Department of Linguistics, Language and Communication

Permanent URI for this community

https://hdl.handle.net/10566/183

Browse

Now showing 1 - 20 of 286

A critical evaluation of the development of Rumanyo as a national language in Namibia
(University of the Western Cape, 2017) Haingura, Paulinus; Banda, Felix
Among others, the current study had been conceived due to the fact that, although Namibia is endowed with multiple languages, their development throughout the long colonial history, had been unequal. That is, some languages received more attention than others and some were hardly developed at all. After independence, Namibians had legitimate expectations that all their (different) languages would be developed equitably throughout all the regions, and among all ethnic groups or speech communities. In the post-apartheid era, however, Namibians have been subjected to a limited and unequal language and literacy development which encouraged me to conduct a research to critically evaluate the development of Rumanyo or lack of thereof. The focus of this study is on understanding the disparities in language and literacy development in Namibia with particular emphasis on ethno-regional disparities and what precipitates these inequalities. The reason for the emphasis on region and ethnicity in researching language and literacy development was due to Namibia's multi-ethnicity and the over-lapping of regions and ethnic groups.
A phenomenological discourse analysis of harassed female 'skinscapes' in select public spaces in Cape Town
(University of the Western Cape, 2018) Harry, Janine; Banda, Felix; Peck, Amiena
Street harassment refers to the unsolicited verbal remarks and nonverbal gestures that women are subjected to by men when moving through (public) spaces. The dominant discourse sees this phenomenon as firstly a gendered interaction. In this sense, men are construed as initiators and women as recipients, although this is not always the case. Secondly, the remarks are often viewed as solely sexualized in nature. Lastly, public spaces are seen as male realms in which the actions of males are context specific, whereby the public nature of space sees it as conducive for inevitable street harassing events. This study seeks to understand how street harassment unfolds in the South African (post-apartheid) context. Drawing on Phenomenological Discourse Analysis approach, the study focuses on interview accounts of six participants from across the demographics whose experiences represent a microcosm of harassed female skinscapes in and around Cape Town. Phenomenology is a useful entry point to understanding emotive recounts of traumatic events in the lives of the participants, specifically street harassment. Public space is approached through the lens of Linguistic Landscapes (LL) which focuses on language and linguistic artefacts as they are arranged or located in space. For this study, the perception of and bodies in space comes to the fore. Hence, it is the interplay between space, body and the phenomenological account of the body as a corporeal 'site' of harassment which is a focal point.
A social semiotic analysis of the linguistic landscape of two rural district municipalities in the Northern Cape, South Africa
(University of the Western Cape) Mokwena, Philadelphia Lorato; Banda, Felix
Linguistic Landscape (LL) studies typically focus on public signage displayed in urban environments, therefore LL is associated with cityscapes. There is limited research related to the LL of non-urban environments or ruralscapes. Another limiting aspect of the conceptualisation of LL is its emphasis on language only as a resource used in the construction of the LL. This study explored the Northern Cape rural landscape, particularly the Frances Baard District Municipality and John Taolo Gaestewe District Municipality. The study analysed various semiotic resources drawn on in the creation, narration and negotiation of the rural landscape. This study employed a multimodal ecological approach towards theorising and analysing the rural linguistic landscape of the Northern Cape. Semiotic remediation as repurposing was used to account for the extended sign systems in rural areas, in which sign-making and consumption is not necessarily dependent of written or 'visible' signs. In turn therefore, the study focused on aspects (visible and invisible signage; scripted and unscripted sign-making and consumption) that contributed to the construction of the rural landscape as distinct from urban landscapes. Gramsci's notion of site of struggle was drawn on to account for how meaning and space is constantly contested, as illustrated through the commercial signage, linguistic and naming practices of tuckshops. Material culture of multilingualism was employed to account for how written signage is used collaboratively with other materialities for sense-making purposes. Additionally, the adoption of material culture of multilingualism approach allowed for the exploration of the transformative role of a multilingual written and oral environment. More significantly is the study's contribution to the development of a more comprehensive theoretical approach to LL, than is currently in place. The study also contributes to the data collection tools and analytical frameworks of multilingualism studies.
Abstraction as a limit to semiosis
(De Gruyter, 2013) Wood, Tahir
In highly evolved culture, discourse is made up of complexes of implicit and explicit inter-textual relations, which form the meanings for new signifiers. Meanings for common abstract nouns are derived from the modeling of typical situations in everyday narratives. However at a further level of abstraction, models of discourses, which themselves contain abstract concepts, provide meanings for what are called �hyper-abstract� nominals. Here a certain limit is reached, and it is argued that this diachronic, onomasiological process provides a constraint on the notion of �unlimited semiosis.� This constraint has both natural and ethical aspects.
Academic writing as social practice: a critical discourse analysis of student writing in higher education in Tanzania
(University of the Western Cape, 2006) Mohamed, Hashim Issa; Banda, Felix; Dept. of Linguistics, Language and Communication; Faculty of Arts
