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Language policy and practice in a multilingual classroom : managing linguistic diversity in a Namibian high schoolMensah, Henry Amo 04 1900 (has links)
Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This study examines the language policy and implementation outside and inside the classroom in a multilingual and multicultural international school. Specifically, it aims at giving an insight into how linguistic and cultural diversity is managed at Windhoek International School (WIS). It takes a specific interest in the kinds of language policy that determine which languages are used in education in a context where both teachers and learners are L1 speakers of a considerable number of different languages.
The participants in this study are multilingual learners and teachers of WIS. The study uses data from the school records, a questionnaire, interviews and observation. The analysis of the data is descriptive, interpretive and explanatory. The findings of the study are that the language policy at WIS is articulated in such a manner that it encourages monolingual norms although the school’s community is multilingual. English is the MoI, used in official communication across the school and also as a language of communication with the school’s stakeholders. Other European languages, namely- French, German and Portuguese are officially taught as modern foreign languages. Significantly, none of the local Namibian languages are taught in the school. However, the school does not bar its learners and teachers from using their LotE especially outside of the classroom. The study also shows that the language ecology at WIS demonstrates a situation of polyglossia where English is on top of the language hierarchy.
From the findings, it is suggested that since WIS recognises the multilingual and multicultural composition of its learners and teachers, its whole school policy should be looked at again to reflect current thinking in language-in-education policy. The policy should place emphasis on dynamic bilingualism by supporting and encouraging the teaching and learning of LotE, including local indigenous languages, as a means of scaffolding and as a means of bridging knowledge development in the school. However, for purposes of examination, the school should place emphasis on the extensive use of English to enable its learners to meet the requirements of external examiners. / AFRIKAANSE OPSOMMING: Hierdie studie bestudeer die taalbeleid en implementering daarvan binne en buite klaskamerverband, by ‘n veeltalige en multikulturele internasionale skool. Spesifiek, is die doel om insae te gee in hoe talige en kulturele diversiteit by Windhoek Internasionale Skool (WIS) hanteer word. Dit stel belang in die verskillende soorte taalbeleid wat bepaal watter tale in onderrig en leer gebruik word in ‘n konteks waar sowel die onderwysers as die leerders eerstetaalsprekers is van ‘n aansienlike aantal verskillende tale.
Die deelnemers in hierdie studie is veeltalige leerders en onderwysers aan die WIS. Die studie gebruik data wat bekom is uit skoolrekords, vraelyste, onderhoude en deur waarneming. Die analise van die data word gedoen in die vorm van beskrywing, interpretasie en verduideliking. Die bevindinge van die studie hou in dat die taalbeleid aan die WIS so geartikuleer is dat dit eentalige norme ondersteun, alhoewel die gemeenskap wat deur die skool bedien word, veeltalig is. Engels is die medium van onderrig (MvO/MoI) aan die skool, word in amptelike kommunikasie binne die skool gebruik, en is ook die kommunikasietaal by alle belanghebbendes van die skool (ouers, borge, ens.). Ander Europese tale, naamlik Frans, Duits en Portugees, word as moderne vreemde tale binne die skool se leerplan aangebied. Heel opvallend, word geeneen van die plaaslike Namibiese tale in die skool aangebied nie. Ten spyte van hierdie taalreëlings word leerders en onderwysers van die skool nie beperk in die gebruik van ander tale as Engels (LotEs) nie, veral buite die klaskamers. Die studie toon aan dat die taalomgewing by WIS tekenend is van ‘n sg. poliglossiese gemeenskap waar Engels in die taalhiërargie bo-aan te staan kom.
