Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Code switching is a widely observed phenomenon in multilingual and multicultural communities. This study focuses on code switching by teachers in multilingual and multicultural high school classrooms in a particular district in the Northern Cape Province of South Africa. The aims of this study were to establish whether teachers in the classrooms concerned do code switch and, if so, what the functions thereof are. With these aims in mind, data were collected from four high schools in the Siyanda District, during 13 lessons in total. These lessons were on the subjects Economic Management Sciences, Business Studies and Accounting. The participants in the study were 296 learners in Grades 8 to 12 and eight teachers. Data were collected by means of researcher observations and audio recordings of lessons. These recordings were orthographically transcribed and then analysed in terms of the functions of code switching in educational settings as identified from the existing literature on this topic as well as in terms of the Markedness Model of Myers-Scotton (1993). The answer to the first research question 1, namely whether teachers made use of code switching during classroom interactions was, perhaps unsurprisingly, “yes”. In terms of the second question, namely to which end teachers code switch, it was found that the teachers used code switching mainly for academic purposes (such as explaining and clarifying subject content) but also frequently for social reasons (maintaining social relationships with learners and also for being humorous) as well as for classroom management purposes (such as reprimanding learners). The teachers in this data set never used code switching solely for the purpose of asserting identity. It appears then that the teachers in this study used code switching for the same reasons as those mentioned in other studies on code switching in the educational setting. The study further indicated that code switching by the teachers was mainly an unmarked choice itself, although at times the sequential switch was triggered by a change in addressee. In very few instances was the code switching a marked choice; when it was, the message was the medium (see Myers-Scotton 1993: 138), code switching functioned as a means of increasing the social distance between the teacher and the learners or, in one instance, of demonstrating affection. Teachers code switched regardless of the language policy of their particular school, i.e. code switching occurred even in classrooms in which English is officially the sole medium of instruction. As code switching was largely used in order to support learning, it can be seen as good educational practice. One of the recommendations of this study is therefore that particular modes of code switching should be encouraged in the classrooms, especially where the medium of instruction is the home language of very few of the learners in that school.

Completely couched in and steered by the qualitative research method, this study examines the linguistic constraints on the code-switching of the bilingual Shona-Xhosa speakers in Cape Town. The views of the key research participants obtained through participant observation, interviews and questionnaires were heavily relied on. The motivations for the code-switching of the bilingual Shona-Xhosa speakers in Cape Town were explored in this study, including the Shona-Xhosa interlink. Myers-Scotton‟s Markedness theory was scrutinized to discern the assorted social variables motivating the bilingual speakers to code-switch in Cape Town while the Matrix Language Frame Model was used to determine that Shona is the base language and isiXhosa is the embedded language in the Shona-Xhosa code-switching in Cape Town. Diverse linguistic constraints were examined in the context of the Shona-Xhosa code-switching and their universality was disputed. Similarities between Shona and Xhosa were unearthed and the researcher recommends that further Shona-Xhosa studies be pursued. / African Languages / M.A. (African Languages)

Text in English / The study examines the social motivations that prompt the Rwandan bilingual speakers to code-switch from Kinyarwanda to English, French or Kiswahili in their casual conversations about real-life situations. Methodological techniques used for data collection are ethnographic non-participant observation, oral interviews, focus group discussions and shorthand notes techniques. Examples were examined and interpreted within Myers-Scotton’s Markedness Model as the main theoretical framework for the study. The research findings align with Myers-Scotton’s categories such as the sequential unmarked choice, code-switching itself as the unmarked choice, the marked choice and the exploratory choice respectively. The main social factors that influence code-switching among the Rwandan bilingual speakers were identified as signalling educated status, expressing different social identities, demonstrating measures of power, authority and prestige, narrowing or widening social distance, and maintaining relationships. These results support the hypothesis that code-switching is a strategy to maximise social benefits from the interlocutors in conversation. / Linguistics and Modern Languages / M.A. (Sociolinguistics)

This dissertation seo out to investigate if use of visually symbolic representations in addition to the more traditional written methods of the key elements 9theme, setting, characterisation) of a short story would support South African ESL learners to grow in their interpretation and appreciation and appreciation of English literary texts. The assertion was that using a multimodal (verbal-visual) transmediated interpretation of the key elements (theme, setting, characterisation)of a short story might afford ESL learners a "deeper reading" (inferential comprehension and appreciation) of a literary text, and that the learners could also be supported to grow in their interpretation and appreciation of English literature. The research findings of the literary analysis project revealed that ESL learners with a "satisfactory" English proficiency can be supported by using transmediation to engage them in rich interpretations of literary genres to realise their interpretations linguistically in written academic eesays. / English Studies / M. A.

