Traditional healers are one among professionals that are viewed as the most significant people in African Society. They are accorded the highest esteem because of the role they play in saving people’s lives and promoting cultural aspects such as ukuhlonipha amasiko in isiZulu. It should be remembered that this word ukuhlonipha which means to respect, is used across cultures to maintain peace within family and society. It all depends on which culture promotes it more than others. It is sociolinguistic truism that ukuhlonipha is essentially linked to the ubuntu philosophy of African people. However, traditional healers more than other people follow ukuhlonipha culture in numerous ways, especially when they meet, being consulted and during traditional ceremonies. They serve and promote what in IsiZulu is known as ukuhlonipha, which to the uninitiated and sometimes even to the scholars of this philosophy is a mystery. It is for this reason and others that people view them as the soul of society. This study looks at relevant sociolinguistic theories especially the politeness theory to analyze most of the hlonipha features shown by traditional healers, apprentice and people during consultation. / African Languages / M.A. (African Languages)

This study is on standard isiXhosa in a multilingual classroom and includes an interpretation of both urban and rurual learners’ literary texts. An attempt is made to examine a selection of isiXhosa texts in order to interprete the state of affairs of the isiXhosa language in the 21st century. Organization of the study This dissertation was organized in the following manner: Chapter one includes an introduction to the study, its aims and objectives as well as the research methodology. Since the isiXhosa language is the focal point of the study, it is discussed in some depth. In chapter two, the researcher concentrates on the Pan South African Language Board (PanSALB) "Imibono yethu". Imibono yethu is an anthology of learners' writings. The learners were invited to enter a competition by using various genres, e.g. short stories, poems, one-act dramas, rap songs, kwaito, essays, and melodic poems. The researcher wanted the learners to use whatever genre inspires them, to put it colloquially, "what turns them on!" Any aspect of the urban lifestyle could be explored within the theme of each entry and fell under the following headings: • Standard language. • Standard isiXhosa. Chapter three investigates non-standard language varieties with special reference to isiXhosa and the language policy of South Africa. In this chapter, a comparison was drawn between non-standard language and standard language. vi In chapter four, the researcher discusses the overall findings of the competition, comparing the results emanating from the Eastern Cape and Gauteng. Chapter five deals with achievement of the objectives and highlights of the research. / African Languages / M.A. (African Languages)

The current vast sociocultural shift from Modernism to PostModernism forms the backdrop to this study. Whenever paradigm shifts occur, the metaphors which depict human experience and identity also change. The mechanistic metaphors of Modernism are giving way to metaphors derived from art and literature, in particular narrative theory. Self, as one of the most pivotal notions in philosophy, literature, and psychology, should not be excluded from this process of reconceptualisation. As the point of intersection between the personal and the cultural, the notion of Self now needs to bereformulated to become more coherent with Post-Modernist ideas. Within this framework the Modernist notion of a Self which is unified, substantial, and stable across all contexts, is deconstructed in this study to reveal the linguistic and ideological codes and conventions which are used in its construction. It is proposed that the Self can be viewed as embedded in relationship with others and as inscribed by the prevailing cultural ideologies regarding personhood. As such the Self can be regarded as held together reflexively by narrative codes and conventions. These ideas are demonstrated in an analysis of two written self-narratives and applied to the conventions and practices in psychotherapy. / Psychology / D.Litt. et Phil. (Psychology)