Die bevindinge suggereer dat die WIS, in die lig van hulle erkenning van die veeltalige en multikulturele samestelling van die leerders en onderwysers, sy skoolbeleid in die geheel behoort te heroorweeg, sodat dit belyn word met die mees resente denke oor taal-in-onderrig-beleid. Die beleid behoort op dinamiese tweetaligheid klem te lê deur die onderrig en leer van ander tale as Engels (LotEs), ook plaaslike inheemse tale, aan te moedig en te ondersteun. Dit moet so gedoen word dat dit as “steierwerk”kan dien in die oorbrugging wat nodig is vir leer deur medium van ‘n tweede of vreemde taal. Daarbenewens word aanbeveel dat die skool vir eksamineringsdoeleindes aandag skenk aan die uitgebreide gebruik van Engels, sodat leerders in staat is om aan die vereistes wat eksterne eksaminatore stel, te beantwoord.
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Multisemiotic resources in student assessment : a case study of one module at Stellenbosch UniversityDu Toit, Tamzin 04 1900 (has links)
Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This study investigates multimodal assessment in the South African higher education
context. The communication landscape of students is becoming increasingly
multimodal, resulting in a shift away from higher education institutions’ preferred
mode (that is, the written mode). This is partly as a result of the digital era in which
we live, as the verbal, visual and audio modes co-exist to make meaning, thereby
creating new forms of text (Iedema 2003: 33). Although there is a common
acceptance that the communication landscape has changed, higher education
institutions still seem to consider the written text and written communication as the
most dominant form of meaning-making (Lea 2004: 743). Thus, there is a disparity
between the types of literacies with which students arrive at university, and the types
of literacies that they are expected to use in university. I argue that this disparity is
problematic for education, and maintain that pedagogies be transformed in order to
resolve this issue. In this way, students will be able to “benefit from learning in ways
that allow them to participate fully in public, community, and economic life” (Cazden
et al. 1996: 60). Data for this research includes assignments that were produced by second-year
students of Applied English Language Studies, a subject offered by the Department
of General Linguistics at Stellenbosch University. These assignments include a
multimodal component as well as a formal, written component. Analysis of their
assignments revealed that students show great dexterity in their creations of
multimodal texts. Apart from their design skills, it was revealed that students have
knowledge of a wide variety of social discourses, which is currently mostly ignored in
the education context. Thus, I propose that this knowledge, along with the digital and
visual design skills with which students arrive at university, be valorised and utilised
as an entry point for the teaching of linguistic literacy. This proposal is partly
supported by schema theory, a cognitive theory of learning, which entails that
existing knowledge is used as a platform on which to build new knowledge. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek multimodale assessering in die Suid-Afrikaanse hoër
onderwys konteks. Die kommunikasie landskap van studente word al hoe meer
multimodaal wat ʼn skuif weg van die voorgekeurde modaliteit (die geskrewe) in hoër
onderwys teweegbring. Dit is gedeeltelik a.g.v. die digitale era waarin ons leef waarin
die verbale, visuele en klank modaliteite saam gebruik word om betekenis te skep;
dus word nuwe vorme van teks geskep (Iedema 2003: 33). Alhoewel daar algemeen
aanvaar word dat die kommunikasie landskap verander het, beskou hoër onderwys
instansies nog steeds die geskrewe teks en geskrewe kommunikasie as die
dominante vorm van betekenisskepping (Lea 2004: 743). Daar is dus ʼn gaping
tussen die tipes geletterheid waarmee studente by die universiteit opdaag en watter
daar van hulle verwag word om te gebruik in die universiteit. Ek voer aan dat hierdie
gaping problematies is vir opvoedkunde en stel voor dat pedagogie verander moet
word om dit aan te spreek. Op hierdie manier kan studente voordeel trek op maniere
wat hul toelaat om ten volle deel te neem aan publieke, gemeenskaplike en
ekonomiese lewe (Cazden et al. 1996: 60). Data vir hierdie navorsing sluit opdragte in wat deur tweede jaar Applied English
Language Studies (ʼn vak wat deur die Departement Algemene Taalwetenskap by
Stellenbosch Universiteit aangebied word) studente uitgevoer is. Die opdragte sluit ʼn
multimodale element sowel as ʼn formele geskrewe element in. Analise van die
opdragte wys dat studente vaardigheide het in die produksie van multimodale tekste.
