their characters are also examined. Toe aspects of time and space are also discussed, to investigate the artistic skills of the different dramatists in handling the time and space relations. Time is viewed with respect to the following: order, duration, frequency, tempo and the presentation of the time structures. Space is discussed with respect to the following: type, function, and the techniques of localisation. A critical comparison of the production techniques used by these different playwrights is explored, the focus being on the microphone, sound effects and music. The examination conducted in the study basically revealed that there is little development in Xhosa radio dramas. The themes that are broadcast are mainly for entertainment and consequently have little intellectual depth. There is also a lack of innovation which is shown by the repetition of the same themes.
Metaphorical extensions as a basis for grammaticalization with special reference to Zulu auxiliary verbs
(University of the Western Cape, 1991) Mkhatshwa, S; Hendrikse, A
In this thesis certain notions such as grammaticalization metaphors, semantic field analysis, categorization, proto-type theory and topology are used in order to explore the nature and the development of the auxiliaries in Zulu. The view that Zulu auxiliaries derive from full verbs is specifically and systematically examined.
Control in infinitives in Sesotho
(University of the Western Cape, 1991) Motaung, Patric Serame; du Plessis, J.A
The purpose of this study is to investigate how subject PRO of the infinitive in Sesotho is assigned an antecedent The general framework which is assumed is the Government Binding theory of generative grammar, in particular one of its subtheories, namely the Control theory which is concerned with the assignment of an antecedent to the subject PRO in the infinitive. A survey of the work done by various linguists on the Infinitive in Bantu languages shows that much has been written on the properties of the infinitive. In the Nguni languages, especially in Xhosa, considerable research has been done to establish the syntactic nature of the infinitive in the various constructions that it may occur. The Infinitive in Sesotho has, however, not been studied extensively. The central issue of this study relates to establishing the antecedent of the subject PRO of the infinitive in the various constructions in which it may appear. It is demonstrated that in some instances it is possible for two different NP arguments in a sentence to serve as a possible antecedent of the empty category PRO. This examination of control of the subject PRO in the infinitive in Sesotho has revealed the following: The subject PRO in the infinitive must have antecedent. In such cases the empty category PRO which is obligatory control is considered to behave like an anaphor, because as an empty of the clausal complement it must take its referential index from either the subject or object argument of the matrix sentence. This implies that the empty category PRO has no capacity for independent reference. 2. The subject PRO in the infinitive may have an In such cases the empty category PRO which is subject to non-obligatory control is considered to behave like a pronoun, because the empty category PRO may either refer to individuals independently or co-refer to individuals already named on a given sentence. Finally the subject PRO in the infinitive can at times have no antecedent at all In such cases the empty category PRO is subject to arbitrary control, because its antecedent may be implicit This has been established in the following instances: 3.1 There are cases where the infinitive is a complement of a Verb or a Copulative with the subject position occupied by an empty existential pronominal which is associated with the existential morpheme Ho. This pronominal is an empty category just like PRO, but is in a non-argument position, for it lacks a thetha-role. This is attributed to the fact that the existential pronominal associated with Ho, which signifies "it" or "there" is a dummy element and has therefore no semantic role. Therefore the antecedent of the subject PRO in the infinitive can be "anyone in general". The interpretation thereof is known as arbitrary control. It has also been established that, the Nominal infinitive, which has in Sesotho, like all other nominals, a class prefix which is morphologically marked with a prefix Ho, is subject to arbitrary control (see 3 above). This is attributed to the fact that its subject NP-argument has a non-referential expression which is thus ungoverned, because it has no agreement (-AGR) and can therefore not be assigned Case.
An investigation into current attitudes towards English at the University of the Western Cape
(Stellenbosch University, 1997) Dyers, Charlyn
This work-in-progess paper describes the writer's current research into the language attitudes, preferences and usage of the student speech community at the University of the Western Cape. It specifically looks at responses to questions on English which formed part of a larger survey questionnaire on South African languages, and attempts an analysis of these results.
"Speak out" - issues in participatory materials development
(University of Stellenbosch, 1999) Bock, Zannie
This article outlines the development of a beginner English course called 'Speak Out' for adults in Adult Basic Education and Training classes in the early 1990s. The course uses an innovative roleplay methodology which builds on the experiences and language knowledge of the adult learners. It was conceptualised and developed within a participatory approach to adult learning and materials development. The article explores the tension between the ideals of the participatory approach and the constraints exerted by contextual and other factors. The article begins with an introduction of the context within which the materials were conceptualised, then offers a brief overview' of the participatory approach, and then considers the following aspects of the 'Speak Out' course; the language learning methodology, issues of teacher competence and development, and lastly, the materials development process itself.
Language, identity and nationhood: language use and attitudes among Xhosa students at the University of the Western Cape, South Africa
(University of the Western Cape, 2000) Dyers, Charlyn; Charlyn, Dyers; Ridge, S.G.M.; Banda, Felix; Dept. of Linguistics, Language and Communication; Faculty of Arts
This thesis is a study of patterns of language attitudes and use among Xhosa home language speakers at the University of the Western Cape, South Africa. Speakers of Xhosa, according to Statistics South Africa 2000, form the second largest speech community in South Africa (17.9% of the total population), second only to speakers of Zulu (22.9% of the total population). The University of the Western Cape, which is situated just outside Cape Town, was originally intended to serve only the Coloured (mixed-race) population of South Africa. Coloureds form the majority group in the population of the Western Cape, one of the nine provinces of South Africa. In 1982, the university took the bold step of defying the apartheid regime, by opening its doors to students of all races. Students from all over South Africa now attend the university, but Xhosa students, drawn mainly from the provinces of the Eastern and Western Cape, form the largest language group or speech community on the campus. The thesis presents a study of the patterns of language attitudes and use with which Xhosa students enter the university, as well as patterns of change in language attitudes and use revealed by a longitudinal study of a smaller group of Xhosa students.
