Video recordings of a range of postgraduate seminars in the Arts Faculty at a South African university were made and analyzed, in order to define the current nature of this particular form of educational practice in South African tertiary institutions. Recent demographic changes in formerly White universities are having a significant effect on the nature of interaction in formal discussion groups. Despite a common perception that at a tertiary level tutors and students are equally entitled to speak and all contributions equally valued, this article reveals that postgraduate seminars are sites of competition for the floor and that there are significant imbalances in participation by different groups in this competitive speaking environment; it is further argued that these imbalances reflect different (culture- and gender-specific) assumptions about what constitutes appropriate participation and also, to some degree, previous learned discourse patterns associated with schooling experience.

In this paper we report on an investigation into the use of English in a prison in the Eastern Cape Province, run by the Department of Correctional Services (CS) five years after the declaration of an official multilingual policy. The investigation consisted of a range of interviews and observations in this institution, aimed at establishing the extent to which the national language policy is actually being implemented on the ground. Findings suggest that the use of English predominates in the high, official domains, that there is a marked avoidance of Afrikaans, and that Xhosa, the main language of the Eastern Cape Province, increasingly occupies the lower, unofficial domains. Tensions between policy and practice are discussed, and it is argued that the CS has shown that pragmatism is a much stronger force than ideology. While the roles of Xhosa and Afrikaans appear to be in the process of reversing in the Grahamstown prison, English has emerged as stronger there than it has ever been before. And because it will continue to be a necessary prerequisite for the mobility and promotion of staff in the country as a whole, and the lingua franca for an increasingly mobile criminal population (which means the prisons are likely to become increasingly linguistically diverse, rather than settling into regional patterns), everyone will have to have some proficiency in English, which, ironically, will promote and strengthen it even more.

Nicknames are powerful indicators of attitudes towards gender categories and because of their transient and optional nature, it has been argued that they are more likely to show a closer relationship to ongoing trends in the culture and society than other more fixed parts of the language E. B. Phillips (1990) ["Nicknames and Sex Role Stereotypes," Sex Roles, Vol. 23, pp. 281-289]. This study reports on a survey of nickname usage among a group of South African adolescents from mixed socioeconomic backgrounds (approximately 25% other than white) in an attempt to explicate gender-linked trends in frequency of occurrence, usage and attitudes to such special names. It reveals that conventions regarding nickname coinage and usage are intimately connected to the gender of bearers and users, and that more males have nicknames and coin them than females; it also shows significant sex-linked differences in the linguistic sources and users of nicknames, and reveals a greater tendency for female nicknames to function as indicators of affection rather than for humorous or critical effect. It could be argued that these trends could be linked to the nurturing and nurtured role of females in society, and to the differences in social power generally between males and females.

Black South African English is generally regarded as the variety of English commonly used by mother-tongue speakers of South Africa's indigenous African languages in areas where English is not the language of the majority. This paper explores some of the problems involved in defining this variety, problems such as whether it is a `new' variety of English or a dialect, and problems relating to whose English it is: the English of those learners who have encountered only a smattering of English in informal contexts or the variety of English acquired during formal schooling. The second half of the paper focuses on the possible future of Black South African English (BSAE) against the backdrop of South Africa's new multilingual policy. Reasons for the continued appeal of English are examined, alongside the range of factors influencing the possible future growth of BSAE as a distinct variety. It is argued that South Africans are unlikely ever to be free not to learn English, owing to the huge economic, political and ideological constraints which make the `choice' of English inevitable. The success of current efforts to resist value judgements and recognise the worth of BSAE will depend not only on the goodwill of South Africans, and on the cooperation of all speakers of English, world-wide, but on the rate at which the variety drifts away from recognised standard forms of English.

The aim of this paper is to provide an overview of the semantic and syntactic characteristics of the discourse marker actually, and then to describe and explain how it is used by mothertongue (MT) Xhosa speakers who have learned English as an additional language. Such a description may provide a useful benchmark for comparison with MT norms. The source of data for the study is a corpus of approximately half a million words of transcribed spontaneous dialogue between Xhosa English speakers.

An estimated 27 million South Africans use indigenous medicines (Mander, 1997, Medicinal plant marketing and strategies for sustaining the plant supply in the Bushbuckridge area and Mpumalanga Province. Institute for Natural Resources, University of Natal, Pietermaritzburg, South Africa). Although herbal remedies are freely available in amayeza stores, or Xhosa chemists, for self-medication, little is known about the motivations of consumers. According to African belief systems, good health is holistic and extends to the person's social environment. The paper makes a distinction between traditional medicines which are used to enhance personal well-being generally and for cultural purposes, on the one hand, and medicines used to treat physical conditions only, on the other. Drawing on an eight-month study of Xhosa chemists in Eastern Cape Province, South Africa, in 1996, the paper identifies 90 medicines in stock which are used to enhance personal well-being. Just under one-third of all purchases were of medicines to enhance well-being. Remedies particularly popular included medicines believed to ward off evil spirits and bring good luck. The protection of infants with medicines which repel evil spirits is a common practice. Consumer behaviours indicate that the range of medicines available is increased by indigenisation of manufactured traditional medicines and cross-cultural borrowing. Case studies confirm that self- and infant medication with indigenous remedies augmented by indigenised medicines plays an important role in primary health care by allaying the fears and anxieties of everyday life within the Xhosa belief system, thereby promoting personal well-being.

This article considers the use of popular science articles in teaching scientific literacy. Comparing the discourse features of popular science with research article and textbook science – the last two being target forms for students – it argues that popular science articles cannot serve as models for scientific writing. It does, however, suggest that popular articles can make science more accessible to students, and so can play a useful role in the teaching of scientific writing as well as in the teaching of science. This is because popular science articles view scientific findings as provisional rather than as incontrovertible fact as they are presented in textbooks or as they appear to be presented in research articles. Another feature of popular articles is that they are peopled with large numbers of specific scientists, thus representing scientists as ordinary people rather than as a few exceptional people of iconic status as is the case in textbooks.

During the past decade the relationship between biodiversity and human diversity has received increased attention, resulting in the identification of what the Declaration of Belém calls an ‘inextricable link’ between biological and cultural diversity. Although the term biocultural diversity, introduced to denote this link, is being used increasingly, there has been little critical reflection on what it precisely refers to. I argue that it is used with particular reference to ‘indigenous traditional’ people, but that there is scope for extending its application within biocultural discourse. I therefore review the concept of culture and discuss what constitutes cultural values of the natural environment. I conclude that the concept of culture must be understood as involving a dynamic process of transcultural exchange and constant re-articulations of tradition resulting in the persistence of certain cultural practices. This approach ultimately reveals that the concept of biocultural diversity is also applicable to non-indigenous traditional communities.

The paper provides a sketch of the discourse of media and ‘cyber-democracy’ in and out of Africa. Firstly, it discusses the characteristic features of new media technology. Secondly, it attempts a ‘theorising’ of cyber-democracy, within the context of general democratic theory. Thirdly, it sets out a vision of cyber-democracy for Africa. In delineating this vision, it highlights six features characteristic of the democratic potential of new media technology and gives examples of how Africa has appropriated them. Finally, it outlines a ‘new media’ research agenda for Africa.

This background paper discusses some of the key issues associated with the phenomenon of public service broadcasting (PBS) in selected sub-Saharan African countries. These issues include (i) the conceptualisation of PSB (ii) the international politico-juridical context for PSB (iii) the regulatory-cum-policy models for PSB and (iv) the funding models for PSB.