Behalwe die produksie vaardighede wys die analise ook dat hierdie studente kennis
het van ʼn wye reeks sosiale diskoerse wat op die oomblik meestal geïgnoreer word
in die opvoedkundige konteks. Ek voer dus aan dat hierdie kennis sowel as die
digitale- en visuele produksie vaardigheide waarmee studente by die universiteit
opdaag, gevalideer en gebruik word as ingangspoort vir die aanleer van talige
geletterheid. Deels word die voorstel deur skema teorie ondersteun, ʼn teorie wat in
kognitiewe benaderinge tot leer ontwikkel het en wat voorstel dat bestaande kennis
gebruik kan word as ʼn platform om nuwe kennis te bou.
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Requests at the University of NizwaHessenauer, Perry Ross 04 1900 (has links)
Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This study focuses on the requestive behaviour, including perceptions of politeness and directness, of
Omani second language (L2) English students at Nizwa University in Oman as revealed by their
written responses to real life scenarios. The study is an attempt to improve linguistic understanding of
pragmatic differences, with reference to the similarities and differences between Omani L2 English
students and L1 English speakers’ communicative proficiency, in order to contribute to improved
language teaching curricula.
The research design consisted of an initial series of two questionnaires which required that the
participants rate given responses based on their perceptions of ‘politeness’ and ‘indirectness’; a third
discourse completion test (DCT) that required participants to respond in writing in the form of a
request to five real life scenarios; and a fourth questionnaire that required teachers to judge the written
responses of the DCT according to five criteria. Additionally, the Omani-speaking teachers of L2
English were interviewed and asked questions relating to their responses from a sociopragmatic/
cultural perspective. The Omani teachers’ responses were then used to assist in the analysis of the
written response data. The four instruments above thus used both quantitative and qualitative research
methods. The results of the data analysis showed that (1) the query preparatory is considered by both groups to
be the most polite request strategy and is used to mitigate imposition; (2) Omani L2 English students
consider the words should and must to be most impolite in contrast with the L1 English speakers who
consider the mood derivable to be the most impolite request strategy; (3) mild hints are considered far
more polite by L1 English speakers than by Omani L2 English students; (4) politeness is influenced by
differences in perceptions of social variables such as social distance, social power and degree of
imposition; (5) direct strategies are not considered impolite and are used six times more frequently by
Omani L2 English students than by L1 English speakers in low-imposition contextual situations; and
(6) positive transfer and conventionalisation of the time intensifier has been produced and the strategy
is used more than twice as much by the Omani L2 English students than by the L1 English speakers.
In contrast, the L1 English speakers use the preparator 11 times more frequently than the Omani L2
English students who predominantly have no pragmalinguistic knowledge of this tactic.
The study highlights the need for pragmalinguistic and sociopragmatic training of students in the
classroom and for pragmatics to be included in the material and curriculum design of English language
learning programmes. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op hoe versoeke, insluitend die persepsies van beleefdheid en direktheid, van
tweede taal (T2) Omani studente aan die Universiteit van Nizwa in Oman geformuleer word soos
geopenbaar deur hulle skriftelike reaksies op realistiese lewenscenarios tydens vraagstelling. Die
studie is ‘n poging om taalkundige begrip van pragmatiese verskille te verbeter, met verwysing na die
ooreenkomste en verskille tussen Omani T2 Engelssprekendes en L1 Engelssprekendes se
kommunikatiewe vaardighede, ten einde by te dra tot die verbetering van taalonderrig leerplanne.
