This research is entitled «A comparative study of Western, Eastern and Southern African surnames as a reflection of African identity" In this study the researcher looked at the historical Origins of surnames in the world, making references of countries including Britain, Scotland, China and India. The researcher then came to the African continent, where she targeted Western, Eastern and Southern Africa as areas of research. The reason for choosing these three parts of Africa is because they fall under the largest language family in the continent i.e. Niger-Kordofanian. The analysis of the findings reveals some similarities between naming practices among Western, Eastern and Southern African Kintu language groups. In the analysis of African surnames, it came out very clear that in these three parts of Africa most surnames are derived from people's names, especially male names; time of the day; animal names; weather condition and from natural phenomenon. Looking at African traditional religion, it came out from the research that in these three parts of Africa there are three categories of religion i.e. Christianity, African religion and Islamic religion. In this particular research religion came through because the findings reveal that religion had an important impact on naming in Western, Eastern and Western Africa and also in other countries in Europe as well. This research gives a proof that Bantu/Kintu languages spoken in Western, Eastern and Southern Africa are related due to common origin from the ancestor language called Proto Bantu. The language relations and the common origin from one ancestor language resulted in similar cultures and similar naming practices among the three parts of Africa. IQOQA Isihloko salolu cwaningo sithi! "Ukuqhathaniswa kwezibongo zaseNtshonalanga-Afrika, eMpumalanga-Afrika, naseMzansi-Afrika njengenkomba yobuzwe obubodwa base-Afrika". Kulolu phando umcwaningi ubheke umlando wokudabuka kwezibongo emhlabeni, ube esegcizelela ukudabuka kwezibongo eBrithani, eScotland, eChina naseNdiya. Umcwaningi ube esebuya eza ezwenikazi i-Afrika lapho eqoke khona ukusebenzisa amazwe aseNtshonalanga-Afrika, eMpumalanga-Afrika naseMzansi-Afrika. Isizathu sokuqoka lezi zizinda ezintathu e-Afrika ngesokuthi amazwe alapha angena ngaphansi komndeni omkhulu e-Afrika obizwa ngokuthi i-Niger-Kordofanian. Uma kuhlaziywa okutholakele ngokocwaningo kuyatholakala ukuthi kukhona ukwefanana ezindleleni ezisetshenziswayo uma kwethiwa amagama nezibongo eNtshonalanga-Afrika, eMpumalanga-Afrika naseMzansi-Afrika. Kutholakale. futhi ukuthi izibongo eziningi zethiwe zisuselwa emagameni abantu, ikakhulukazi emagameni abantu besilisa; esikhathini sosuku, emagameni ezilwane, esimweni seZulu kanye nasezintweni eziyimvelo. Kuthe uma sekubhekwa ngeso lenkolo yase-Afrika kwatholakala ukuthi zintathu izinhlobo zenkolo ezikhona : inkolo yobuKristu, yeSintu neyamaSulumane. Kulolu cwaningo, inkolo ingene ngoba kutholakale ukuthi ineqhaza elikhulu elibambile ekwethiweni kwamagama eNtshonalanga"Afrika, eMpumalanga-Afrika naseMzansi-Afrika kanye nakwamanye amazwe eYurophu. Lolu cwaningo lunikeza isiqiniseko sokuthi izilimi zabantu ezikhulunywa eNtshonalanga-Afrika, eMpumalanga-Afrika naseMzansi-Afrika zihlobene ngenxa yokudabuka kukhokho oyedwa wolimi. Ubuhlobo obudalwe ulimi ngokudabuka ndawonye yilona olungumphumela wamasiko kanye nezindlela zokwetha amagama nezibongo ezifanayo eNtshonalanga-Afriaka eMpumalanga-Afrika, naseMzansi-Afrika. / Thesis (Ph.D.)-University of Durban-Westville, 2001.

