This thesis is about certain varieties of isiXhosa and their apparent influence on English and vice versa. IsiXhosa is a language mainly spoken in the Eastern and Western Cape Provinces of the Republic of South Africa. The study concentrates on certain varieties of isiXhosa that are spoken in the Eastern Cape Province. These varieties are isiBhaca, isiHlubi, isiMpondo, isiThembu and isiGcaleka. IsiGcaleka happens to be the standard variety. A map is provided to illustrate where these varieties are spoken. The study looks at the learners’ texts which are written in isiXhosa and English. The learners who wrote these texts are in Grades 8 and 9 from selected schools in the areas of Mzimkhulu, Matatiele, Mbizana, Ngcobo and Butterworth. It is worth mentioning that Mzimkhulu has since been moved from the Eastern Cape to KwaZulu/Natal. The learners’ texts are analyzed and comments are provided for each analysis. The study also looks at how educators in selected schools relate with their learners when teaching both isiXhosa and English. Observations are made from the relationship between the educators and learners when the learners are taught isiXhosa and English. The study also looks at the debate between standard and non-standard variety. Based on the discussion of both the standard variety and non-standard variety it is the view of the researcher that this notion of “standard” and “non-standard” needs to be challenged on all fronts. This is so because standardization occurs as a result of historical coincidence. The study further looks at the Language and Planning issues in the Republic of South Africa. It is important to note that language is the key to the heart of any nation and therefore whatever that is discussed about language should be sensitive to the people speaking that language.The study concludes with the fact that there is a need to train educators especially those who are going to teach African Languages. There is also a need to undertake studies on learners’ needs so that those who design the school curricula must do so knowing what is relevant to the learners in general. / African Languages / D. Litt. et Phil. (African Languages)

The dissertation examines mainly segmental assimilatory processes of Xhosa phonology within the dependency framework. This model is a multi-faceted approach which involves hierarchical organisation of features into larger constituents known as gestures. The analysis includes an elementary historical background to the development of phonological theory with emphasis on the shift from traditional linear approaches to modern non-linear models, as well as a shift from derivational theories to representational frameworks. An exploration of the phonetics/phonology interface through the application of gestures is considered an advantage of using the dependency framework over other theories of phonology. The focus of the dissertation is the description of phonetically-motivated and morphologically-motivated Xhosa phonological processes. A brief exposition of the use of the dependency framework in non-assimilatory Xhosa phonological processes is given as a possible recommendation in the conclusion of the dissertation. / Language Education, Arts and Culture / M.A. (African Languages)

This thesis is about certain varieties of isiXhosa and their apparent influence on English and vice versa. IsiXhosa is a language mainly spoken in the Eastern and Western Cape Provinces of the Republic of South Africa. The study concentrates on certain varieties of isiXhosa that are spoken in the Eastern Cape Province. These varieties are isiBhaca, isiHlubi, isiMpondo, isiThembu and isiGcaleka. IsiGcaleka happens to be the standard variety. A map is provided to illustrate where these varieties are spoken. The study looks at the learners’ texts which are written in isiXhosa and English. The learners who wrote these texts are in Grades 8 and 9 from selected schools in the areas of Mzimkhulu, Matatiele, Mbizana, Ngcobo and Butterworth. It is worth mentioning that Mzimkhulu has since been moved from the Eastern Cape to KwaZulu/Natal. The learners’ texts are analyzed and comments are provided for each analysis. The study also looks at how educators in selected schools relate with their learners when teaching both isiXhosa and English. Observations are made from the relationship between the educators and learners when the learners are taught isiXhosa and English. The study also looks at the debate between standard and non-standard variety. Based on the discussion of both the standard variety and non-standard variety it is the view of the researcher that this notion of “standard” and “non-standard” needs to be challenged on all fronts. This is so because standardization occurs as a result of historical coincidence. The study further looks at the Language and Planning issues in the Republic of South Africa. It is important to note that language is the key to the heart of any nation and therefore whatever that is discussed about language should be sensitive to the people speaking that language.The study concludes with the fact that there is a need to train educators especially those who are going to teach African Languages. There is also a need to undertake studies on learners’ needs so that those who design the school curricula must do so knowing what is relevant to the learners in general. / African Languages / D. Litt. et Phil. (African Languages)

The dissertation examines mainly segmental assimilatory processes of Xhosa phonology within the dependency framework. This model is a multi-faceted approach which involves hierarchical organisation of features into larger constituents known as gestures. The analysis includes an elementary historical background to the development of phonological theory with emphasis on the shift from traditional linear approaches to modern non-linear models, as well as a shift from derivational theories to representational frameworks. An exploration of the phonetics/phonology interface through the application of gestures is considered an advantage of using the dependency framework over other theories of phonology. The focus of the dissertation is the description of phonetically-motivated and morphologically-motivated Xhosa phonological processes. A brief exposition of the use of the dependency framework in non-assimilatory Xhosa phonological processes is given as a possible recommendation in the conclusion of the dissertation. / Language Education, Arts and Culture / M.A. (African Languages)