Die navorsing het bestaan uit ‘n aanvanklike reeks van twee vraelyste wat vereis dat deelnemers
antwoorde gee op grond van hulle persepsies van beleefdheid en indirektheid; ‘n derde diskoers
voltooiings toets (DVT) wat vereis dat deelnemers skriftelik reageer op versoeke in vyf realistiese
lewenscenarios; en ‘n vierde vraelys wat vereis dat onderwysers die skriftelike reaksies op die DVT in
vyf areas beoordeel. Daarbenewens is die T2 Omani onderwysers ondervra met betrekking tot hulle
antwoorde vanuit ‘n sosio-pragmatiese perspektief. Die Omani onderwysers se antwoorde is
vervolgens gebruik om die ontleding van die skriftelike response te doen. Die bogenoemde vier
instrumente gebruik dus beide kwalitatiewe en kwantitatiewe navorsingsmetodes. Die resultate van die data-analise toon dat (1) die “query preparatory” deur beide groepe as die mees
beleefde vraag-strategie beskou word en gebruik word om taakoplegging te versag; (2) T2 sprekers
beskou die woorde moet en behoort meestal as onbeskof, in teenstelling met die T1 Engelssprekendes,
wat die “mood derivable” as die mees onbeskofte vraag-strategie ervaar; (3) die “mild hint” word as
baie meer beleefd deur L1 Engelssprekendes as deur T2-sprekers ervaar; (4) beleefdheid word
beinvloed deur verskille in persepsies van sosiale faktore soos sosiale afstand en –druk, en die graad
van oplegging; (5) direktheid word nie as onbeskof gesien nie, en kom ses keer meer voor by T2
sprekers in laer taalvaardigheid situasies; en (6) positiewe oordrag en vaslegging van tyd as ‘n
drukkrag het voorgekom, en die taktiek word meer as twee keer soveel deur die T2 sprekers as deur
die T1 Engelssprekendes gebruik. In teenstelling gebruik die T1 Engelssprekendes die “preparatory”
11 keer meer as die T2 sprekers, wat meestal geen pragma-linguistiese kennis van hierdie tegniek het
nie.
Die studie beklemtoon die noodsaaklikheid van pragma-linguistiese en sosio-linguistiese opleiding in
die klaskamer, en dat pragmatika in materiaal en kurrikulumontwerp vir Engelse taalleer programme
ingesluit word.
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An analysis of the grammatical structure of small clauses in Afrikaans : a minimalist approachBackhouse, Rene 12 1900 (has links)
Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The main goal of this study is to provide a grammatical analysis of small clauses in Afrikaans. A proper analysis of this phenomenon has not yet been attempted in the literature on Afrikaans syntax. However, within the framework of generative grammar, including the most recent versions of Minimalist Syntax, extensive research has been conducted on the small clause phenomenon for a wide range of other languages. In these studies, various types of small clause constructions have been identified. For the purpose of this study, a systematic analysis is given for seven of these small clause construction types, focusing specifically on the Afrikaans data. In order to establish whether the Afrikaans small clause constructions exhibit the same characteristics as those found in other languages, a taxonomy is given of their Dutch, English, West Flemish and Polish counterparts as described by, among others, Hoekstra (1988a, 1992), Bennis, Corver and Den Dikken (1998), Citko (2008) and Haegeman (2010). It is against this background that the characteristics of the different Afrikaans small clause constructions are described. In addition, an explication is given of the various proposals regarding the underlying structure of such constructions. Based on proposals by Oosthuizen (2013), it is argued that a small clause construction is a projection of a particular functional category, namely a defective light verb, sc-v. It is claimed that such a light verb analysis can provide an adequate account of the Afrikaans facts. / AFRIKAANSE OPSOMMING: Die hoofoogmerk van hierdie studie is om ’n grammatikale analise van beknopte sinne (“small clauses”) in Afrikaans te verskaf. ʼn Behoorlike analise van hierdie verskynsel is nog nie tevore aangebied in die literatuur oor Afrikaanse sintaksis nie. Binne die raamwerk van generatiewe grammatika, insluitend die mees onlangse versies van Minimalistiese Sintaksis, is daar egter uitgebreide navorsing gedoen oor die verskynsel van beknopte sinne in ʼn verskeidenheid ander tale. In die betrokke studies is verskeie tipes beknopte sin-konstruksies geïdentifiseer. Vir die doel van hierdie studie word ’n sistematiese analise gegee van sewe van hierdie konstruksie-tipes, met spesifieke fokus op die Afrikaanse data. Ten einde vas te stel of die Afrikaanse beknopte sin-konstruksies dieselfde eienskappe toon as dié in ander tale, word ’n taksonomie verskaf van die ooreenstemmende konstruksies in Nederlands, Engels, Wes-Vlaams en Pools, soos beskryf deur onder meer Hoekstra (1988a, 1992), Bennis, Corver en Den Dikken (1998), Citko (2008) en Haegeman (2010). Dit is teen hierdie agtergrond dat die eienskappe van die verskillende Afrikaanse beknopte sin-konstruksies beskryf word. Verder word ʼn uiteensetting gegee van verskeie voorstelle oor die onderliggende struktuur van sulke konstruksies. Gebaseer op voorstelle deur Oosthuizen (2013), word daar geargumenteer dat ’n beknopte sin-konstruksie ’n projeksie is van ’n spesifieke funksionele kategorie, naamlik ’n defektiewe ligte werkwoord, sc-v. Daar word aangevoer dat so ’n ligte werkwoord-analise ’n toereikende verklaring kan bied van die Afrikaanse feite.