Thesis (M.A. (African Languages)) -- University of Limpopo, 2014 / The purpose of this study was to investigate the legislative and constitutional imperatives on the designation of language naming with special reference to Sepedi/Sesotho sa Leboa. The study was based upon the qualitative methodology and the data was analysed through qualitative and quantitative in the form of SPSS to explain numeric information. Data was collected using structured and semi-structured questionnaire and interview. Three groups of respondents took part in this study namely members of the community, administrators and professionals, and language practitioners. The findings of the study revealed that many people prefer the name Sepedi to be used to denote the language under research. It was again revealed that when the language was named proper procedure was not followed. Based on the information and findings of this research, it is recommended that the government make an effort to make sure that the language is re-standardised and the language correctly designated.

This study analyses the different social variables that conditioned the naming of schools during the colonial period in Zimbabwe (1890-1979). The study collects and analyses the names given to schools in Salisbury (including Chitungwiza), Umtali and Fort Victoria the colonial period in Zimbabwe. The study adopts Geosemiotics, a theory propounded by Scollon and Scollon (2003), together with insights from Semantics, Semiotics and Pragmatics in the analysis of school names. Critical Discourse Analysis is used a method of data analysis. One of the main findings of the study is that place names are discourses of power which are used to express and legitimise power because they are part of the symbolic emblems of power. It was possible to ‘read’ the politics during the colonial period in Zimbabwe through the place names used in the colonial society. Both Europeans and Africans made conscious efforts to imbue public places with meanings. Overally, people who have access to power have ultimate control over place naming in any society. In this case, they manipulate place naming system in order to inscribe their own meanings and versions of history in the toponomastic landscape. The second finding is that place names are critical place-making devices that can be used to create imagined boundaries between people living in the same environment. Place names are useful discourses that index sameness and differences of people in a nation-state. Place names exist in interaction and kinship with other discourses in making places and imposing an identity on the landscape. Semiotics, Semantics and Pragmatics are instrumental in the appreciation of the meaning conveyed by school names. This study makes an important contribution to onomastic research in the sense that its findings can be generalised to other place naming categories during the colonial period in Zimbabwe. This study provides background information on how place naming was done during thecolonial period in Zimbabwe. This makes it significant because it provides insights on place naming in other states that went through the colonial experience, in Africa or elsewhere in the world. / African Languages

This study analyses the different social variables that conditioned the naming of schools during the colonial period in Zimbabwe (1890-1979). The study collects and analyses the names given to schools in Salisbury (including Chitungwiza), Umtali and Fort Victoria the colonial period in Zimbabwe. The study adopts Geosemiotics, a theory propounded by Scollon and Scollon (2003), together with insights from Semantics, Semiotics and Pragmatics in the analysis of school names. Critical Discourse Analysis is used a method of data analysis. One of the main findings of the study is that place names are discourses of power which are used to express and legitimise power because they are part of the symbolic emblems of power. It was possible to ‘read’ the politics during the colonial period in Zimbabwe through the place names used in the colonial society. Both Europeans and Africans made conscious efforts to imbue public places with meanings. Overally, people who have access to power have ultimate control over place naming in any society. In this case, they manipulate place naming system in order to inscribe their own meanings and versions of history in the toponomastic landscape. The second finding is that place names are critical place-making devices that can be used to create imagined boundaries between people living in the same environment. Place names are useful discourses that index sameness and differences of people in a nation-state. Place names exist in interaction and kinship with other discourses in making places and imposing an identity on the landscape. Semiotics, Semantics and Pragmatics are instrumental in the appreciation of the meaning conveyed by school names. This study makes an important contribution to onomastic research in the sense that its findings can be generalised to other place naming categories during the colonial period in Zimbabwe. This study provides background information on how place naming was done during thecolonial period in Zimbabwe. This makes it significant because it provides insights on place naming in other states that went through the colonial experience, in Africa or elsewhere in the world. / African Languages / D. Lit. et Phil. (African Languages)