published_or_final_version / abstract / toc / English Studies / Master / Master of Arts

published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts in Applied Linguistics

This dissertation focuses on code-switching i.e. the alternate use of two languages within the same speech event, as a technique in teaching literature to Grade 10 ESL learners by bilingual teachers in comparison to English only method by an English monolingual teacher, in two schools in Port Shepstone. This study examines the forms and functions of English-Zulu code-switching by bilingual ESL teachers. Using the experimental approach, it also investigates whether there are any significant differences in scholastic achievement as measured by tests of literary works between the control group which is taught through the medium of English and the experimental group which is taught through the medium of cs. This study also examines the attitudes of monolingual and bilingual educators and bilingual learners toward CS, particularly in the domain of the school. Through an analysis of data obtained from questionnaires, interviews, lesson recordings and tests, this research reveals that even though CS does not appear to significantly contribute to scholastic achievement, it fulfills a variety of pedagogical functions. CS therefore claims a firm position in the classroom. As such, I argue that CS should not necessarily be perceived as interlanguage but as a form of linguistic code in its own right. I also demonstrate that contrary to a wealth of studies (e. g. Nyowe 1992; Gibb 1998) that show that English monolingual speakers, as well as those who employ CS in their linguistic repertoire, stigmatise the use of CS, the majority of participants of this research perceive CS as a code that is both inevitable and a valuable learning resource. Finally, I explore the implications of this research for principals, teachers and governing body members. I suggest that there is a need for these role players to engage in consciousness raising as the ANC Language Policy Document clearly accords CS an official status and more importantly, CS is a reality in the classroom. In addition, I examine the implications of CS for ESL teachers and teaching, particularly in the teaching of literature. I suggest that by employing CS in the teaching of literature teachers help learners to better interact with and interpret the literary text, and also promote communicative competence among the learners. Lastly, I explore the implications of CS for methodology. I conclude that the strategic use of CS effectively enhances English L2 acquisition. / Thesis (M.A.)-University of Natal, Durban, 2001.

The present study seeks to investigate the linguistic behavior of two Newari high castes, called Shresthas and Udas, living in Kathmandu, the capital city of Nepal, in their use of Newari, the ethnic language, and Nepali, the national language. Specifically, the study attempts to explain the hypothesis that the Hindu (Shrestha) Newars are becoming monolingual in Nepali while the Buddhist (Udas) Newars are maintaining their bilingualism in Nepali and Newari. To do so, a questionnaire was distributed to a total of 96 subjects, selected through quota sampling procedures. The questionnaire not only elicits information about the situational and societal variation in the subjects' use of Newari and Nepali but also reveals their attitudes and opinions about the differential use of these languages. Also, the participant observation method was employed to supplement and validate the responses derived from the questionnaire survey.The results from this study suggest a diglossic behavior in the Udas' use of Newari and Nepali, which, however, is remarkably different from those found in classic diglossic settings. This, in turn, leads to a reexamination of Ferguson's concept of diglossia. The Shresthas, on the other hand, frequently alternate between Newari and Nepali regardless of situation. Such linguistic differences between these two groups are related to their varied social networks and relationships; the Udas Newars' greater use of Newari is due to their closed social networks while the Shresthas' greater use of Nepali is due to their open social networks.The data on the analysis of the subjects' attitudes and opinions toward Nepali and Newari indicate that the Udas Newars are positive and favorable toward Newari while the Shresthas are ambivalent in their opinions toward these languages. This study, therefore, emphasizes a strong need for bilingual education in the country.The results of the present study show that the Udas' use of Newari exclusively at home and with children is a major factor in its retention. Among the Shresthas, it is rapidly losing ground to Nepali. Newari then is gradually dying away among the Shresthas, and will continually do so in the absence of institutional support. / Department of English

This study investigated the language use of deaf adult bilinguals in conversation with each other in workplace settings, and with their deaf and hearing children in home settings. The aim was to gain insight into the Auslan-English language contact outcomes that might be found in these settings, and what factors influenced these outcomes. The results indicated that the most unique use of language by deaf bilinguals was that of simultaneous use of both spoken English and Auslan, and it was this simultaneous use which facilitated the two examples of code-switching (defined as a complete change of language from Auslan to spoken English) that was found in the data. The other two contact outcomes of significance were frequent transference of English into Auslan, and the equally frequent use of fingerspelling, which has a pivotal role in filling the gap in Auslan, a language with no orthographic form. The study also revealed that Auslan (a signed language) was the language in which many issues of identity were expressed by deaf bilinguals, regardless of whether the individual was a first or second language learner of Auslan. The results confirmed that these language and identity factors did influence the language contact outcomes.