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The discursive construction of the concepts organisational communication and organisational culture in a merged South African companyVan Der Merwe, Joanie 12 1900 (has links)
Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This study investigates the manner in which the concept of communication is discursively
constructed in a South African insurance company. The company recently underwent a
merger which, according to the literature, should increase its awareness of communicative
practices. The thesis builds on recent theoretical developments in organisational studies,
more specifically, the linguistic turn. The focus falls on the way in which organisational
communication is constructed by implementing the analytical tools of thematic analysis and
discourse analysis.
All of the participants in this study were involved with the merger that the company
underwent. The sample of twenty-three participants included eighteen employees who took
part in an electronic survey questionnaire and five employees who were individually
interviewed. Additionally, documents concerning the merger were analysed to reveal the
way in which the company’s organisational communication is constructed by managers.
During the data collection, participants were questioned about their perspectives of
organisational communication and organisational culture with regard to the merger. The data
strongly shows that communication is generally not considered an important aspect in an
organisation during the merging process. Interestingly, when participants’ attention is,
however, drawn to specifically the concept of communication, a mechanistic view of
communication is presented with only selected communicative practices considered as
‘communication’. The analysis further indicates changing communicative practices in the
newly merged company. In conclusion, this study argues that organisations, especially in a merging context, can
benefit from a greater awareness regarding the importance of organisational communication.
Further linguistic research in the form of organisational studies in this regard is suggested. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die wyse waarop die konsep van kommunikasie deur diskoers
gekonstrueer word in ʼn Suid-Afrikaanse versekeringsmaatskappy. Hierdie organisasie het
onlangs ʼn amalgameringsproses ondergaan wat volgens die literatuur behoort te lei tot ʼn
toename in bewustheid van kommunikatiewe praktyke en veroorsaak dat die konteks ʼn
kardinale element in die navorsing is. Hierdie tesis bou op onlangse teoretiese ontwikkelings
in organisatoriese studies, met ‘n spesifieke fokus op diskoers en taal (die ‘linguistic turn’).
Die fokus val op die manier waarop organisatoriese kommunikasie gekonstrueer word deur
die analitiese metodes van tematiese analise en diskoersanalise te implementeer.
Al die deelnemers in hierdie studie was betrokke by die amalgamering van die maatskappy.