This thesis was a critical analysis of students academic second language writing at Sokoine University of Agriculture. Student writing in English as a second language in higher education has excited much interest in the English as a Second Language writing research and discussion in Tanzania. The interest was motivated by frequent criticisms from examiners regarding students literacy performance in the English as a Second Language writing in the post primary and higher education where the language of instruction is English as is configured in the Tanzanian language policy.
Accentuating institutional brands: A multimodal analysis of the homepages of selected South African universities
(Taylor & Francis, 2014) Mafofo, Lynn; Banda, Felix
In seeking to disentangle themselves from the constraints of apartheid, South African universities have immersed themselves in an identity modification process in which they not only seek to redress the past, but also to reposition their identities as equal opportunity and non-racial institutions. In this paper, we investigate how the University of the Western Cape, the University of Cape Town and Stellenbosch University have used visual and verbal semiotics to re-design their identities on their homepages to appeal to diverse national and international clients. Using Multimodal Discourse Analysis (MDA), we show how the multi-semiotic choices work together on the homepages to give the universities differentiated, competitive, powerful and attractive brands. We conclude that the homepages blended cultural semiotic artefacts, historical, global and transformational discourses, and architectural landscapes to construct different brand identities that, in turn, rebrand the universities from edifices of apartheid education to equal opportunity institutions.
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.
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.
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.
After thought: Why not a prism?
(University of the Western Cape, 2019) Flockemann, Miki
This special issue of Multilingual Margins is an excellent example of how the guiding concepts of a project are put into practice. The framing of the Re-imagining Multilingualisms project is presented here in what can be termed an appropriately rhizomic, rather than linear structure; this is achieved through the strategic interleaving of theoretical, creative, collaborative and critically reflective perspectives. The title image of interconnected lines of coloured thread pointing to multilingual versions of the same concept, �beauty�, reflects this, while the title of the issue, The Cat�s Cradle, recalls the childhood activity where an everyday object � like a piece of string � can be transformed through skilful fingerwork and reimagined as, of all things, the cat�s cradle!
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.
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.
Analysing the discourse on corruption in presidential speeches in Nigeria, 1957- 2015: Systemic functional linguistics and critical discourse analysis frameworks
(University of the Western Cape, 2019) Ogunmuyiwa, Hakeem Olafemi; Antia, Bassey
Corruption as a concept is viewed differently by various disciplines, but there seems to be consensus that it relates to the misuse of public office for private gain. Studies in the social sciences, mainly political science, economics, sociology and law, have provided valuable insights into the subject, for example, its causes, manifestations and consequences. In a country such as Nigeria, corruption is said to have cost the country up to $20 trillion between 1960 and 2005, and it could cost up to 37% of its GDP by 2030 if the situation is not urgently addressed. The paradox, however, is that although all successive leaders of the country have consistently articulated their anti-corruption posture in national speeches, they get accused by their successors of not being tough on corruption both in word and in deed. Regrettably, there have been relatively few close textual analyses of presidential speeches carried out within analytical frameworks in linguistics that have the potential of revealing how presidents can simultaneously talk tough and soft on corruption, a contradiction that could well explain the putative anti-corruption posture of the country�s leaders and the ever deepening corruption in the land. It is against this backdrop that this study draws on Critical Discourse Analysis (CDA) and Systemic Functional Linguistics (SFL) in order to examine language choices related to the theme of corruption in speeches made by Nigerian presidents from 1957 to 2015. The objectives of the study are to (1) provide an overview of how the discourse on corruption has evolved in Nigerian presidential speeches from 1957-2015; (2) determine specific facets of the construal of corruption from the dominant choices made from the system of transitivity (process, participants, circumstance) in speeches by different presidents and at different time points in their tenure in office; (3) analyse how the interpersonal metafunction of language is enacted in the speeches by the presidents through the system of appraisal for a strategy of positive self-presentation and negative other-presentation; (4) interrogate from a critical discourse analysis standpoint the interest, ideological, partisan or other bases for the choices made in the speeches from the systems associated with the experiential and interpersonal metafunctions of language; and (5) to evaluate the different presidents in terms of how the above analyses position them in relation to combating corruption.
Analysing the spontaneous speech of children with Foetal Alcohol Spectrum Disorder (FASD)
(University of the Western Cape, 2016) Martin, Linique; Antia, Bassey E
