This study examines the role of literature in developing intercultural awareness among year 5 pupils within the context of English Language Teaching (ELT) in Sweden. As cultural diversity in classrooms increases, this study explores how literature functions as a medium to comprehend diverse cultural narratives and enhance empathy. Employing a mixed-methods approach, including quantitative questionnaires, qualitative interviews and focus group discussions, the study evaluates both the direct and deeper impacts of multicultural literature on pupils’ intercultural awareness. Key findings indicate that literature’s effectiveness in developing intercultural awareness largely depends on appropriate text selection and its integration into teaching practices. Challenges include teachers’ difficulty in assessing pupils’ intercultural awareness, which hampers the implementation of effective educational strategies. Additionally, the results highlight the varying levels of pupils’ engagement, influenced by their own cultural backgrounds. Pupils with diverse cultural experiences tended to show greater empathy and interest in cultural narratives, whereas those less exposed to cultural diversity were more likely to be disengaged. The findings suggest that targeted selection of literature and strategic curriculum integration are essential for maximising the educational benefits of literature in promoting intercultural awareness. Furthermore, the findings highlight the importance of teacher preparedness in choosing and presenting literature that not only resonates with pupils but also enriches their learning experience, as well as further integrating the literature reading through discussions to improve the development of intercultural awareness.

The dissertation tries to explain why most of the Bapedi people do not feel free to speak their language when they are among other communities. It explains why the speakers of the so-called ‘inferior’ dialects of the Limpopo Province have an inferiority complex while the speakers of the ‘superior’ dialects are confident when speaking their dialects. The standardisation of the Northern Sotho Language Board and the missionary activities within the Bapedi communities led to the creation of 'superior' and ‘inferior’ dialects. A detailed discussion is presented of the social rural and urban varieties, which found in Bapedi culture. Some of these varieties are kept secret and therefore are unknown to the public; and others, which are not secretive in nature. The use of language and the impact of language contact between languages is discussed. / African Languages / M.A. (African Languages)

Thesis (DLitt)--Stellenbosch University, 2005 / ENGLISH ABSTRACT: A survey of the research on the Biblical Hebrew psalms of lamentation reveals a lack of attention paid to the divine images found in these poems. Previous studies, for the most part, focused on literary and stylistic aspects pertaining to the Psalms in general and the psalms of lamentation in particular. The competent reader will, however, notice that divine metaphors abound in these psalms. This study investigates the divine metaphors (nominal and verbal) in the Biblical Hebrew psalms of lamentation from a cognitive anthropological perspective. It is argued that the literary information in these poems is a cognitive representation of the psalmist's world. The various divine portrayals arise from the poet's cognitive organisation and utilisation of cultural information. The analysis of the metaphorical expressions affords the exegete insight into the cognitive world of the supplicant and the strategies employed by the one who offers praise and does not eschew lament. Some of the theoretical assumptions of cognitive anthropology are applied to a selection of psalms of lamentation (Pss. 7, 17, 31, 35, 44, 59, 74 and 80) as a means of illustrating how this approach can shed new light on the way the deity is depicted in the laments. To achieve this, each psalm is analysed both from a cognitive and literary perspective. The examination of the divine metaphors reveals the various cognitive strategies employed to portray Yahweh. It is shown that these recurring images result from the application of cultural models, conceptual metaphors and image-schemas. Given the soundness of the proposed hypothesis, this investigation arrives at the conclusion that a cognitive perspective on the divine representations in the Biblical Hebrew psalms of lamentation is indeed a worthy endeavour. / AFRIKAANSE OPSOMMING: "n Oorsig van die navorsing oor die klaagpsalms wys uit dat daar tot dusver nie baie aandag geskenk is aan die beelde wat in dié psalms gebruik word om na God te verwys nie. Vorige studies fokus meestalop die literêre en stilistiese aspekte van die psalms, in die algemeen, en die klaagpsalms in die besonder. 'n Kompetente leser sal egter gou die oorvloed van metafore vir God raaksien. Hierdie studie ondersoek die metafore vir God (nominaal en verbaal) in die klaagpsalms vanuit 'n kognitief antropologiese perspektief. Daar word geargumenteer dat die literêre informasie in hierdie gedigte 'n kognitiewe voorstelling van die psalmis se lewenswêreld daarstel. Die verskeie Godsvoorstellings spruit uit die digter se kognitiewe aanwending en organisasie van kulturele informasie. 'n Analise van die metaforiese uitdrukkings verskaf aan die eksegeet insig in die kognitiewe wêreld van die bidder en die strategieë wat die een gebruik wat God se lof besing, sonder om klag uit te sluit. Van die insigte van die kognitiewe antropologie word toegepas op 'n seleksie van klaagpsalms (Ps. 7,17,31,35,44,59,74,80) en daar word voorgehou hoe hierdie benadering nuwe perspektiewe bied op die wyse waarop die godheid voorgestel word in die klaagpsalms. Vir die doel word elke Psalm literêr en kognitief ontleed. Die ondersoek na die metafore met betrekking tot God lê die verskeie kognitiewe strategieë bloot wat gebruik word om Jahwe voor te stel. Daar word aangetoon dat hierdie terugkerende beelde die gevolg is van die toepassing van kulturele modelle, konsepsuele metafore en beeldskemas. Gegewe die oortuigingskrag van die voorgestelde hipotese, konkludeer die ondersoek dat 'n kognitief-antropologiese perspektief op die Godsvoorstellings in die klaagpsalms inderdaad 'n belangrike onderwerp van navorsing is.

