Philosophiae Doctor - PhD (African Language Studies)

Permanent URI for this collectionhttps://hdl.handle.net/10566/20960

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Now showing 1 - 6 of 6

“Every accused person has a right to a fair trial...”: The problematization of the application and implication of interpreting during cross-examination of the accused
(University of the Western Cape, 2026) MALI, NOMFUNDO; Kaschula, Russell; Docrat, Zakeera
The study sought to examine the application and implications of Section 35(3)(k) of the Bill of Rights of the South African Constitution in relation to the interpreting process during cross-examination in court. The section states that, “Every accused person has a right to a fair trial, which includes the right to be tried in a language that the accused person understands or, if that is not practicable, to have the proceedings interpreted in that language”. Interpreting is among the provisions guiding the language used during court proceedings, as such, its application is one of the core measures in the examination of a fair trial for this research. The study establishes the strengths and limitations of interpreting from English to a Nguni variety, isiZulu, and vice versa in line with Section 35(5)(k). The positioning of the interlocutors of both English and isiZulu during the interpreting process has been examined to establish successes and limitations concerning the application of the section.
Trusted criminals conceal and fragment: a forensic linguistics case study of subprime mortgage fraud in South Africa
(University of the Western Cape, 2026) Ntente, Susan; Prof Russell Kaschula
The aim behind this novel autoethnographic case study, which was conducted retrospectively, was to explore ways in which forensic linguistics could assist me make sense of my experiences as an unwitting victim of a crime known as subprime mortgage fraud. It sheds light on the fraud script used by a specific syndicate in South Africa, to realise their profit motif. Due to its dual nature, the study tries to strike a balance between the linguistic and criminological demands of the investigation. From the forensic linguistic side of the equation linguistic tricksters employed discourse patterns, linguistic structures, vocabulary and lexical choices, grammar, semantics, etc. which presented as a cocktail of deceptive speech acts (e.g. vague language, eloquent silence; othering discourses, empty promises, distancing, etc.). These were exposed by using conversation, content, document, critical discourse analyses, among others. From a criminological standpoint, over and above the documented strategies of loan steering, phantom help, social engineering, concealment, fragmentation, conversion, etc.; this study unearths a ‘bite and blow’ (i.e. two-faced behaviour showing kindness on the outside while secretly acting out bad intentions); ‘pacifying’ or ‘lulling’ (e.g. the issuing of false fines); a ‘soft-landing yet illegal eviction’ of victims, etc.; all culminating in a unique scapegoating strategy with a shape-shifting and/or catfishing twist (e.g. the ‘unknown’ conveyancer who turned out to have been my former financial advisor all along); all of which served to conceal the deceptive behaviour. To highlight the case’s uniquely South African flavour the investigation employed several tools of the trade (e.g. network analysis, criminal profiling, the follow-the-money strategy, inductive reasoning; inferencing, the ‘but for’ test, etc.); key among these being the Aquilian delictual liability concept. The case study was also pitted against a handful of judicial opinions dealing with pure economic loss. The findings suggest the subprime mortgage fraud the study sought to expose and hopefully dismantle, is but a symptom of a bigger and more ominous well-oiled and under-the-radar machinery demanding urgent transnational cooperation. This is a thriving shadow economy facilitated by organised crime, while lubricated by corruption and other partners in crime, which are currently bringing the entire African continent and South Africa in particular, to their knees. While a lot of effort has been invested in ensuring the highest level of rigour possible; confronting the study’s limitations and the implications thereof, for future investigations, means acknowledging that all that this investigation can ultimately lay claim to, is the provision of a basis for a testable set of propositions by which a body of theory about organised economic crime (and by default subprime mortgage fraud), could be assembled.
Uphengululo lobume besihobe kumaculo eecawe zemveli nezo zizimeleyo Zase-Afrika
(University of the Western Cape, 2025) Xakatha, Bonke; Mletshe, Loyiso; Kaschula, R.H.
Olu phando lunezahluko ezisixhenxe ezahlukahlukeneyo ezithungelanayo ukususela ekuqaleni ukuya kutsho ekugqibeleni. Owona mbandela uphicothwayo kulo luphononongo nophengululo lobume besihobe kumaculo eecawe zemveli nezo zizimeleyo zase-Afrika. Ukususela kwasekuqaleni kugxilwe ngamandla ekwaziseni uphando ukuba lungantoni ngokuthe gabalala. Iinjongo zophando, ukubaluleka kwalo, uhlobo uphando oluza kuqhutywa ngayo, inkcazelo zamagama angundoqo kwanemvelaphi yezi cawe zala maculo ahlalutyiweyo zivelelwe. Uluncwadi olumayela nomxholo wophando nalo luphengululwe.
A study of linguistic imperialism and forensic linguistic dynamics in selected Eastern Cape criminal courtrooms
(University of the Western Cape, 2025) Mpahlwa, Matthew Xola
This thesis investigates interpreter-mediated communication in criminal court proceedings involving isiXhosa-speaking participants in the Eastern Cape, South Africa. Although the Constitution of South Africa recognises eleven official languages, English remains the dominant language of record in the judiciary, creating structural communicative inequalities for speakers of indigenous languages. Situated at the intersection of Forensic Linguistics, Sociolinguistics, and Language Policy Studies, the study draws on theoretical perspectives from linguistic imperialism, language ideology, and interactional sociolinguistics to examine how institutional language practices shape courtroom discourse and legal meaning-making. Particular attention is given to the role of court interpreters as active participants in legal interaction rather than neutral transmitters of speech. Using a qualitative discourse-analytic methodology, the research analyses a corpus of interpretermediated courtroom interactions alongside lawyer–client consultations prior to trial. The findings demonstrate that interpreters play a constitutive role in the co-construction of legal discourse. Through processes such as interpretive reformulation, code-switching, and dialectal negotiation, interpreters shape how testimony is represented within the evidential record. In several instances, shifts in interpretation modify the pragmatic force of legal questioning and witness responses, thereby influencing the evidential weight of statements and the perceived agency of accused persons. The thesis makes three principal contributions to knowledge. First, it provides one of the few empirical discourse-based studies of isiXhosa–English courtroom interpretation, addressing a significant gap in scholarship on language practices in African legal contexts. Second, it advances theoretical debates in forensic linguistics by demonstrating how interpreter mediation functions as a site where institutional language ideologies and power relations become embedded in legal discourse. Third, the study extends sociolinguistic understandings of multilingual institutional communication by showing how dialectal variation and language hierarchies interact with legal procedure to shape access to justice. By foregrounding the linguistic dimensions of legal participation, the research highlights how the continued dominance of English in the judiciary contributes to communicative asymmetries that may disadvantage indigenous language speakers. In doing so, the thesis contributes to broader debates on language rights, linguistic inequality, and equitable access to justice in multilingual postcolonial societies, while offering empirical insights that have implications for interpreter training, courtroom practice, and language policy in the South African legal system.
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.
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.

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