This thesis reports on research into micro-interactions within the reading literacy event Reading on the Mat in three Grade One classrooms. This event is the core of literacy learning in Foundation Phase classrooms in formerly ‘white’, government-funded primary schools in the Eastern Cape, South Africa, and takes place daily for every child. It is literacy practice resembling Group Guided Reading. The research focused on teachers’ identity-forming decisions, actions and discourses as a way of examining micro-interactions within the literacy event. Hymes’s work on the ethnography of communication provided categories for the investigation. Using an ethnographic approach, I entered the sites of the study as a participant observer. There I focused on the central literacy event, in which a group of children and the teacher sit in close proximity. I made field notes, video recordings and audio recordings in three sets of visits spanning the full school year. These were supplemented by teacher interviews, consideration of reports and assessments, and an analysis of the text types used on the Mat, for example, graded readers, flash cards and phonics primers. Beginning with Hymes’ S.P.E.A.K.I.N.G. mnemonic, cycles of analysis using multiple instruments foregrounded the data. The central finding of this research is that in Reading on the Mat children are offered identities through strong normative work and embedded practices. Teachers promote positive identities for children as successful readers and create positive affect for reading activities. This positive positioning work is however undercut by three factors: first, the fact that activities on the Mat focus on decoding text fragments rather than interrogating whole texts. The resultant identity offered to children is one of code breakers alone. A finding subsidiary to this, but important for pedagogic practice, is that teachers’ choice of text types is the most powerful determinant of children’s code breaker identity. A second factor that undercuts children’s identity as successful readers is that, although they are active, they have little agency. This derives from the strong assessment focus of teachers on the Mat and their questioning practices. A third factor which undercuts the positive identity children are offered in this literacy event is that, by focusing primarily on decoding fragmented text and on assessment opportunities, teachers avoid engaging with issues of differentiation and disregard cultural and linguistic differences. Teachers’ choices, therefore, while creating a positive climate in the classroom and developing emergent readers who are effective decoders, construct children as limited literate subjects. The same choices enable teachers to ignore learner diversity. / Adobe Acrobat 9.54 Paper Capture Plug-in

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The purpose of this study was to examine the relationship between Hispanics and their levels of acculturation. This study's intent was to incorporate variables in order to identify generation and language as defining factors for acculturation. A Likert-type Bidemensional Acculturation Scale for Hispanics (BAS) was used to test six hypotheses.