Alternative perspectives on orality, literacy and education: a view from South Africa.
(Routledge, 2001) Bock, Zannie; Gough, David H.
The question of the 'great divide' between orality and literacy has been critically addressed by various scholars of literacy, including social literacy theorists. This paper uses the notions of primary and secondary discourse across both oral and literate contexts to examine this 'divide'. Using evidence from the oral tradition of the Xhosa, it is shown that 'traditional' societies have well-established primary and secondary discourse types. Against this understanding, the issue of 'access' to Western academic literacy is examined. It is argued that within the changing context of South African society and as a direct result of former apartheid policies, individuals may have failed to acquire the cultural capital of both oral secondary and literate secondary discourse types. The literate secondary discourse practices of Xhosa-speaking students at univer�sity are explored through an analysis of student writing. This paper then reports on several projects which attempt to address some of the concerns of academic staff with respect to student writing. In particular, this section argues for a broadening of the notion of 'academic literacy' and suggests some ways in which texts derived from the oral tradition may be used to develop awareness of secondary discourse types.
Archaisms of Kinyarwaanda: a sociolinguistic study
(University of the Western Cape, 2002) Igiraneza, T; Banda, F
This is a socio-historical study of the Kinyarwaanda language. On the basis of the method of internal reconstruction and the method of the Principal Components Analysis (PCA), the study analyses linguistic variations that occurred in the parent language of the Kinyarwaanda language and whose result is contemporary Kinyarwaanda. Those variations or changes occurred on three levels: the phonological level, the morphosynactic level and the lexico-semantic level.
A cross-linguistic analysis of the writing of prospective first year students in Xhosa and English.
(University of Stellenbosch, 2002) Bock, Zannie; Dadlana, Phakamani
This article aims to characterize typical linguistic and discourse features of academic writing in Xhosa and English among prospective Xhosa-speaking students at the University of the Western Cape so as to account for strengths and weaknesses in the writing and provide possible �points� for pedagogic intervention. It presents an analysis of a sample of entrance essays written by these students in English and Xhosa. The analysis is in terms of a framework which considers aspects of argument, register and syntax. It aims to highlight strengths and weaknesses in student writing and to ascertain the extent to which these characteristics are language-specific or cross-linguistic. The results of the analysis suggest that the ability to argue coherently in an appropriate register is the defining mark of good writing in any language, and that control over the syntax of the language is particularly important for these students when writing in English. The ability to write well, like certain aspects of style, seems to be a generic ability and affects students� performance in both languages.
What is the relationship between the home language and literacy backgrounds of Afrikaans-speaking learners and their proficiency in English?
(University of the Western Cape, 2003) Adams, Anthea; Pluddemann, Peter
In this study, which is an example of three ethnographic type case studies, I explore the relationship between the literacy backgrounds and home language of Afrikaans speaking learners and their proficiency in English. My literature review mainly focuses on research pertaining to language-in-education in a South African context and where applicable, an international context. I identify two aspects, which are significant in the development of the three children's English proficiency' These aspects are the following: (i) The difference between the school language (LoLT) and home language of the three children. (ii) The difference between the school literacy practices and the home (or alternative) literacy practices. My thesis takes the view of the New Literacy Studies that literacy is situated socially and that children's literacy practices are shaped at home. I discuss the terms literacy practices and literacy events in terms of the social practices approach to literacy. Theories about reading and writing include the emergent literacy approach according to which becoming literate is described as a process whereby reading, writing and oral language are all integral parts of literacy learning, I discuss the English language proficiency of the three children in terms of Cummins' (i981) development of two continua, of context embedded, cognitively undemanding communication and context reduced, cognitively demanding communication, which is an extension of the BICS and CALP theory in language development. I reflect on how my experience as an English teacher in a multicultural township school indicates that the hegemony of English may influence school governing bodies to adopt assimilationist language policies. With reference to literacy, the term "assimilationist" refers to people choosing to learn a high-status language to the detriment of their own home language/s. The implications of such language choices are the reinforcement of English and the continuing low status of their home language/s. I conclude this mini-thesis by making recommendations to stakeholders in education.
Applying linguistics: Developing cognitive skills through multimedia
(Applied Linguistics Association of New Zealand, 2003) Gough, David H.; Bock, Zannie
This paper examines the effectiveness of linguistic analysis in developing scientific thinking skills and scientific attitudes. It reports on a project established at a South Africa university in South Africa which engaged students in the analysis of code-mixed data. Students who participated in the project showed gains in being able to analyze linguistic data using problem solving skills. While transfer of such skills to mainstream science teaching was not investigated, the study confirms the effectiveness of linguistic analysis in engaging students in the activities associated with the development of skills for science.

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