Thesis (Ph.D. (Languages)) --University of Limpopo, 2008 / This thesis endevours to examine the effectiveness of the implementation of the language policy of South Africa as enshrined in the Constitution of South Africa (1996) with special reference to Tshivenda. It is for this reason that an effort has been exerted to analyse the application of the aforementioned language policy pertaining to Tshivenda in areas such as social life, education and the business world. The study argues that as one of the eleven (11) official languages of South Africa Tshivenda deserves to be treated with the respect that it deserves. The study has clearly shown that Tshivenda is currently not fully enjoying the status that is accorded to it by the Constitution of South Africa (1996) because of multifold factors and reasons. One of these is that the business world does not derive much profit from the use of Tshivenda as it is seen as a minority language. In addition, the study has discovered that there are problems associated with translation as most of the time the translation is of a poor standard. It is thus crucial that translation must be conducted by people who have undergone professional training. Furthermore, a major stumbling block with regard to the use of Tshivenda in South Africa is the prevailing negative attitude that speakers of African languages harbour towards African languages in general. This does not come as a surprise as many African people still look down upon their languages as they are mostly regarded as backward and unsophisticated. This is why English is still dominant in many areas as people view it as a passport to green pastures. The study has indicated that the Constitution of South Africa (1996) clearly stipulates that all official languages should be used in all spheres of life where it is practicable. This implies, among others, the right of learners to be taught in their mother tongue. Although a large number of respondents are of the view that the use of English should not be tampered with, it is heartening to deduce that some people are now supporting the idea that Tshivenda should be used in all official communication. Finally, the study recommends the use of Tshivenda in social, educational and economic settings as this will indeed be a proof that Tshivenda-speaking people are also enjoying the fruits of the new democratic dispensation in South Africa.

South Africa has a long history of linguistic imbalances in senior secondary schools. In the past, learners in township schools were made to use English for teaching and learning, instead of their indigenous home languages. There are 11 official home languages in South Africa. In order to redress these past injustices in educational provision, the government developed the Language In Education Policy to work as a guideline for the formulation and implementation of school language policy in accordance with the Constitution of the Republic of South Africa. The government indicated that school governing bodies (SGBs) should establish language committees in an attempt to solve the language policy issues in schools and redress past inequities. However, to date there has been no common practice by school language policy developers and implementers that indicates a common understanding of this activity and recognition of the national School Language Policy documents. / African Languages / M.A. (African Languages)

The research in this dissertation explored the demise of African languages of South Africa, Tshivenḓa in particular. The Vhavenḓa are historically one of the ethnic groups which have been in South Africa for a long time. The economic activities at Mapungubwe have ensured that they are able to absorb some of the small groups that came to the area to conduct business with them. Due to frequent tribal clashes, the Vhavenḓa resorted, for strategic reasons, to living in mountainous areas. They also refused to work for the Europeans. This exclusion from other ethnic groups kept their language and identity pure. Ethnic clashes gradually faded and the economy called for a new lifestyle. At the same time, South Africa was developing into a nation and men from the Vhavenḓa ethnic group started migrating to various parts of South Africa in search of jobs. Some of these men were lost to their host ethnic groups. Women, however, remained as the reserve of the language. The economy, both nationally and globally, is permanently in a state of change and now male and female youth are migrating to the cities. The care of the language is thus left to senior citizens while the youth – who should be the future of the language – disappear to the cities. All these factors contributed to the demise of Tshivenḓa. This research explores the causes of the demise of African languages in South Africa, with specific reference to Tshivenḓa; and concludes by suggesting various ways in which Tshivenḓa as a language can be preserved. / African Languages / M.A. (African Languages)

The research project takes a hard look into the attitudes or perceptions of speakers of African languages towards the new language policy of South Africa. The question answered in this regard is, `What do people say?' The research project explores the extent of radical shift in African consciousness giving impetus to the resurgence of African languages so that they carry philosophical and scientific discourse to unprecedented heights. Maintaining the primordial language policy that is dominated by English and Afrikaans is like putting new wine into old skins. Thus, the research also seeks to establish strategies that could be implemented in order to ensure the revitalisation and rejuvenation of African languages so that all the languages take their rightful place. In other words, the research explores ways of injecting a new kind of consciousness that integrates language and content in schools so as to replace the primordial "telescopic philanthropy" type of approach existing currently in education and other major domains. / African Languages / D. Litt. et Phil. (African Languages)

This study distils some of the principal political and sociological lines of enquiry that Neville Alexander embarked upon in his published writings. It initially sets out to sketch the political, economic and intellectual milieu that he encountered after his release from Robben Island in 1974, and then it addresses the language question, as a part of the national question, in South Africa. The researcher argues that Alexander’s “dance” in the world of political and educational interventions has at times been solitary but that his discourse is substantively girded by the writings and experiences of established practitioners in the fields of sociolinguistics, political economy and cultural activities. The study concludes that his policy proposals on language in particular, in spite of the fact that the constitutional and institutional infrastructure exists for their implementation, have been put on the back burner because the dominant linguistic interests of the post-apartheid government correspond with the communication interests of market-driven institutions in the country, and not with the interests of the linguistic majorities who populate the nation. / Neville Alexander's thoughts on the language question in South Africa / Language question in South Africa / Educational Studies / M.Ed. (Philosophy of Education)

The research project takes a hard look into the attitudes or perceptions of speakers of African languages towards the new language policy of South Africa. The question answered in this regard is, `What do people say?' The research project explores the extent of radical shift in African consciousness giving impetus to the resurgence of African languages so that they carry philosophical and scientific discourse to unprecedented heights. Maintaining the primordial language policy that is dominated by English and Afrikaans is like putting new wine into old skins. Thus, the research also seeks to establish strategies that could be implemented in order to ensure the revitalisation and rejuvenation of African languages so that all the languages take their rightful place. In other words, the research explores ways of injecting a new kind of consciousness that integrates language and content in schools so as to replace the primordial "telescopic philanthropy" type of approach existing currently in education and other major domains. / African Languages / D. Litt. et Phil. (African Languages)

