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MOEDERTAALONDERRIG AS MODERATOR BY DIE VERBAND TUSSEN INTELLIGENSIEKWOSIENT AN AKADEMIESE PRESTASIE.Louwrens, Louise 27 August 2004 (has links)
SUMMARY
The primary purpose of this research was to determine what role mother-tongue teaching plays in the relationship between intelligence and academic performance. At present, English enjoys both national and international status, and as a result of this, this language is sometimes the only language in which the majority of South Africans want their children educated. Parents believe that their children need to have a command of English in order to be able to cope with international demands that they may be faced with in the future and that skill in the English language will offer their children access to training, work opportunities and economic freedom.
The teaching language in our schools is a matter of great concern as well as a source of conflict between different language groups. Internationally it is accepted that mother-tongue teaching is the most effective form of teaching. The Constitution also stipulates that every person is entitled to receive teaching in the language of his choice, where this is practicable. Researchers recommend that a learner should use his mother tongue as medium of education from the commencement of the school career and that this should continue for as long as it is practically possible. Mother-tongue teaching would then at least be present during the commencement phase of the school career.
In the light of all of the above, the purpose of this study was to determine whether learners who are taught in their mother tongue perform better academically than those who receive teaching in their second language. Intelligence is a factor that could have an effect upon the latter. During this study the emphasis was therefore mainly placed on the relationship between academic performance and intelligence. Academic performance is usually expressed as a percentage and in the school it is expected that learners with a high intelligence also attain high achievements. Although there are several factors that play a role in academic performance, intellectual ability is the single most important contributing factor in academic performance. Language, however, plays an important role in the intellectual development of the child. The literature indicates a close relationship between language and thoughts. Language and intelligence are inter-dependent. A learner�s verbal ability is mainly developed by his verbal assimilation, because concepts are taught to the learner through his verbal comprehension. Therefore, the better his verbal comprehension, the better he will conceptualise and the better he will use his abilities. If a learner experiences language problems, this will have a direct influence on his abilities. With regard to this latter statement, the assumption can be made that if a learner experiences problems in the second language it will negatively influence his abilities and more specifically his academic performance.
The research group for this study consisted of 138 Grade 2 learners (from schools in Bloemfontein). All of the Grade 2 learners from these two schools were involved, but for various reasons not everyone took part in the research project. The selection of the schools was done on the grounds of the teaching language used and the distribution of non-mother-tongue speakers in these schools.
The intelligence of the learners was determined by means of the Group Test for seven to eight-year-olds. Their academic performance was determined by the latest results in Literacy and Numeracy and the average percentage of these two subjects was used as an indication of the average academic performance of the learners.
The results indicated that mother-tongue teaching was certainly a moderator in the relationship between intelligence and academic performance of the Grade 2 learners in the study. The learners who received mother-tongue teaching tended to perform better academically than those who did not receive mother-tongue teaching. These results were confirmed by the literature and indicate that learners succeed up to 6% better when taught in their mother tongue.
The results of the study show that parents should be careful if they wish to have their children taught in a second language in the commencement phase of education.
Key words: Mother-tongue teaching, second language teaching, commencement phase of education, intelligence, academic performance.
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DRUNKENNESS, PROSTITUTION AND IMMODEST APPEARANCES IN HEBREW BIBLICAL NARRATIVE, SECOND TEMPLE WRITINGS AND EARLY RABBINIC LITERATURE: A LITERARY AND RHETORICAL STUDYKohn, Eli 25 September 2007 (has links)
A number of narratives in the Hebrew Bible deal with seemingly inappropriate behaviors
such as drunkenness and prostitution. These stories include, Noah's drunkenness after the
flood in Genesis 9:18-29, Lot's drinking of wine with his two daughters in Genesis 19:31-
38 and the narrative of Judah and Tamar in Genesis 38:1-30. The unseemly aspects of
these stories are the more puzzling because the major protagonists are often characters
who are portrayed as models of righteous behavior. Noah, for example, is the only
character in the Bible who is referred to as a righteous ( צ××ק ) man (Genesis 6:9 and
Genesis 7:1). Yet, after he leaves the ark after the flood, his first action is to plant a
vineyard and to get drunk. The biblical narrative does not dwell on Noah's inappropriate
behavior. Similarly, in Genesis 19:31-38, the Bible describes the actions of Lot and his
two daughters after the destruction of Sodom. The two daughters make their father drunk
and commit incest with him so that they can conceive children. In this narrative, the act
of drunkenness is compounded by the sin of incest. Yet this provocative biblical narrative
is elliptical in style giving no judgment of their behavior. The story of Judah and Tamar
in Genesis 38:1-30 is also a puzzling moral narrative. Tamar intentionally deceives her
father-in law by impersonating a prostitute and Judah engages a woman who he considers
to be a prostitute. Moreover, he and his daughter-in-law commit what appears to be
incest. This seemingly inappropriate behavior on the part of royal ancestors creates an
intolerable tension within the narrative that calls upon the reader for meaningful
resolution.