South Africa is a complex multilingual country. In the majority of schools in the Eastern Cape, a province in South Africa, the teachers and learners share the same home language, isiXhosa, but teach and learn mathematics in English. The purpose of this study was to encourage teachers to use the home language as a resource to teach mathematics in multilingual classes. The study follows a mixed method design, using both qualitative and quantitative data. Qualitative data were collected from a survey and poetry, which teachers crafted, in which they highlighted their perceptions about language in their lives. They also reflected on their practices and submitted pieces of contemplative writing. Quantitative data were collected from participating teachers who administered a pre-test to their learners as well as a post- test approximately nine months later after conducting an intervention. The results showed that where strategies, such as the implementation of exploratory talk and code switching which used language as a resource, had been introduced mathematical reasoning improved and classroom climate became more positive. The learners’ lack of confidence in being able to express their reasoning in English was prevalent throughout the reflective writing. By enabling learners to use isiXhosa in discussions the teachers felt that the learners gained in both confidence and mathematical understanding. This study has demonstrated that using the learners’ and teachers’ home language unlocks doors to communication and spotlights mathematical reasoning, but there is still an urgency to encourage learners to become fluent in Mathematical English. It is important to note that a positive classroom climate is essential for learners to build confidence and to encourage them to attempt to formulate sentences in English - to start on the journey from informal to formal usage of language as advocated by Setati and Adler (2001:250). My main conclusion is that an intervention that develops exploratory talk by using language as a resource can improve learners’ mathematical reasoning. I wish to emphasise that I am not advocating teaching mathematics in isiXhosa only, but the research has shown the advantages of using the home language as a resource together with English in Eastern Cape multilingual mathematics classes. Learners need to be able to express themselves in English, written and spoken, in order to achieve mathematically. This study therefore shows that teachers can gauge their learners’ improvement in mathematical reasoning after an intervention that develops exploratory talk in class by using the home language as a resource.

Thesis (M. A. (English Studies)) -- University of Limpopo, 2021 / The purpose of this study was to explore strategies employed by teachers to develop language proficiency of Grade 4 learners. Qualitative case study was adopted to identify and describe the effectiveness of strategies employed by teachers. Data collection was done using semi-structured interviews, non-participant observations and document analysis. Four (4) Grade 4 teachers who teach EFAL at Toronto Primary School participated in the study. The findings indicated that learner-centred strategies such as group work, peer teaching, scaffolding and discussion were effective in engaging learners in the learning and teaching process. Teachers also employed code switching and individual instruction as remedial strategies to further facilitate better understanding of the content. The findings also showed that sometimes the strategies were not effective due to disruptive behaviour. CAPS training, teaching experience and collaboration of teachers enabled teachers to execute the strategies successfully in regardless of scarcity of resources and overcrowded classrooms. The findings also revealed that teachers experienced challenges such as overcrowded classrooms, lack of resources, lack of teaching aids, time allocated to teach EFAL and lack of support from the parents to teach EFAL effectively and these challenges still need to be addressed to allow smooth learning and teaching of EFAL. Recommendations from the study were made on how teachers can overcome problems they experience in the teaching of EFAL. Key terms: EFAL, Learner-centred approach, Grade 4.

Thesis (M.A. (Language (Education)) -- University of Limpopo, 2022 / The impact of the switch in LoLT between Grade 3 and 4 has been the subject of much research in South Africa which results in grade 4 low pass rate. What constitutes a problem is that during this transition from Sepedi to English as LOLT, most learners are linguistically not ready to make this leap (Heugh, 2006; Maswanganye, 2010). The change of the language of learning and teaching from Sepedi to English in Grade 4 is problematical because of the challenges in adjusting to the use of English as LOLT (Macdonald, 1990; Alexander, 2005; Heugh, 2006; Maswanganye, 2010). The purpose of this study was to investigate the impact of English First Additional Language on learners‟ academic performance in Grade 4 at a primary school. A qualitative research approach was adopted in this study due to the fact that this study was explanatory and descriptive in nature. This study used a qualitative case study research design and qualitative interpretive paradigm which allowed the researcher to gather information through observations and interviews. This study was guided by sociocultural theory developed by Vygotsky (1978) because it emphasizes that teachers can use strategies to create classroom conditions that foster learning by modeling, scaffolding and the development of the learners‟ zone of proximal development (ZPD). The study used inductive thematic data analysis method to analyse data collected from observation schedule and interviews. The findings showed that learners‟ hindrance concerning reading and writing in the English language is home based factors because of socioeconomic factors. This study shows that less teacher training also poses challenges to English reading development as they do not have sufficient knowledge on reading strategies to deal with the transition of grade 4 learners from Sepedi to English First Additional Language as a language of learning and teaching. The study recommends training of teachers on how to teach reading and implementation of additive or bilingualism for the subsequent language policy development in South African education system should be considered.