Die steekproef van drie-en-twintig deelnemers sluit agtien werknemers in wat aan die
elektroniese opname deelgeneem het en vyf werknemers waarmee individuele onderhoude
gevoer is. Dokumente aangaande die amalgamering is addisioneel geanaliseer om sodoende
die wyse waarop die maatskappy se organisatoriese kommunikasie gekonstrueer word deur
bestuurders, aan die lig te bring. Gedurende die data-insameling is deelnemers ondervra
aangaande hulle perspektiewe op organisatoriese kommunikasie en organisatoriese kultuur
ten opsigte van die amalgamering. Die data dui daarop dat kommunikasie oor die algemeen
nie beskou word as ʼn belangrike aspek van ʼn organisasie tydens die amalgameringsproses
nie. Tog, wanneer die deelnemers se aandag daarop gevestig word en hul gevra word om
spesifiek te fokus op die konsep van kommunikasie, word ʼn meganiese uitkyk van
kommunikasie voorgestel met slegs geselekteerde kommunikatiewe praktyke wat as
‘kommunikasie’ beskou word. Die analise lig verder die idee van veranderlike
kommunikatiewe praktyke in die nuwe geamalgameerde maatskappy uit. Ter opsomming voer hierdie studie aan dat organisasies, veral in ʼn amalgameringskonteks,
baat kan vind by ʼn groter bewustheid omtrent die belangrikheid van organisatoriese
kommunikasie. Verdere linguistiese navorsing in organisatoriese studies in hierdie verband
word voorgestel.
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Language discordant HIV and AIDS interactions in Lesotho health care centresSobane, Konosoang Mabafokeng 03 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This PhD study investigated the organisational structure of medical communicative facilities and
the related communicative experiences of health care providers and patients in HIV and AIDS care
centres where there is language discordance between physicians and patients. Such discordance
refers specifically to communication in contexts where patients and health care providers speak a
number of different, mostly mutually unintelligible first languages (L1s) and where speakers have
varying levels of proficiency in a lingua franca such as English. This study considers key moments
within the organisational communication structure to assess how well the structure meets its
communicative aims.
The sites of care that provided empirical data in this study, were a public health clinic which is a
division of a state hospital, and a privately run day care clinic both located near Maseru, the capital
city of Lesotho. The participants were drawn from four categories, namely physicians, nurses, lay
interpreters and patients. Data collection was done through semi-structured interviews, focus group
discussions and direct observations of the study sites. The data was later transcribed interpreted and
analysed according to insights gained from Organisation Theory on the one hand and Thematic
Analysis and Qualitative Data Analysis on the other hand.
The most important result of the study is the recognition of organisational fragmentation of care
into different units which helps to facilitate communication where patients and physicians show
marked language discordance. Further results illuminate several challenges that are encountered by
participants in mediating and making meaning where language diversity is such that physicians’
linguistic repertoire does not match the repertoires of patients and local HCPs. The study highlights
several institutional and interpersonal strategies that are used to overcome these challenges and to
assure effective communication in the particular institutions. It also shows how some of these
strategies fail to fully address the communicative challenges identified. The findings of this study
suggest that in multilingual clinical contexts there is a need for more dedicated attention to
interpreting practices, to the kinds of material distributed among patients and, more generally, to
make consultative decisions on improved systems to put in place in order to facilitate
communication related to quality health care. / AFRIKAANSE OPSOMMING: Hierdie PhD-studie het die organisatoriese struktuur van mediese kommunikatiewe geleenthede en die
verwante ervarings van beroepsmense in gesondheidsorg van pasiënte in HIV-versorgingsentra
ondersoek, waar die taalvaardighede van dokters en pasiënte nie gesinchroniseer is nie. Die taaldissonansie
verwys spesifiek na kommunikasie in kontekste waar pasiënte en beroepsmense in gesondheidsorg 'n
verskeidenheid tale praat wat meestal onderling onverstaan-bare eerste tale (T1e) is van sprekers met
ongelyke vlakke van vaardigheid in 'n lingua franca soos Engels. Die studie vestig aandag op
sleutelmomente binne die struktuur van die kommunikasie van die organisasie om vas te stel hoe goed die
bepaalde struktuur sy kommunikatiewe doelstellinge verwesenlik.