These provocative and perplexing biblical narratives invite and even demand
interpretation. This study explores how ancient interpreters provided new meanings to
these ancient texts. Despite their varied cultural and historical backgrounds, this study
details how these interpreters shared common perceptions about the underlying
hermeneutic principles of biblical interpretation. These include the ideas that the Bible is
a cryptic document, that scripture is fundamentally a relevant text and that the Bible is
harmonious and divinely inspired. While the narrative features, themes and canonical contexts of these three biblical stories
guided early Jewish interpreters to some natural conclusions, this study shows how these
interpreters also made hermeneutic decisions at critical junctures in the biblical narrative
and sometimes reconfigured the story's plot and characters to correspond with their
understanding of its central message. Their elaborations and clarifications therefore
restricted and channeled the meaning of the biblical narrative in distinctive directions.
The study focuses on the literary and rhetorical strategies and received exegetical
traditions that influenced the interpreters' understandings of the narrative. The striking
differences between the treatments also stem from the very active nature of the
interpreters' engagement with the biblical narrative, which included reshaping the
narrative into forms capable of expressing the values and ideals of different types of
ancient Judaism.
The study also explores how ancient interpreters and particularly the authors of early
midrashic literature, established standards of rabbinic morality by reshaping and
developing the early biblical narrative. Their interpretations of the biblical narrative may
in fact offer an assessment of what the early Rabbis considered moral behavior. While
drunkenness is clearly denounced by the Rabbis, we find much more nuanced postures
about the evils of prostitution. The introduction of exegetical motifs such as the Messiah
and Godly intervention in their interpretations ensured that these somewhat puzzling
narratives were interjected with values and religious ideals with which their readers could
identify, thereby enabling scripture to retain its normative and vital function within these
living religious communities.
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LANGUAGE PLANNING IN SOUTH AFRICA: TOWARDS A LANGUAGE MANAGEMENT APPROACH.Mwaniki, Modest Munene 30 September 2005 (has links)
The study investigates the reasons for the non- implementation of multilingual policies
and plans with special reference to South Africaâs language policy and planning
implementation scenario. The study identifies four categories of explanations for the non-implementation
of multilingual policies and plans in South Africa, namely political;
economic; sociolinguistic; and theoretic explanations. Of particular interest is the
adequacy of these explanations in explaining the non- implementation of multilingual
policies and plans in South Africa.
Chapter 1 introduces the study, discounts political, economic and sociolinguistic
explanations as inadequate in explaining the non- implementation of multilingual policies
and plans in South Africa and establishes the theoretic category as the core category to
explain the non- implementation of multilingual policies and plans in South Africa. The
chapter provides a preliminary review of language planning literature that explores the
inadequacy of language planning theory in providing approaches that can be used to
facilitate multilingual policy and planning implementation as well as statement of the
research problem and questions, the aim and objectives of the study, overview of research
methodology and outline of the thesis.
Chapter 2 provides the background to the study. The chapter discusses the macro
framework for language policy and language planning in South Africa as provided by the
Constitution. The chapter elaborates on South Africaâs constitutional language
developments as from the early 1990s and the socio-political and historical contexts that
led to the evolution of the 1993 Interim Constitution and the 1996 Constitution. The
chapter elaborates on the theoretical, ideological and discourse foundations of both the
1993 Interim Constitution and the 1996 Constitution and points out that the multilingual
dispensation envisioned by the 1996 Constitution is in tandem with the project of
transformative constitutionalism and advanced cultural politics espoused by the
Constitution. The chapter concludes by pointing out that the obligations imposed by the
Constitution with respect to language in South Africa must be fulfilled. Its attendant upon language planning actors in South Africa to formulate approaches that can be used to
facilitate multilingual policy and planning implementation based on plausible theoretical
premises.