<p>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.</p>

The dissertation tries to explain why most of the Bapedi people do not feel free to speak their language when they are among other communities. It explains why the speakers of the so-called ‘inferior’ dialects of the Limpopo Province have an inferiority complex while the speakers of the ‘superior’ dialects are confident when speaking their dialects. The standardisation of the Northern Sotho Language Board and the missionary activities within the Bapedi communities led to the creation of 'superior' and ‘inferior’ dialects. A detailed discussion is presented of the social rural and urban varieties, which found in Bapedi culture. Some of these varieties are kept secret and therefore are unknown to the public; and others, which are not secretive in nature. The use of language and the impact of language contact between languages is discussed. / African Languages / M.A. (African Languages)

This diploma thesis Analysis of the Czech translation of Yuri Vynnychuk's collection of short stories Chachacha is devoted to the analysis of translation solutions of selected linguistic features in two short stories - Chachacha and Kulparkiv, aneb Chachacha 2. The goal of this work is to assess translation methods of Rita Kindlerová, describe its possible positives and negatives. Introductory chapters deal with the biography of Yuri Vynnychuk, his classification in a literal context, general characteristics of his work and consequently the stylistic analysis of two excerpted texts. An integral part of the work is definition of theoretical base for translatological analysis. Main parts of the work are focused on the analysis of translation of specific linguistic features, which are the stylistic dominants of selected texts: stylization of speech, style differentiation, phraseme and selected culture- specific items with an emphasis on proper nouns.

This thesis deals with linguistic stereotypes of cities. Therefore, the object of our interest is onomastic material (oikonyms, ie. own settlement names), which, however, is viewed from the perspective of cognitively and culturally oriented linguistics. The main theory, which the thesis is based on, is J. Bartmiński's theory of stereotype (incl. the so-called. profiling). We have dealt with the names of three Czech cities that currently belong to the administrative unit of the Vysočina Region: Jihlava, Pelhřimov, Pacov. Following the methodology of Polish authors of J. Bartmiński's scope we have analyzed each of them in terms of three areas: language data, text data and empirical data. We found out concrete connotations of these names in Czech language, and on the basis of these findings of ours we have formulated their stereotypes. Besides the formulation of the three selected specific stereotypes, this thesis also presents some general observations about stereotypes of cities. It is esp. a case of a proposal the profiles (ie. general aspects, which are usually used in the process of profiling a stereotype), with which you can work in research on stereotypes of cities in general. Furthermore, this thesis elaborates the methodology of analyzing text data, which should be in the centre of attention...

This report is submitted in fulfilment of the requirements for the degree of masters by coursework and research report in the faculty of humanities in the university of Witwatersrand / This thesis explores the different ways that identities are negotiated and renegotiated in different spaces. It intends to unearth the contradictions, tensions and complexities that occur as a result of racialised subjectivities. This study unpacks the socially constructed term "Coconut" and challenges the existing dominant discourses that speak of "Coconuts" as inauthentic Black people who have lost touch with their heritage.What it means to be Black today in South Africa is being contested and there is resistance towards binary and rigid understandings and conceptualizations of blackness. In the intersection of race and class, class is often the silent signifier of distinction and difference post-apartheid but proves to be significant in understanding the different nuanced lived experiences of the Black subject. This thesis is specifically interested in how the inability to comprehend or communicate in an African language further complicates and adds another layer of complexity to not only the lived experiences of Black monolinguals proficient in English only, but also to their personal sense of self. Being a "Coconut" is experienced in conflicted and precarious ways. On the one hand it is experienced with alienation and rejection and in other contexts, it holds significant value and serves as social cultural capital necessary for maneuvering social, political and economic spaces. Key words: Identity, Coconut, Blackness, Class, Cultural capital, Monolinguals, Language, Accent, Racial subjectivity / GR2017

Thesis (DTech (Informatics))--Cape Peninsula University of Technology, 2019. / This study explored the perceptions and expectations that language lecturers have of e-Learning support. E-Learning has promised to enhance teaching and learning practices and yet it has not been optimally implemented. In the current complex context of Higher education in South Africa all lecturers are confronted with challenges. Language lecturers however have added strain being tasked with preparing students from the demanding, multi-cultural and multi-lingual context to communicate academically in the language of learning and teaching across all subject areas. Universities, in line with expectations from the White Paper on e-Education (South Africa. Department of Education, 2004), require lecturers to use a Learning Management System (LMS) during academic activity even though some lecturers are reluctant, for various reasons, to do so. Lecturer support has been identified as one way in which to promote smooth and optimal e-Learning uptake. Support is a service and for that reason the service delivery industry was consulted to find possible service quality solutions in aid of the assistance for lecturers. Teaching is a highly complex activity where pedagogy is significant in the incorporation of technology, which is what the TPACK (Technological Pedagogical and Content Knowledge) framework underscores. This framework represents the complexity of introducing technology to teaching, considering pedagogy, coupled with CALL (computer assisted language learning), which is a contemporary research domain. To aid the lecturer in introducing TPACK a qualified and trained support service is key. The insights and perspectives of an extensive literature review about the complex context of higher education in South Africa, language lecturers, e-Learning and support as a service are presented. The rationale for the inclusion of attention to service delivery with specific focus to perceptions and expectations is investigated and key issues related to language lecturers’ perceptions and expectations of LMS support are explored. This study identifies relevant elements of a support service for technology to optimise the teaching practice of language lecturers in a complex environment of higher education. The discrepancy between intended use of LMS and actual use thereof is addressed, while a framework of gaps regarding LMS support within a university of technology in South Africa was developed. This framework can assist with optimal support and ultimately contribute to the vision for higher education in South Africa as set out by the Department of Higher Education and Training in their White Paper on post-school Education and Training (2013) calling for transformation.

University of Macau / Faculty of Arts and Humanities. / Department of English