Foetal Alcohol Spectrum Disorder (FASD) is a global problem that affects various communities. FASD denotes a pattern of abnormalities intermittently seen in children born to women who consume huge quantities of alcohol during pregnancy (Church & Kaltenbach, 1997). Church and Kaltenbach (1997) suggest that FAS may be one of the primary causes of hearing, speech and other language problems in children. The two main approaches used to determine the effects of FASD on language are standardised language test (using a statistical approach to test some or all four domains of language, namely, phonology, syntax, morphology and semantics) applied to close-ended questionnaire answers and, to some extent, narrative analysis (in the course of which researchers use wordless picture books to analyse narratives in order to determine the social-communicative characteristics of individuals with FASD). Although the use of standardized measures of language might be helpful to determine problematic areas in relation to the different language domains (Wyper & Rasmussen, 2011), they do not show the difficulty with social-communicative functions which these children might be facing (Coggins, Friet, & Morgan, 1998). On the other hand, while narrative analysis addresses an important level of language (discourse level), it does not foreground the inherently interactive nature of language use and the problems that may be associated with communicative interactions. These shortcomings, in turn, suggest possible limitations in the interventions intended to address the language needs of children with FASD. There is, therefore, a need for complementary approaches that offer a more rounded picture of language impairment in children with FASD. In this study, three approaches are used in identifying features of the speech of children with FASD against the backdrop of comparisons with features in the speech of normally developing children. Firstly, conversational analysis (applied to spontaneous, open-ended speech) is introduced as a means to determine the more social-interactive aspects of speech impairment in children with FASD. Secondly, measures of linguistic aspects of speech (the mean length of utterance, Index of Productive Syntax and the number of different word roots) designed specifically for spontaneous speech are employed (they are applied to the same spontaneous data as the conversational analysis data). Thirdly, the more traditional standardized language test measures applied to non-spontaneous speech are used (covering the four domains of syntax, phonology, semantics, and pragmatics). The study�s objectives are to (1) compare patterns in the interactive speech of FASD children and normally developing children; (2) explore the relationship between FASD children and normally developing children in relation to both spontaneous speech measures and standardized measures of language; and (3) compare the impact of the primary caregiver's level of education on testing through spontaneous measures versus standardised measures. Using data from 14 children in the Bellville suburb of Cape Town, South Africa, the study finds that, on the conversational analysis measures, children with FASD, in contrast to normally developing children, tend to obey fewer rules of turn-taking, to overlap less, to engage less in self-repair and to struggle with management and maintenance of topics. The study also finds that children whose scores on the standardized language tests (with non-spontaneous data) suggest they have no language difficulty, especially in terms of phonology, obtained scores in measures of spontaneous speech that indicated language difficulty. The study also found that the socio-economic status of caregivers was a credible explanation for certain features in the speech of children with FASD is very similar to features in the speech of normally developing children. This finding highlights the role of family setting in mitigating the effects of FASD.
An analysis of linguistic errors in translations of complainants� sworn statements
(University of the Western Cape, 2023) Flusk, Shinaed Tyler; Ralarala, Monwabisi
English remains the official language of record in South Africa and is used in most, if not all, aspects of the justice system (Ralarala, 2014). As a result, sworn statements made by complainants in any of the other official languages are translated by police officers into English to be used as evidence in a court of law. Police personnel are not sworn translators or interpreters and are not required to be. This has major implications for the legal process as well as for the complainant. When evidence is presented in court in South Africa, a sworn statement supersedes any oral story, and therefore inaccuracies in the translated version have profound consequences. Linguistic errors which creep into written translations made by police officers alter the authenticity of the sworn statement and result in discrepancies between oral testimony and written testimony.
An analysis of linguistic errors in translations of complainants� sworn statements
(University of the Western Cape, 2023) Flusk, Shinaed Tyler; Ralarala, Monwabisi K
English remains the official language of record in South Africa and is used in most, if not all, aspects of the justice system (Ralarala, 2014). As a result, sworn statements made by complainants in any of the other official languages are translated by police officers into English to be used as evidence in a court of law. Police personnel are not sworn translators or interpreters and are not required to be. This has major implications for the legal process as well as for the complainant. When evidence is presented in court in South Africa, a sworn statement supersedes any oral story, and therefore inaccuracies in the translated version have profound consequences. Linguistic errors which creep into written translations made by police officers alter the authenticity of the sworn statement and result in discrepancies between oral testimony and written testimony. These discrepancies have serious legal implications and could constitute a miscarriage of justice, impeding complainants� access to justice. The study of linguistic errors is usually found in research related to language learning and teaching; to the best of my knowledge, such research is sparse in relation to Forensic Linguistics.
An analysis of what has been "lost" in the interpretation and transcription process of selected TRC testimonies
(Department of General Linguistics, Stellenbosch University, 2006) Bock, Zannie; Mazwi, Ngwanya; Metula, Sifundo; Mpolweni-Zantsi, Nosisi