Chapter 3 discusses the research methodology. The research method used in the study is
Grounded Theory Method. The chapter elaborates on the appropriateness of Grounded
Theory Method as a method for the development of approaches from qualitative data and
how the method was applied to the three elements of the study, namely, literature review;
the development of an alternative approach to multilingual policy and planning
implementation; and the case study.
Chapter 4 reviews literature on language planning theory and models using Eastman
(1983) framework. The review establishes the weaknesses of language planning theory
and models. These weaknesses account for the inadequacy of language planning theory
and models to provide approaches that can be used for multilingual policy and planning
implementation. The chapter concludes by discussing how the inadequacies of language
planning theory and models have contributed to the non- implementation of South
Africaâs multilingual policy and plan.
Chapter 5 develops an alternative approach to multilingual policy and planning
implementation. The study names the approach âThe Language Management Approachâ.
The approach specifies the theoretical basis for the new approach; the purpose;
impediments; the variables; and the methodologies and strategies for multilingual policy
and planning implementation.
Chapter 6 presents a case study which was used to develop some aspects of the new
approach as well as test the new approach. The case study demonstrates that the new
approach facilitates multilingual policy and planning implementation. Chapter 7 outlines
the conclusions and recommendations.
The study contributes towards the resolution of the theoretic and practical dilemmas
facing multilingual policy and planning implementation in South Africa and elsewhere.
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APPLICATION OF SOUTH AFRICAN SIGN LANGUAGE (SASL) IN A BILINGUAL-BICULTURAL APPROACH IN EDUCATION OF THE DEAFAkach, Philemon Abiud Okinyi 22 March 2011 (has links)
After contextualising the challenges of deaf education in the twenty-first century in the global
context, this study focused on sign language in the environment of bilingual-bicultural
education for the deaf in South Africa. Each of the five essays pinpointed particular challenges
and as a result the study ventures to use empirical research to demonstrate conclusively that
the issue of sign language in a bilingual-bicultural education for the deaf in South Africa, as is
the case elsewhere, is a complex matter in which a motley intersection of dynamics is to be
taken into consideration.
Fundamentally, the study indicates that sign languages in many polities in general, and in South
Africa in particular, despite positive constitutional, legislative and policy developments, are
subject to a particular challenges coined as âdouble linguistic imperialismâ: sign languages are
not only marginalised by the former colonial languages that have been adopted as official
languages in many states in the developing world; they are also marginalised by the dominant
indigenous languages in these societies. Language policy in general and educational policy and
concomitant systems in particular are some of the mechanisms that can be deployed to redress
this state of affairs.
In addressing the issue of sign languages acquisition and deaf education, the discussion
establishes that the deaf child, in order to fully integrate into a predominantly hearing world, is
faced with a particular challenge of adapting to an education system that provides for bilingual
education. In such circumstances, sign language should ideally feature as first language, or
mother tongue, as well as language of instruction. However, for purposes of reading and
writing, the deaf child should also be exposed to a second, spoken language. This approach, the
thesis argues, should lend emphasis on the so-called âcritical periodâ in the childâs
development. This relatively obvious solution to the challenges that bedevil deaf education
poses a particular challenge, given the ill-informed preconceptions of parents and society at large regarding the Deaf, Deaf culture and sign language, as well as its status as a natural
language, and thus whether it is found âappropriateâ as alternative medium of instruction.
The study thus also challenges one of the fundamental issues in educational linguistics, namely
language attitudes with particular reference to parentsâ and teachersâ attitudes towards sign
language as a medium of instruction for deaf learners. Empirical research conducted and
published here for the first time reveals that parentsâ attitudes towards sign language as
medium of instruction are as a rule at variance with particular situations, conditions and
circumstances prevalent at any given time. However, the parents surveyed tend to agree that
signed language should be used in instructing the Deaf child at school. They further agree that
signed language holds the key to a deaf learner achieving higher levels of education. Overall,
from an attitudinal perspective, parents of deaf learners would prefer signed languages to be
the languages of instruction for their children. By contrast, educators seemed to find
themselves unable to distinguish between the use of SASL and alternatives in the classroom,
calling all methods of communication âSASLâ. The abundance of experience the teachers have
plus the fact that they believe they have acquired SASL without any structured training is
detrimental to the learners not only as it is detrimental to their communicative abilities in the
classroom, but also as it devalues the need for formal training in SASL in the minds of the
teachers, and this is transferred to their learners. The conclusion is that teachers are in dire
need of formal training in order to appreciate the true complexity of signed language and by
extension therefore realise the current limitations in the education of the learners. Despite
current attitudes it was found that most of the teachers (60,5%) indicated a desire and
intention to study further and such study should inter alia include the study of SASL.