This study distils some of the principal political and sociological lines of enquiry that Neville Alexander embarked upon in his published writings. It initially sets out to sketch the political, economic and intellectual milieu that he encountered after his release from Robben Island in 1974, and then it addresses the language question, as a part of the national question, in South Africa. The researcher argues that Alexander’s “dance” in the world of political and educational interventions has at times been solitary but that his discourse is substantively girded by the writings and experiences of established practitioners in the fields of sociolinguistics, political economy and cultural activities. The study concludes that his policy proposals on language in particular, in spite of the fact that the constitutional and institutional infrastructure exists for their implementation, have been put on the back burner because the dominant linguistic interests of the post-apartheid government correspond with the communication interests of market-driven institutions in the country, and not with the interests of the linguistic majorities who populate the nation. / Neville Alexander's thoughts on the language question in South Africa / Language question in South Africa / Educational Studies / M.Ed. (Philosophy of Education)

The new higher education system of South Africa is in the process of transformation. Part of the transformation process involves raising the use and status of indigenous languages to become essential part of the country‟s higher education system. The constitution of the Republic of South Africa (Act 108 of 1996) laid a foundation responding to the imperative regarding the use and status of indigenous languages. The Ministry of Education (Higher Education) pays special attention to fitting their education policies to the constitution by incorporating subsection 27(2) of the Higher Education Act, 1997 (Act 101 of 1997) that states “subject to the policy determined by the Minister, the council, with the concurrence of the senate, must determine the institutional language policy of a public higher education institution and must publish and make it available on request”. The Language Policy for Higher Education was published by the Ministry of Education in November 2002. Lastly, the Ministry of Education appointed a Ministerial Committee “to advise on the development of African (indigenous) languages as mediums of instruction in higher education.” This committee published its report in 2005. This study investigates the fit between government language policies and institutional language policies. The focus is on indigenous languages in the South African higher education system. The main purpose is to argue for the design of an integrated institutional language policy framework in a holistic way. The study population consisted of the 23 universities and the indigenous language academic staff. A case study and survey were used. All twenty-three indigenous language units from the 23 universities‟ departments were used in the survey section of this research. A random sample of respondents was used, all the respondents were indigenous language academic personnel. Questionnaires were sent to each one who agreed to participate. This questionnaire was the main research instrument for collecting data. The research showed that there is no fit between government language policies and institutional language policies. It is recommended that improvements in fit between government language policies and institutional language policies be embarked upon across the 23 universities‟ staff members and stakeholders (students). / African Languages / Thesis (D. Litt. et Phil. (African Languages))

Even though language formed part of the post-apartheid agenda which was set out to redress the ills of the pre-democratic South Africa, there are still concerns that the status of indigenous languages has not been elevated. Using decolonial work of Steve Biko, Ngugi wa Thiong’o and Frantz Fanon as theoretical lens, I aimed at exploring perceptions of key informants on post-apartheid language policies, young South Africans and parents /guardians toward indigenous languages. In-depth and narrative interviews were used to collect data from language policy key informants and young South Africans who started schooling after 1994 and focus group discussions with parents/guardians were held. Thematic, narrative and discourse analyses were used to analyse the data. Indigenous languages were perceived by participants as having an inferior status compared to languages of oppression and that was attributed to inferiority complex, lack of will from government to promote these languages and absent voice of indigenous language speakers in the fight for the status of indigenous languages. South Africa’s language diversity was also perceived as a challenge believed to contribute toward the difficulty of properly implementing post-apartheid language policies. The study results suggest a need for a stronger civil society which would assist in the dismantling of categorising languages as superior and inferior. Furthermore, the results point to a need for a more humanising approach which treats indigenous languages with respect. / Psychology / D. Phil. (Psychology)

The new higher education system of South Africa is in the process of transformation. Part of the transformation process involves raising the use and status of indigenous languages to become essential part of the country‟s higher education system. The constitution of the Republic of South Africa (Act 108 of 1996) laid a foundation responding to the imperative regarding the use and status of indigenous languages. The Ministry of Education (Higher Education) pays special attention to fitting their education policies to the constitution by incorporating subsection 27(2) of the Higher Education Act, 1997 (Act 101 of 1997) that states “subject to the policy determined by the Minister, the council, with the concurrence of the senate, must determine the institutional language policy of a public higher education institution and must publish and make it available on request”. The Language Policy for Higher Education was published by the Ministry of Education in November 2002. Lastly, the Ministry of Education appointed a Ministerial Committee “to advise on the development of African (indigenous) languages as mediums of instruction in higher education.” This committee published its report in 2005. This study investigates the fit between government language policies and institutional language policies. The focus is on indigenous languages in the South African higher education system. The main purpose is to argue for the design of an integrated institutional language policy framework in a holistic way. The study population consisted of the 23 universities and the indigenous language academic staff. A case study and survey were used. All twenty-three indigenous language units from the 23 universities‟ departments were used in the survey section of this research. A random sample of respondents was used, all the respondents were indigenous language academic personnel. Questionnaires were sent to each one who agreed to participate. This questionnaire was the main research instrument for collecting data. The research showed that there is no fit between government language policies and institutional language policies. It is recommended that improvements in fit between government language policies and institutional language policies be embarked upon across the 23 universities‟ staff members and stakeholders (students). / African Languages / Thesis (D. Litt. et Phil. (African Languages))