This study takes place within a school situated on the north eastern side of Soshanguve, a township to the north of the capital city, Pretoria, also called Tshwane. The school draws most of its learners from an area that started as an informal settlement. Certain parts of this settlement are now well structured and it is gradually becoming a formal settlement. The children who form part of this study are those whose parents have migrated from neighbouring provinces such as Limpopo, North West and Mpumalanga, as well as from neighbouring countries such as Zimbabwe and Mozambique. Owing to this migration, the community around this school is multilingual. Multilingualism has led to phonic, grammatical, semantic and stylistic language interference. This interference has caused language change, which in turn has led to variations that affect the standard form of Sesotho sa Lebowa, the first language of the school. The school selected for this study has achieved very average matriculation results since its establishment in 1994. Although the school generally achieves a 100% pass rate in the subject Sesotho sa Lebowa, marks are generally low despite the fact that the learners are supposedly first language speakers of Sesotho sa Lebowa. The aim of this study is to investigate the reasons for the poor quality of these results. Matriculation results over the past four years attest to the fact that something needs to be done in order to reverse the negative trend of these results. / Linguistics / M.A. (Sociolinguistics)

The aim of the study is to provide an account of the present state of Portuguese in the Johannesburg Portuguese community, and to identify factors influencing the maintenance of, and shift from the mother tongue. South African society necessitates a knowledge and daily use of English, and sometimes Afrikaans. Literacy and proficiency in the Portuguese mother tongue is therefore rapidly decreasing, especially amongst the third generation. Despite this decline, certain factors play a role in maintaining Portuguese. The most important factors in the maintenance of the mother tongue are education, cultural activities, contact with Portugal, parental influence and positive attitudes. If measures are not taken, and an awareness created within the community of the need to create a situation of stable bilingualism, the Portuguese language will continue to be eroded. / 0 objectivo desta tese e analisar o nivel actual da lingua portuguesa, na comunidade Portuguesa em Joanesburgo, e identificar os factores que influenciam a manutenc;ao e ou o afastamento da lingua materna. A sociedade sul-africana necessita de urn conhecimento diario da lingua inglesa e, par vezes da lingua afrikaans. Por conseguinte, a capacidade de ler e escrever fluentemente na lingua portuguesa esta rapidamente a desaparecer, especialmente na 3a gerac;ao. Apesar deste declinio, existem ainda determinados factores que contribuem para a sobrevivencia da lingua portuguesa na comunidade. Os factores mais importantes sao: a educac;ao, as actividades culturais, o contacto com Portugal, a influencia familiar - atitudes positivas tomadas pela propria comunidade. Se nao forem criadas medidas pelos portugueses, que garantam a consciencializac; ao da lingua materna e urn determinado bilinguismo, a lingua portuguesa acasani par desaparecer na Africa do Sul. / Linguistics / M.A. (Linguistics)

This study explored language practices of trilingual undergraduate students of mathematics as they made sense of an algebraic task. Specifically, the study set out to explore whether, how and why trilingual undergraduate students used language(s) to make sense of mathematics. In this study a trilingual speaker is viewed as an individual proficient in three languages and whose proficiency in the languages is not necessarily equal. The speaker uses the three languages either separately or by switching between any two in ways that are determined by his/her communication needs. Exploring language practices helped me to understand how students position themselves as they engage with a mathematics task using mathematical Discourses (capital D) in relation to their trilingual language facility. This facility involves the use of either the language of learning and teaching (LoLT) (English) or the switching between two or three of the languages they know. These languages were home languages, including Kiswahili of the students. In tertiary institutions, English is the LoLT while the home languages are neither taught nor used in the classroom. The study used a qualitative inquiry process, specifically a case study approach. It was conducted at a public university in Kenya with a focus on first-year engineering students with mathematics in their programme. Data were collected using a students‟ questionnaire, and clinical and reflective interviews. A structured questionnaire was used to gather the baseline data, which was used for the selection of 15 interview participants. The clinical interviews provided information on language use as the students engaged with the task, explaining each step of the process, while the aim of the reflective interviews was to identify, ascertain and confirm various actions and different languages and language practices that were not apparent during the clinical interview. The interviews were transcribed and 11 paired transcripts were selected for analysis. The data were analysed using the methods of Discourse analysis (Gee, 2005). This analysis explored how students used language in tandem with non-language “stuff” in a single language or when switching between any two languages and how and why each was used. The focus was on the activities and identities they enacted through their interpretation of the given task and in part of the solution process. The findings revealed that when students engaged with mathematics, they drew on the LoLT only, or switched between the LoLT and their home languages or between the LoLT, home languages and Kiswahili. Those who switched did so when they were faced with interpretation challenges, when there was need to emphasise a point and due to habitual practices of switching. They commonly switched silently and communicated verbally in the LoLT. The purpose for code switching was to gain understanding of the task. On the other hand, a trilingual student is likely to remain in the LoLT because content has been taught and tasks presented in the LoLT. The key contribution of this study is its focus on the trilingual language context of undergraduate students of mathematics, an area that has not been researched up to now. Furthermore, this study has added to scholarly work in this discipline by establishing that code switching is not the preserve of students who are learning the LoLT; rather, it is a reality for trilingual students who are competent in the LoLT when they engage with mathematics. / Mathematics Education / D. Ed. (Mathematics Education)