With regard to policy, the study establishes that Deaf education is a victim of the same fate that
has been visited upon MTE in the developing world. There is an apparent non-recognition of
the primacy of sign language as the mother tongue of the Deaf and therefore the failure to use
sign language in education. This is a glaring failure which the principles, policies and legislation
on Deaf education have certainly not remedied. Further, it can be posited that some of the failures in Deaf education are attributable to the same principles, policies and legislation that
have guided Deaf education over time, Policies setting out the requirement that the Deaf are
taught through the medium of signed language have certainly not been heeded nor
implemented on the continent of Africa.
The last paper in the study also establishes that sign languages, caught between negative
societal perceptions, lethargic educational policies and an outdated pedagogy, suffer from a
paucity of the development of instructional/learning materials. It is therefore important to
recognise that there is need for materials development for sign languages so that they can
become entrenched in the curriculum as taught subjects and in educational policy and practice
as a media of instruction for Deaf learners.
Admittedly, a lot of work remains to be done in the area of Deaf education. The issues
addressed in the various papers in this study could serve as pointers to the critical issues that
need redress if there is to be any hope of entrenching sign language in bilingual-bicultural
education of the deaf, not only in South Africa, but elsewhere.
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PLAGIAAT IN DIE AKADEMIE: âN BELEIDS- EN OPVOEDKUNDIGE PERSPEKTIEFOlivier, Aletta Petronella 22 March 2011 (has links)
In this dissertation, the notion of plagiarism is examined in the context of academic
writing. The development of the notion of plagiarism is first of all put in historical
perspective, because the problems revolving around the notion emerged with the first
etymological reference to it as plagiarius (âkidnapperâ). One of the factors that complicate
plagiarism is that it is confused with copyright in the wake of copyright legislation. Other
extrinsic and complicating factors include unreliable statistics on plagiarism, the
phenomenon of intertextuality as opposed to plagiarism, the Internet, varying cultural
views on plagiarism and the influence of second language issues. Although the existence
of plagiarism in academic writing is undisputable, its nature and management vary.
Approaches to plagiarism in academic writing are as complex as the phenomenon of
plagiarism itself. The approaches to plagiarism discussed here represent the general trends
over the past decade. The sequence of discussion corresponds with the development of the
approaches to plagiarism during the given period: first the ethical, then the policing,
followed by the intentional, the developmental and learning, the textual, and the
contextual approaches.
With this complex situation in mind, definitions of plagiarism in 13 institutional policy
documents are discussed in terms of six elements: the corpus, appropriation, source,
reference, intention and scope. The vision and mission, values, academic and/or integrity
issues and prescribed approach of each university are accounted for in the respective
policies.
This study prioritises the educational approach. Acts of plagiarism are often committed
through lack of writing skills, especially in the case of inexperienced students that are still
apprentices in the craft of academic writing. Basic writing techniques and
transformational writing strategies are demonstrated with reference to Van Dijkâs (1971)
transformation theory. The transformation types addition, deletion, repetition, structuring
and argumentation are illustrated by means of examples. There is no simple solution to the complex dilemma of plagiarism. This dissertation
indicates that an implementation plan for the prevention of plagiarism in academic writing
comprises three aspects: a transparent policy, the didactic use of detection mechanisms,
and the specific teaching of academic writing skills. The emphasis on the educational
approach and proactive writing instruction entails that the focus in combating plagiarism is
on education. Plagiarism as an unacceptable form of academic writing can be remedied
by the teaching of acceptable writing techniques and strategies.
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INTERCULTURAL DISCOURSE BETWEEN IGBO AND SOUTH AFRICAN SESOTHO PEOPLE RESIDING IN BLOEMFONTEINIdeh, Amaka Edith 07 June 2011 (has links)
This study investigates the intercultural discourse between the Igbo and the Sesotho
people residing in Bloemfontein. The study is motivated by the way in which the Igbo
in Bloemfontein switch from one language into another, which is based on who their
addressee is. The study assesses the backgrounds of the two countries (Nigeria and
South Africa) where these ethnic groups emerged, including their languages. The
backgrounds help in the assessment of the attitudes, feelings and opinions of the
two groups under study in the way they relate with one another when they are in
intercultural communication.