The main aim of this research is to evaluate �what has been lost� in the simultaneous interpretation and transcription processes of selected Truth and Reconciliation Commission (TRC) testimonies. The testimonies under consideration are those of two of the widows of the Cradock Four who were murdered by the South African Security Branch in 1985 for their work in mobilising resistance to apartheid. The widows testified in Xhosa at the East London Human Rights Violation hearings in 1996 and their testimonies were simultaneously interpreted into English on the day of the hearing. Using audiovisual copies of the testimonies on which one can hear the original soundtrack, as well as the English voice-over, we transcribed the testimonies in the source language (e.g. Xhosa). We then translated these into English and compared our translation with the official English versions which are published on the TRC website. Our analysis revealed that a significant number of meanings were lost under the pressures of simultaneous interpretation. These meanings related predominantly to the �emotional� content: for example, to aspects of narrative style expressed through gesture, intonation, repetition and the use of direct speech, particularly the verbatim quotes of the police in Afrikaans. We also noted that an understanding of the culture of the testifier was essential to understanding the testimony and that researchers who did not have access to the testimony in the source language and the cultural codes of the testifier would be significantly compromised when trying to understand the testimonies. In addition, we noted the loss of a number of factual meanings as a result of inaccuracies and omissions both during the interpretation and transcription process. We argued that these losses and omissions detracted primarily from what the TRC referred to as the �narrative truth� or subjective meanings of the testimonies, and, in some cases, the �factual truth�. We undertook this research because we are concerned that many researchers only have access to the official TRC record. This record, in our view, is in some cases compromised as the processes of simultaneous interpretation and transcription inevitably led to some loss of meaning due to the pressures and constraints under which the interpreters were working.
Analyzing university language policies in South Africa: Critical discourse and policy analysis frameworks
(University of the Western Cape, 2016) Van der Merwe, Chanel; Bassey, Antia
At the dawn of democracy, Higher Education in South Africa was in dire need of change. One of the essential initiatives in response to transformation in Higher Education was the mandate from the Ministry of Education for each university to develop a language policy. Along with other initiatives, the language policies were intended to address issues of access and success in Higher Education, especially given the unequal opportunities people of colour had been given to access Higher Education in the country�s apartheid past. Although there is widespread acknowledgement of the barrier which language poses to epistemological access, and concern that in Higher Education the linguistic dimensions of transformation are yet to be institutionalised, the explanation commonly offered hinges on the non-implementation of university language policies. The relevant discourse presupposes that existing language policy instruments are otherwise adequate to transform language practices in the country�s universities. As a consequence, there has been relatively little research problematizing the texts of university language policies from the standpoint of policy design and those interests which conceivably make language transformation difficult. Against this backdrop, this thesis draws on work in policy analysis and critical discourse analysis to analyse the language policies of Stellenbosch University and of the University of the Western Cape. The detailed textual analysis to which both language policy documents are subjected draws on experiential analysis, demodalisation, activation, the use/non-use of conditional clauses and modality. The analysis reveals that even though the policies express unequivocal commitment to the country�s multilingual heritage and to the promotion of Afrikaans, English and isiXhosa, they betray a pattern of differential commitment to English versus Afrikaans and isiXhosa. Together with the key informant interviews, the analysis suggests that many of the concerns regularly expressed around a transformation of language practices are issues of policy design which have their origin in both the discourses around the language policy texts, and the policy texts themselves.
The Application of Dual-medium and parallel-medium models of bi-lingual education at two primary schools in the Western Cape
(University of the Western Cape, 2007) Williams, Quentin E.; Banda, Felix; Dept. of Linguistics, Language and Communication; Faculty of Arts
This study is an investigation of the application of dual-medium and parallel-medium models of bilingual schooling as implemented at two historically disadvantaged primary schools in the Western Cape. The author assumes that parallel-medium in practice uses only one language of learning and teaching (LoLT), and thus lead to monolingual classroom practice. The author used qualitative techniques (observations, interviews, and document analyses.), and triangulation method, to understand the application of dual-medium and parallel-medium instruction and the support of principals and teachers in their understanding of the design models. Observations were made in Grade 7 classrooms at selected and document analyses, triangulated with interviews conducted with principals and teachers to expound the effective practice of bilingual education at school and classroom level. Document analyses were made of classroom materials (various literary artefacts) used for the development of language proficiency. in addition, how it contributes to the Grade 7 learners academic perform and language development in dual-medium and parallel-medium classrooms.
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.

Browse

Browsing by Title

Results Per Page

Sort Options