Magister Artium - MA (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.
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.
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.
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.
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.
Language attitudes, medium of instruction and academic performance: a case study of Afrikaans mother tongue learners in Mitchell's Plain
(University of the Western Cape, 2004) Hendricks, Jessica; Kerfoot, Caroline; Dept. of Linguistics, Language and Communication; Faculty of Arts
The purpose of this study was to determine the implication for learning for learners whose home language is different from the medium of instruction at school.The study is focused on a group of Afrikaans learners for whom English is not a foreign language. Rather, English is a language that they are in contact with on a daily level through the media, their peers and in the classroom. The study looked at why these learners find themselves in English classes when the language policy of the country makes provision for their specific home language in the classroom. It also tried to determine whether these learners experience problems in their learning as they shift from Afrikaans as a home language to an English medium of instruction in class.
Multilingual/multicultural aspects of visual literacy and interpretation in multimodal educational communication
(University of the Western Cape, 2004) Kirsten, Monica; Monica, Kirsten; Banda, Felix; Dept. of Linguistics, Language and Communication; Faculty of Arts
The aim of this thesis was to investigate the use of visual images in print texts produced for language teaching and learning. It tested the manner in which learners from different cultural contexts relate to selected visual images in language textbooks prepared for use in secondary schools. More specifically it aimed to gain clarity on how certain visual elements, relevant to the illustration of people, contribute to encouraging students to access their learning material. The research aimed to gain insight into the way in which visuals can be bridges or barriers to reading and thus also to learning in learner-centred language education in a multilingual/multicultural South African context.
Investigating changing notions of "text": comparing news text in printed and electronic media
(University of the Western Cape, 2005) Oostendorp, Marcelyn Camereldia Antonette; Anthonissen, Christine; Banda, Felix; Dept. of Linguistics, Language and Communication; Faculty of Arts
This research aimed to give an account of the development of concepts of text and discourse and the various approaches to analysis of texts and discourses, as this is reflected in core linguistic literature since the late 1960s. The idea was to focus specifically on literature that notes the development stimulated by a proliferation of electronic media. Secondly, this research aimed to describe the nature of electronic news texts found on the internet in comparison to an equivalent printed version, namely texts printed in newspapers and simultaneously on the newspaper website.
Assessing patterns of language use and identity among Cameroonian migrants in Cape Town
(University of the Western Cape, 2006) Mai, Mbong Magdaline; Banda, Felix; Dept. of Linguistics, Language and Communication; Faculty of Arts
This study explored Cameroonian migrants language use and the various language forms they use to manifest their identity. It also dealt with multicultural/multilingual people in an equally multicultural/multilingual society - Cape Town. The study was carried out in the wider and interdisciplinary field of applied linguistics with focus on the specific domain of sociolinguistics.
The accessibility of printed news to first language speakers of Xhosa
(University of the Western Cape, 2006) Luphondo, Nobuhle Beauty; Anthonissen, Christine; Banda, Felix; Dept. of Linguistics, Language and Communication; Faculty of Arts
This mini-thesis profiles some aspects realted to the accessibility of printed news to first language speakers of Xhosa. The major aim of this thesis is to investigate whether speakers of Xhosa do have access to printed news in English, which is not in their first language. Therefore, this thesis investigates whether African langusge speakers of school leaving age understand hwat they read in English newspapers.
Grammatical constraints and motivations for English/Afrikaans codeswitching: evidence from a local radio talk show
(University of the Western Cape, 2006) Bowers, Diane Lesley; Banda, Felix; Dept. of Linguistics, Language and Communication; Faculty of Arts
The study investigated the practice of codeswitching within the Cape Flats speech community of Cape Town. Members of this speech community have always been exposed to both English and Afrikaans in formal as well as informal contexts. Due to constant exposure to both languages, as well as historical and political experiences, members of the speech community have come to utilize both languages within a single conversation and even within a single utterance. Codeswitching is an integral part of the community's speech behaviour. The main purpose of this research was to uncover and analyze the motivations behind codeswitching in the bilingual communities of Cape Town, while also providing a strong argument that codeswitching patterns evident in their speech do not always correspond completely with linguistic constraints that are regarded as 'universal'.
Affective, cognitive and social factors affecting Japanese learners of English in Cape Town
(University of the Western Cape, 2006) Nitta, Takayo; Bock, Zannie; Dept. of Linguistics, Language and Communication; Faculty of Arts
This research used diary studies and interviews with five Japanese learners of English to investigate the different affective, cognitive and social factors that affected their learning of English in Cape Town between 2004 and 2005. The findings of this study corroborate arguments put forward by Gardner that factors such as learning goals, learning strategy, attitude, motivation, anxiety, self-confidence and cultural beliefs about communication affect the acquisition of a second language and correlate with one another.
A profile of multilingual skills of young adult Xhosa mother tongue speakers
(University of the Western Cape, 2006) George, Erica Bernidine; Anthonissen, C.A
In South Africa, a country with 11 official languages, bilingualism and multilingualism are common language features across the population. Out of this context popular and untested claims, relating to the extent and value of these bilingual and multilingual abilities, have been made. Kathleen Heugh QOO2) has challenged various popular views surrounding bilingual and multilingual education in South Africa that have become entrenched in our sociolinguistic debates, exposing the fact that there is very little or weak evidence to support these views. This thesis attempts to ascertain whether some of these claims could be verified, disproved, or possibly produce alternative perspectives. Through the use of questionnaires, a selection of Xhosa mother tongue speakers were asked to list, assess and comment on their various language skills. The four basic language skills focused on are the oracy skills of understanding (listening) and speaking, and the literacy skills of reading and writing. A profile of the respondents' linguistic abilities and attitudes has been constructed with specific emphasis on the use of ) Xhosa and English in different social contexts. This profile enables the identification of the languages in which the respondents claim proficiency. It also gives an indication of whether language shift is taking place, and provides information on attitudes towards the urban mixed Xhosa dialect. The data collected has been used to indicate: (i) the kinds of bilingual or multilingual skills that young adult learners have developed, (ii) which varieties of Xhosa were mostly used in this community of speakers, (iii) which variety of Xhosa these speakers preferred, and (iv) what explanations young ) Xhosa mother tongue speakers themselves provided for their use of a mixed code. The analysed data has been used to give an indication of how multilingual and multidialectal young speakers actually are. It has also been used to indicate which dialects of Xhosa are most popular and which are possibly in decline. This was further used to indicate whether young Xhosa mother tongue speakers perceive language shift as a real threat' or as an inevitable and acceptable consequence of the current, modem lifestyle in a multilingual social environment. Decisions on the necessity for intervention to develop, maintain or re-vitalize a threatened variety are considered on the basis of these findings. The insights gleaned from this type of questionnaire have been used to distinguish between real attitudes and patterns of language use as opposed to popularly assumed attitudes and patterns of use.

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