Related literature was reviewed on different aspects of intercultural discourse and
intercultural communication (Chapter 3), with focus on: different views on
discourse/discourse analysis; discourse, racism and discrimination; differences in
maleâs and femaleâs speeches. The review also covers language, migration and
loyalty; language contact; intercultural discourse/communication; conversation
analysis, as well as conversational features: turn-taking, interruption/overlapping,
and code-switching/code-mixing. The review describes the field of discourse analysis
and situates the current study within this field of research. The study further explored
language stereotypes and xenophobic sentiments which help in identifying the power
of dominant group over minority groups and foreigners, as well as the power of press
in dissemination of information in the society.
Given the complexity of the research, the study employed different research
instruments: questionnaire, interviews and audio-recordings of natural interactions in
different contexts (shop, hospital, church, home and among friends) in collecting
data. The data were analysed using qualitative and quantitative (tables and bar
graphs) research methods. Intercultural interaction/communication/discourse
between the Igbo and the Sesotho shows that the attitudes and feelings of the two
groups are positive, as they are comfortable, not afraid, confident, not nervous and
relaxed when interacting with each other. The study reveals that the two groups often (81% Igbo and 92% Sesotho) switch
from one language to another during intercultural communication. However, the kind
of switch the study records is word/phrase switches, mostly the words/phrases of the
dominant language (Sesotho). The reasons for their switches vary: to emphasis a
word or an expression, to be more polite in greeting and appreciation, to show
respect, as well as to identity with the addressee. The study records four sentences
switching which only occurred among the children at home context. However, the
results from the study show that during the intercultural communication between the
Igbo and the Sesotho, turn-taking, interruptions and discourse dominance are
determined by some factors, such as; age, educational background, gender, the
relationships between the interactants, and the context of the interaction.
The freedom with which women speak during interaction is also assessed. The study
reveals that although women speak freely, they do not speak more freely than their
male counterparts, in mixed-gender interactions. In addition, the results reveal that
there are no restrictions on the speech of Igbo women. However, Sesotho shows
some restrictions on the language of their married women, âhlomphaâ (a language of
respect), where a married women are bound by tradition not to pronounce any word
relating to the name of her in-laws. The study establishes that there are derogatory
words to refer to both women and men in both groups. For example, in Igbo
ânwoke/nwaay-agaâ and in Sesotho ânyopaâ are used to refer to barren woman with
no counterparts for men. The study in addition investigates the words used to refer to
foreigners and whether such words provide evidence for xenophobic sentiments in
South Africa. The study identifies both positive and negative words used by the Igbo
and the Sesotho to refer to foreigners. According to the majority of the respondents
(79.5%), such words do not contribute to xenophobic sentiments in South Africa
generally or Bloemfontein specifically.
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THE LINGUISTIC LANDSCAPE OF RURAL SOUTH AFRICA AFTER 1994: A CASE STUDY OF PHILIPPOLISKotze, Chrismi-Rinda 16 November 2010 (has links)
Linguistic landscape (LL) research is a recent development in the field of sociolinguistics. The LL is written language in the public space; and the study thereof focuses on the linguistic choices in the LL and the motivations behind these choices. Language in the LL has unique semiotic properties and the LL hence offers a new approach to investigate sociolinguistic themes. The themes most commonly addressed are language policy and linguistic diversity.
As a result of the bidirectional relationship between the LL and society, the LL not only reflects societal changes (informational function), but also shapes society (symbolic function). This is usually by expressing, creating and maintaining power relations and concepts of identity. The drastic transformation in South Africa from apartheid to democracy in 1994 was accompanied by, amongst other changes, the introduction of an innovative language policy, new power relations and changed perceptions of identity. The hypothesis is that these changes will impact on the LL. The LL in Philippolis is investigated with the aim to determine whether these changes indeed influence the LL, and if so, in what manner.