This study investigated the language use of deaf adult bilinguals in conversation with each other in workplace settings, and with their deaf and hearing children in home settings. The aim was to gain insight into the Auslan-English language contact outcomes that might be found in these settings, and what factors influenced these outcomes. The results indicated that the most unique use of language by deaf bilinguals was that of simultaneous use of both spoken English and Auslan, and it was this simultaneous use which facilitated the two examples of code-switching (defined as a complete change of language from Auslan to spoken English) that was found in the data. The other two contact outcomes of significance were frequent transference of English into Auslan, and the equally frequent use of fingerspelling, which has a pivotal role in filling the gap in Auslan, a language with no orthographic form. The study also revealed that Auslan (a signed language) was the language in which many issues of identity were expressed by deaf bilinguals, regardless of whether the individual was a first or second language learner of Auslan. The results confirmed that these language and identity factors did influence the language contact outcomes.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 128-137).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 128-137). Also available in print.

Thesis (MPhil )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: With the advent of the information age, government ministries in Lesotho, as well as nongovernmental agencies, are trying to gain publicity in terms of services they offer to the general public. The Ministry of Employment and Labour (MEL), for example, resorted to using radio programmes in order to inform the public about the services it offers. These range from career guidance and counselling, pre- and post-employment advice, information about occupational health and safety and HIV/AIDS, providing facts about what type of vacancies are available locally and internationally, to instilling the spirit of dialogue among relevant stakeholders in matters related to labour, employers and employees. During various weekly radio presentations, presented in Sesotho, several departments are able to go on-air and present services that their departments offer to the general public and what the public can do in the event they are given a disservice by the concerned department. In the process of doing so, many technical terms are used. These often take the form of code switches into English, translations from English into Sesotho and borrowings from English. The purpose of this thesis is to examine whether the use of code switching, translation and borrowing makes it possible for factory workers in Lesotho to understand the message that is being delivered to them in a clear and unmistakable manner that will influence a change of behaviour on the part of factory workers. In order to ascertain the level of comprehension of technical terms, participants completed a questionnaire in which they gave their understanding of various technical terms selected from transcribed MEL radio broadcasts. The findings of this study show that the use of code switching, translation and borrowing from English limit the understanding of what is being communicated, making the radio broadcasts less effective in disseminating information on matters related to HIV/AIDS, the plight of factory workers according to the ratified conventions of the International Labour Organization (ILO), legal terms related to contracts of employment, their commencement and termination, conditions of work, the level of the unemployed versus the employed, skills needed to venture into the country’s labour market and occupational health and safety guidelines as reflected in the Labour Code of Lesotho. / AFRIKAANSE OPSOMMING: Met die aanbreek van die inligtingsera probeer staatsministeries in Lesotho, asook nieregeringsorganisasies, om publisiteit te verkry vir die openbare dienste wat hul lewer. Die Ministerie van Werksverskaffing en Arbeid (MWA) het byvoorbeeld besluit om gebruik te maak van radioprogramme om die publiek in te lig aangaande sy dienste. Hierdie dienste wissel van beroepsvoorligting en -berading, voor- en na-indiensnemingsadvies, inligting oor bedryfsgesondheid en -veiligheid en HIV/VIGS, die verskaffing van feite oor beskikbare plaaslike en internasionale vakaturetipes, tot die kweek van ’n dialoog-gees onder relevante belanghebbendes in arbeid-, werkgewer- en werknemersake. Tydens verskeie weeklikse radio-aanbiedings, aangebied in Sesotho, kan ’n aantal departemente hulle openbare dienste adverteer, asook die prosedure wat gevolg kan word deur lede van die publiek wat veronreg is deur die gegewe departement. Hierdie boodskappe bevat verskeie tegniese terme, dikwels aangebied in die vorm van kodewisselings na Engels, vertalings uit Engels na Sesotho, asook Engelse leenwoorde. Die doel van hierdie tesis is om vas te stel of die gebruik van kodewisseling, vertaling en woordleen fabriekswerkers in Lesotho daartoe in staat stel om die boodskap wat gekommunikeer word te verstaan in ’n duidelike, ondubbelsinnige wyse wat tot ’n gedragsverandering onder die fabriekswerkers sal lei. Ten einde die begripsvlak vir tegniese terme vas te stel, het deelnemers ’n vraelys voltooi waarin hulle hul begrip van verskeie tegniese terme (geselekteer uit getranskribeerde MWA-radiouitsendings), weergegee het. Die bevindinge van hierdie studie dui daarop dat die gebruik van kodewisseling, vertaling en woordleen uit Engels die begrip van wat gekommunikeer word, beperk. Dít maak die radiouitsendings minder effektief in die verspreiding van inligting oor HIV/VIGS; die saak van fabriekwerkers (met inagname van die gesanksioneerde konvensies van die Internasionale Arbeidsorganisasie); regsterme wat verband hou met arbeidskontrakte, spesifiek hul aanvang en terminasie, asook werksomstandighede; die vlak van werkloses teenoor werkendes; die vaardighede wat benodig word om die land se arbeidsmark te betree; en bedryfsgesondheid en –veiligheidsriglyne, soos gereflekteer in die Arbeidswet van Lesotho.

Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: At independence, Namibia chose English as its official language and therefore its language of learning and teaching (LOLT). Since then, government documents and other literature have revealed the poor performance of learners and falling of standards of teaching (Benjamin 2004:25). It seems that teachers are facing several challenges when using English as an LOLT in the classroom. This study therefore investigates the challenges faced by teachers in northern Namibia when using ELF as a LOLT, as well as how teachers overcome these challenges. In this regard, structured, one-on-one interviews were conducted with six Oshiwambo-speaking teachers at a specific homogenous secondary school in the Omusati region of northern Namibia. The findings of this study suggest that teachers believe that the learners’ sole advantage of using ELF as the LOLT is that it may benefit them if they further their studies abroad, as possessing knowledge of English would enable them to communicate with people from different countries. Another main finding, in terms of how teachers overcome the challenges posed by using ELF as the LOLT, is that teachers often resort to code-switching to ensure that their students understand the concepts they are being taught. / AFRIKAANSE OPSOMMING: Met die onafhanklikheidswording het Namibië Engels as amptelike taal gekies en gevolglik ook as die taal van onderrig en leer (LOLT). Sedertdien het staatsdokumente en ander literatuur getoon hoe swak leerders presteer en dat daar ‘n daling in onderrigstandaarde is (Benjamin 2004: 25). Dit blyk dat onderwysers verskeie uitdagings met die gebruik van Engels as LOLT in die klaskamer in die gesig staar. Hierdie studie ondersoek dus hierdie uitdagings van onderwysers in die noorde van Namibië wanneer hulle Engels as ‘n lingua franca (ELF) as die LOLT moet gebruik, sowel as hoe onderwysers hierdie uitdagings oorkom. In hierdie opsig is gestrukureerde individuele onderhoude met ses Oshiwambosprekende onderwysers gevoer by ‘n spesifieke homogene sekondere skool in die Omusati omgewing in Noord-Namibië. Die bevindinge van hierdie studie dui aan dat onderwysers glo dat leerders wat ELF as LOLT gebruik net voordeel daaruit sal trek indien hulle hul studies in die buiteland sou voortsit omdat kennis van Engels hulle instaat sou stel om met mense van verskillende lande te kommunikeer. Nog ‘n belangrike bevinding is dat onderwysers heel dikwels van kodewisseling gebruikmaak om te verseker dat hulle studente die terme wat aangeleer word wel verstaan.