<p>Cilj istraživanja je da pokažem prisustvo<br />implicitne rodne diskriminacije u skrivenom<br />kurikulumu osnovne &scaron;kole tokom<br />komunikacije između nastavnica i učenika i<br />učenica u razredu na srpskom jeziku (u kojem<br />postoje jasni jezički znaci za obeležje roda) i na<br />mađarskom jeziku (koji ne poznaje kategoriju<br />roda u tipolo&scaron;kom sistemu jezika).<br />Teorijski okvir čini teorija iz rodnih studija o<br />vi&scaron;estrukim identitetima (Batler 2010 [1990],<br />2001 [1993] ) i &bdquo;činjenje roda&ldquo; (West,<br />Zimmerman 1987), u kojem se analiza diskursa<br />afirmi&scaron;e kao najpogodnija.<br />Hipoteza je da je implicitna rodna<br />diskriminacija deo skrivenog diskursa i<br />eksplicitne diskursne upotrebe jezika nastavnica<br />u razredu.<br />Korpus empirijskih podataka čine: 1.<br />razgovor u razredu (transkripti video i audio<br />zapisa dva &scaron;kolska časa maternjeg jezika u<br />srpskom i mađarskom odeljenju 8. razreda u<br />dve osnovne &scaron;kole u Subotici); 2. tekstovi<br />nastavnih programa i čitanki za isti razred<br />srpskog jezika (kao maternjeg i nematernjeg) i<br />mađarskog (kao maternjeg) 3. neverbalno i<br />verbalno pona&scaron;anje učenika i učenica na<br />&scaron;kolskoj priredbi (dva video zapisa snimljena<br />na Danu &scaron;kole u dvojezičnoj osnovnoj &scaron;koli sa<br />nastavom na srpskom i mađarskom jeziku).<br />Rezultati pokazuju da: 1. nastavni čas<br />strukturiraju i vode nastavnice - njima pripada<br />govoreni prostor u oba odeljenja, postoje<br />razlike u njihovim diskursnim strategijama<br />(oslovljavanju, prekidanjima, preklapanjima)<br />prema učenicima i učenicama. 2. Rodno<br />osteljiva analiza nastavnih planova i čitanki<br />nije konstatovala integraciju rodne<br />ravnopravnosti u udžbeničke koncepcije i<br />sadržaje, nego potvrđuje rodne stereotipe i<br />implicitnu i eksplicitnu diskriminaciju po<br />polu/rodu; 3. Analiza sadržaja i oblika</p><p>osnovno&scaron;kolskih godi&scaron;njih priredbi potvrđuje<br />da je koncepcija priredbi u funkciji razvijanja<br />multikulturalizma, ali dijalog kultura izostaje.<br />Hipoteza je potvrđena.<br />Zaključujem da razgovor u razredu utiče na<br />formiranje rodnih, jezičkih i kulturnih identiteta<br />učenika i učenica po rodu kao komponenti<br />njihovog identiteta. Zato u dvojezičnim<br />&scaron;kolama treba organizovani posebne oblike<br />nastavnih sadržaja, strukture časa, razgovornog<br />i pisanog materijala kojim bi se ove kategorije<br />vrednosti i pona&scaron;anja i jezički uobličavali za<br />potrebe rodnog identiteta. Preporuka je da oni<br />koji kreiraju obrazovne politike i kurikulume za<br />obrazovanje nastavničkog kadra kao i autori_ke<br />nacionalnih kurikuluma za &scaron;kole i udžbenika<br />podignu svest o važnosti neposredne interakcije<br />u razredu.</p> / <p>The aim of the research is to show the<br />existence of implicit gender discrimination in the<br />hidden curriculum in primary education that is<br />reflected in the interaction between the teachers<br />and the pupils in the classes taught in Serbian<br />(with clear grammar gender markers) and<br />Hungarian (which does not recognize the gender<br />categories).<br />The theoretical framework is based on the<br />theory of multiple identities in gender studies<br />(Batler 2010 [1990], 2001 [1993]) and &ldquo;doing<br />gender&rdquo; (West, Zimmerman 1987), where<br />discourse analysis is considered to be the most<br />suitable tool for investigation of this topic.<br />The paper starts from the hypothesis that the<br />implicit gender-based discrimination is part of<br />the hidden classroom discourse and the explicit<br />language used by teachers in the classroom<br />setting.<br />The corpus consists of: 1.a classroom talk<br />(the fine transcript of two video and audio<br />recordings of mother tongue lessons in Serbian<br />and Hungarian classes made in the eighth grade<br />in two primary schools in Subotica), 2. texts<br />taken from the curricula and the eighth grade<br />textbooks used in classes in Serbian (taught<br />either as a mother tongue or a second language)<br />and Hungarian (taught as mother tongue); 3.<br />nonverbal and verbal behaviour of pupils during<br />the school events (two video recordings made<br />during &ldquo;The School Day&rdquo; in a bilingual primary<br />school where teaching is conducted in both<br />Serbian and Hungarian).<br />The results of the empirical investigation are<br />as follows: 1. classes in both classrooms were<br />structured and led by teachers &ndash; classroom<br />interaction time was mostly taken by teachers.<br />Also, certain differences have been identified<br />concerning the teacher-pupil discourse strategies<br />in terms of addressing pupils, interruptions and<br />overlaps; 2. the gender sensitive analysis of curricula and textbooks has shown that gender<br />equality principle is not their integral part.<br />Instead, textbooks reflect gender bias and<br />discrimination by gender/sex; 3. the analysis of<br />the types and content of school events has shown<br />that although these events were aimed at<br />developing multiculturalism, the dialogue<br />between cultures was missing.<br />Therefore, the hypothesis has been<br />confirmed.<br />It has been concluded that classroom<br />interaction influences the formation of gender,<br />linguistic and cultural identities of both female<br />and male pupils. Hence, bilingual schools should<br />pay attention to class structure, devising specific<br />teaching contents, and creating spoken and<br />written materials which would help to develop<br />the aforementioned values and types of<br />behaviour. The general recommendation is that<br />educational policy makers as well as national<br />curriculum and textbook authors should make<br />effort to raise awareness about the importance of<br />immediate classroom interaction.</p>