This case study extends LL research to rural areas. Philippolis, although a typical small Free State town, also carries historical significance both in terms of population migrations and the role it played in the early development of the Free State Province. Like many other towns, the three neighbourhoods are still divided according to ethno-linguistic boundaries (white, coloured, and black), a remnant from the segregation policy of the previous regime. These three neighbourhoods constitute the survey area (research sites).
The combined qualitative/quantitative approach includes a triangulated methodology. A complete inventory of the LL of these three sites was compiled on 20 and 21 May 2008. Only signs displaying Afrikaans, English, and/or African languages (533 in total) are considered for the analysis. The data are codified according to agency (top-down and bottom-up initiatives); code preference (by agency and by research site); and multilingualism (combinations of languages). The data are approached by firstly examining the current LL and secondly, by analysing the LL items that can be clearly perceived as either before or after 1994. The research parameters within which the data are interpreted, are agency (by whom is the LL created), readership (for whom the LL is created), and LL dynamics (in the light of the dialectic between the LL and society). The interpretation focuses on the motivations behind the language choices, whether pragmatic or symbolic. The findings are verified against the administrative, demographic and historical background.
The discrepancy between the de jure and de facto language policy, as well as between the demographic census data and the presentation of ethnolinguistic communities in the LL; indicates that certain ideologies are at work. These ideologies are found to centre on language attitudes, power relations, and concepts of identity. The absence of African languages indicates that these languages are stigmatised, whilst the prevalence of English confirms its status as the language of wider communication and of prestige. The white Afrikaans speaking group is still the socio-economically dominant group, but the black population is an emerging socio-political power. It is obvious that they view themselves as such by their choice to associate with English.
This study contributes to the field by expanding research on the LL of South Africa as well as on areas that are considered rural. It furthers the understanding of the transforming, post-apartheid South African society; as well as the sociolinguistic understanding of the relationship between language, and power and identity. It also hopes to contribute to the creation of a consistent methodology for the field.
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LANGUAGE-IN-EDUCATION PLANNING IN TANZANIA: A SOCIOLINGUISTIC ANALYSISTibategeza, Eustard Rutalemwa 22 November 2010 (has links)
The study presents a sociolinguistic analysis of the current language-in-education policy implementation in Tanzania. The current sociolinguistic thinking on bilingual education and language-in-education planning informs this evaluation. The analysis is presented against the background of the sociolinguistic principles of bilingual education as developed by GarcÃa (1997). The challenges regarding implementation of bilingual education policy have been identified. The study indicates that there is no link between the envisioned ideals of the state to promote bilingual education and what obtains in the Education and Training Policy (1995), the document currently relied upon as far as language policy in the Tanzanian educational set-up is concerned. Chapter 1 provides the background of language-in-education planning and policy in Africa, where the advocacy for the use of African languages is high on the agenda. The obstacles, regarding the use of African languages alongside âimportedâ languages, are pointed out. The common obstacles range from the perseverance of the elite to maintain the status quo, the problem of language attitudes people have towards foreign languages such as English, French and Portuguese and more importantly lack of understanding of the concept of bilingual education and how it operates.
Chapter 2 discusses bilingual education programmes with the view of monolingual education, weak and strong bilingual education. Sociolinguistic principles of bilingual education and theoretical considerations related to bilingualism also form part of this chapter. The theories explain some myths which people have regarding how the brain works when it comes to having two languages in education. In addition, language planning and policy concepts have been described to avoid the misconception held in some sociolinguistic literature that they are synonyms and aspects of the same activity. Language planning is seen as the activity that leads to the promulgation of a language policy while language policy is the body of ideas, laws, regulations, rules, procedures and practices intended to achieve the objectives of the policy. Chapter 3 discusses research methodology. The study is evaluative in nature and uses four research instruments, namely documentary reviews, interviews, observations and focus group discussions. Documentary review was meant to analyse the corpus of language-in-education policy documents created by relevant Tanzanian authorities to provide information on overt language policy and its implementation. The interviews were aimed at capturing information on views and perceptions of the education stakeholders regarding the concept of bilingual education and their understanding of the current policy and implementation. Observational method was specifically for supplementing the information gathered from interviews and facilitated cross-checking information in the policy documents. Similarly, focus group discussions provide further cross-checking and informs the development of the model for strong bilingual education. Chapter 4 provides a critical overview of language-in-education policy development in Tanzania from pre-colonial times to the present day. Language issues are discussed according to three different eras, namely pre-colonialism, during colonialism and post-independence. In all these eras, different languages, German, English, Kiswahili and ethnic languages were assigned different functions according to the motives the government in power had towards the languages. During colonial regime, German and English were preferable and they were regarded as languages of high status unlike Kiswahili and other ethnic languages. However, immediately after independence in 1961, the independent state put more efforts to promote Kiswahili.