Die terreine van gesondheidsorg wat empiriese data vir hierdie navorsing voorsien het, was 'n openbare
kliniek wat verbonde is aan 'n staatshospitaal, en 'n privaat dagsorgkliniek wat albei naby Maseru, die
hoofstad van Lesotho, geleë is. Die deelnemers behoort aan vier kategorieë, naamlik dokters,
verpleegpersoneel, leke-vertalers/-tolke en pasiënte. Data insameling is gedoen deur middel van semigestruktureerde
onderhoude, fokus groepbesprekings and direkte waarrneming by die betrokke instansies.
Die data is later getranskribeer, geinterpreteer en geanaliseer volgens insigte uit Organisasie Teorie aan
die een kant en Tematiese Analise en Kwalitatiewe Data Analise aan die ander kant.
Die belangrikste bevinding van die studie is herkenning van die organisatoriese fragmentering van die
sorg in verskillende eenhede wat help om kommunikasie te fasiliteer binne ‘n konteks waar pasiënte en
dokters merkbare taaldissonansie vertoon. Verdere bevindinge werp lig op verskeie uitdagings wat
deelnemers ervaar in die bemiddeling en skep van betekenis waar taaldiversiteit sodanig is dat die talige
repertoires van die mediese praktisyns nie aangepas is by die talige repertoires van die pasiënte of plaaslike
mediese beamptes nie. Die studie vestig aandag op verskeie institusionele en interpersoonlike strategieë
wat gebruik word om uitdagings te oorkom en om effektiewe kommunikasie binne die betrokke instansies
te verseker. Dit wys ook hoe sommige van hierdie strategieë misluk in die aanspreek van bepaalde
kommunikatiewe uitdagings. Die bevindinge bevestig dat in die omgewing van ‘n veeltalige kliniek daar
‘n behoefte is aan meer toegewyde aandag aan tolkingspraktyke, aan die soort materiaal wat onder pasiënte
versprei word, en in meer algemene terme, aan die neem van besluite gegrond op konsultasie sodat
verbeterde stelsels geimplimenteer kan word om kommunikasie wat verband hou met goeie kwaliteit
gesondheidsorg, te help bedien. / The African Doctoral Academy for financial support
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Mother tongue education and transition to English medium education in Uganda : teachers perspectives and practices versus language policy and curriculumSsentanda, Medadi Erisa 12 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: In this dissertation I report on an ethnographic survey study undertaken on bi-/multilingual
education in ten primary schools in Uganda. The primary aim of this study was to explore
how teachers understand and manage the process of transitioning from mother tongue (MT)
education to English as a language of learning and teaching (LoLT).
In this study I used a multi-method approach involving questionnaires, classroom
observations, follow-up interviews and note taking. Data was analysed using a theme-based
triangulation approach, one in which insights gleaned from different sources are checked
against each other, so as to build a fuller, richer and more accurate account of the
phenomenon under study. This data was gathered firstly from teachers and classes in the first
three years of formal schooling (P1 to P3) in order to understand the nature of
multilingualism in the initial years of primary schooling and how teachers use MT instruction
in preparation for transition to English-medium education that occurs at the end of these three
years. Secondly, data from P4 and P5 classes and teachers was gathered so as to examine the
manner in which teachers handle transition from MT instruction in P4 and then shift into the
use of English as LoLT in P5.
The study has identified discrepancies between de jure and de facto language policy that exist
at different levels: within schools, between government and private schools in implementing
the language-in-education policy, and, ultimately, between the assumptions teachers have of
the linguistic diversity of learners and the actual linguistic repertoires possessed by the
learners upon school entry. Moreover, the study has revealed that it is unrealistic to expect
that transfer of skills from MT to English can take place after only three years of teaching
English and MT as subjects and using MT as LoLT. Against such a backdrop, teachers
operate under circumstances that are not supportive of effective policy implementation. In
addition, there is a big gap between teacher training and the demands placed on teachers in
the classroom in terms of language practices. Moreover, teachers have mixed feelings about
MT education, and some are unreservedly negative about it. Teachers’ indifference to MT
education is partly caused by the fact that MTs are not examined at the end of primary school
and that all examination papers are set in English. Furthermore, it has emerged that Uganda’s
pre-primary education system complicates the successful implementation of the language-in-education policy, as it is not monitored by the government, is not compulsory nor available to
all Ugandan children, and universally is offered only in English.