The Japanese as a foreign language classroom in the United States is full of information about the target culture and cross-cultural interaction between American students and Japanese instructors. This cross-cultural interaction promotes culture learning but sometimes produces potential conflicts due to American students and Japanese instructors having different expectations of each other. The purpose of this study was to investigate student expectations of their Japanese teachers and to explore similarities and differences among Japanese and American expectations. The research questions addressed were 1) What do American students expect of their Japanese teachers in the Japanese language classroom? Do their expectations have any distinctive features?, and 2) What do Japanese teachers expect of themselves in the Japanese language classroom? Do their expectations have any distinctive features? The data was gathered in the two Japanese programs at universities in the Northwest. This exploratory study used both the quantitative and descriptive research methods. There were three primary data analysis procedures: multidimensional scaling analysis, hierarchical cluster analysis, and rank-order analysis. These multidimensional and hierarchical clustering analyses explored the underlying structure of the concept of what makes a good Japanese language teacher. The rank-order analysis revealed which beliefs were most important for different groups' judgments of who is a good teacher. In addition, the results of these analyses were discussed with the subjects through interviews. The results suggested a major similarity and also some culture differences. Both Americans and Japanese seemed to share a very basic framework about what makes a good teacher, which contained three domains: Classroom management, Interaction and Personality. However, some of the results seemed to reflect a difference between the role-specific aspects of Japanese society and the individualistic elements of American society. In addition, the rank-order analysis seemed to reveal a difference between the two schools.

MA (Xitsonga) / Ehansi Ka Senthara ya M. E. R. Mathivha ya Tindzimi ta Afrika, Vutshila na Ndhavuko / Eka ndzavisiso lowu hi kanela hi switandzhaku swa globalization eka ririmi ra Vatsonga. Ku tlhela ku langutisiwa swivangelo leswi sivelaka ku hluvuka ka ririmi, hikokwalaho ka globalization. Ku langutisiwa swivangelo swa ku lahleka ka ndhavuko wa Vatsonga na tindlela leti nga tirhisiwaka ku kucetela Vatsonga leswaku va nga tshiki ndhavuko wa vona wu nyamalala. Ndzavisiso wu kongomisiwa eka maambalelo ni mahanyelo ma vantshwa, swakudya, matshungulelo, tidyondzo, matirhiselo ma nawu wa le hubyeni na matshamelo ma ndyangu. Hi tlhela hi valanga tindlela leti nga tirhisiwaka ku tlakusa ririmi ra Xitsonga leswaku ri nga ha tekeriwi ehansi. Eka ndzavisiso lowu hi tirhisa maendlelo ma nxopaxopo wa vundzeni bya hungu kumbe ku kuma vuxokoxoko bya ndzavisiso, leswi vuriwaka “qualitative research”. Ku tlhela ku tirhisiwa maendlelo mo hlengeleta mahungu (data collection) ku suka eka matsalwa mo fana na tiatikili, maphephahungu, xiyanimoya, tijenali na thelevhixini. Hi tlhela hi tirhisa maendlelo ma nhlokohliso wa swivutiso. Ku hlawuriwile vahlokosiwa va ntlhanu ku suka eka muganga wa ka Shihambanyisi lava nga ni vutivi hi tlhelo ra nhlokomhaka leyi ku endliwaka vulavisisi hi yona. Ku tirhisiwa thiyori ya mfuwo, thiyori ya matimu na thiyori ya nxopaxopo wa mbulavulo. / NRF

This diploma thesis will focus on the Griko dialect, which is still spoken in some areas of Apulia and which is characterized by its ambiguity between the Greek and Italian language. It thus bears the remnants of Greek culture in southern Italy. The diploma thesis will consist of a theoretical and practical part: In the first part, the cultural-historical reality that defines the dialect will be described. This will be followed by a practical analysis of selected texts, their subsequent description and analysis by a comparative method. Lastly, the work will deal with the current socio-cultural situation of the dialect and its use. Key words: griko, Southern Italy, Salento, Apulia, Greece, language, dialect, culture, text analysis, national traditions, identity, Greek, Italian, prestige, origin