Chapter 5 focuses on data presentation and discussion. Challenges regarding the implementation of strong bilingual education policy in Tanzania are identified. They evolve around inadequate language-in-education policy design, inadequate comprehension of the concept of bilingual education and poor implementation strategies of the policy. Chapter 6 outlines the overview, overall conclusions and recommendation, where a viable and relevant model for implementing strong bilingual education in the Tanzanian sociolinguistic environment is proposed to guide the policy-makers tasked with language-in-education planning.
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METAFOOR IN DIE VERTAALDE MEDIADISKOERS OOR AANDELE EN MARKTE IN FINWEEKdu Preez, Erica 15 December 2010 (has links)
Authors of financial media discourse use metaphors to communicate with readers.
Finweek is a renowned South African financial magazine and its articles on stocks
and markets are written by expert authors in the field of the South African stock
market. Finweek is published in Afrikaans and English and contains the same
articles, but the Afrikaans and English metaphors differ. The study of metaphor in
translated financial discourse on stocks and markets is a fundamental characteristic
of financial texts and in a multi-lingual country such as South Africa it may support
the expansion of the lexicon in the financial domain.
The hypotheses were put that the translated media discourse in Finweek on stocks
and markets contains coherent metaphor clusters that centre around the metaphors
WAR AND POWER, and SPORT AND GAMES; that metaphor has an ideational function in the
South African discourse on stocks and markets, i.e. it extends the lexicon; that the
choice of metaphor coheres with certain objectives of the translator/author in the
financial text in a specific cultural background, and that metaphor has an ideological
effect.
The study built on the results of research by Bowker and Pearson (2002) on the use
of language for special purposes in corpora; the research of McEnery, et al. (2006)
on corpus based linguistics; the research of Lakoff and Johnson (1980), Lakoff and
Turner (1989), Lakoff (1997), Lakoff and Johnson (1999) and Kövecses (2002) on
the source and target domains of metaphors; and the research by Koller (2004) on
metaphor and gender in business media discourse.
The research was conducted within the framework of corpus based translation. An
Afrikaans and an English electronic corpus were compiled from
1 000 articles on stocks and markets that appeared in 33 editions of Finweek from
March 2006 to October 2006. The two corpora were compiled as parallel corpora
and the programme ParaConc was used for the analyses. The focus was on
metaphor in LSP (Language for Special Purposes).
The study showed that financial discourse on stocks and markets in the Afrikaans
and English versions of Finweek are characterised by coherent metaphor clusters of
WAR AND POWER and SPORT AND GAMES. The use of these specific conceptual
metaphors reflects the goal that the author/translator has in the cultural background
of the readers, because the metaphors in the Afrikaans and English texts differ. Evidence was found that, to transfer a specific message, the authors used a specific
choice of metaphor. In reports on the performance of companies and the stock
market, Finweek uses conceptual metaphors to transfer their perceptions. Inherent in
these metaphoric terms are conceptual, communicative and ideological principles.
The discourse shows a basic reference and notion of an evolutionary struggle for
survival. On the level of conceptual metaphor struggle is conceptualised in terms of
physical conflict as it occurs in the domains of both WAR and SPORT.
The analysis indicated that, from a quantitative viewpoint, the WAR AND POWER
metaphor appeared most frequently in the Afrikaans text and that the SPORT AND
GAMES metaphor appeared the second most frequently. In the English text the SPORT
AND GAMES metaphor appeared most frequently and the WAR AND POWER metaphor the
second most frequently.
A possible explanation for this finding is that the modern society in South African is
confronted with violence, power play, fear, vulnerability and struggle. When an
author wants to convey the notion of a struggle for evolutionary survival in Afrikaans,
metaphors from the WAR AND POWER domain are used abundantly. On the other hand,
sport is an international common concept and by using metaphors from the SPORT
AND GAMES domain in English, the author can transfer to international readers the
notion of struggle for evolutionary survival.
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Planning with racially changing neighborhoodsRiemer, Richard Michael 08 1900 (has links)
No description available.
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