The findings of this study inform helpful recommendations pertaining to the language-ineducation
policy and the education system of Uganda. Firstly, there is a need to compile
countrywide community and/or school linguistic profiles so as to come up with a wellinformed
and practical language policy. Secondly, current language-in-education policy
ought to be decentralised as there are urban schools which are not multilingual (as is assumed
by the government) and thus are able to implement MT education. Thirdly, the MT education
programme of Uganda ought to be changed from an early-exit to a late-exit model in order to
afford a longer time for developing proficiency in English before English becomes the LoLT.
Fourthly, government ought to make pre-primary schooling compulsory, and MT should be
the LoLT at this level so that all Ugandan children have an opportunity to learn through their
MTs. Finally, if the use of MT, both as a subject and as a LoLT, is to be enforced in schools,
the language of examination and/or the examination of MTs will have to be reconsidered.
In summary, several reasons have been identified for the mentioned discrepancies between de
jure and de facto language-in-education policy in Uganda. This policy was implemented in an
attempt to improve the low literacy levels of Ugandan learners. It therefore appears as if the
policy and its implementation will need revision before this achievable aim can be realised as
there is great difficulty on the teachers’ side not only in the understanding but also in
managing the process of transitioning from MT education to English as LoLT. / AFRIKAANSE OPSOMMING: In hierdie proefskrif lewer ek verslag oor ‘n etnografiese opname van twee meertaligheid wat
in 10 laerskole in Oeganda uitgevoer is. Die hoof doel van die studie was om vas te stel hoe
onderwysers die oorgang van moedertaalonderrig na Engels as taal van onderrig en leer
(TLO) verstaan en bestuur.
Ek het ‘n veelvuldige metode-benadering in hierdie studie gevolg en gebruik gemaak van
vraelyste, klaskamerwaarnemings, opvolgonderhoude en veldnotas. Data is geanaliseer deur
gebruik te maak van ‘n tema-gebaseerde trianguleringsbenadering, een waarin insigte verkry
uit verskillende bronne teen mekaar geverifieer is om sodoende ‘n voller, ryker en meer
akkurate verklaring vir die studieverskynsel te gee. Hierdie data is eerstens onder
onderwysers en leerders in die eerste drie jaar van formele skoolonderring (P1 tot P3)
ingesamel om vas te stel (i) wat die aard van veeltaligheid in die beginjare van laerskool is en
(ii) hoe onderwysers moedertaal (MT) gebruik om leerders voor te berei vir die oorgang na
Engels-medium onderrig wat aan die einde van hierdie drie jaar geskied. Data is tweedens
onder P4- en P5-onderwysers en in P4- en P5-klaskamers ingesamel om sodoede die wyse te
ondersoek waarop onderwysers die oorgang van MT-onderrig in P4 en die skuif na die
gebruik van Engels as TLO in P5 hanteer.
Die studie het diskrepansies tussen de jure- en de facto-taalbeleid op verskeie vlakke
geïdentifiseer: binne skole, tussen die regering en privaatskole in die implementering van die
taal-in-onderwys-beleid, en ook tussen die aannames wat onderwysers oor die talige
diversiteit van leerders het en die werklike talige repertoires waarmee hierdie leerders die
skoolsisteem betree. Die studie het verder getoon dat dit onrealisties is om te verwag dat
oordrag van vaardighede van MT na Engels kan plaasvind ná slegs drie jaar van (i) Engels en
MT as vakke en (ii) gebruik van MT as TLO. Teen hierdie agtergrond werk onderwysers
onder omstandighede wat nie effektiewe beleidsimplementering ondersteun nie. Daar is ook
‘n groot gaping tussen onderwyseropleiding en die eise wat aan onderwysers in die klaskamer
gestel word in terme van taalpraktyke. Verder het onderwysers gemengde gevoelens oor MTonderrig,
en sommiges is sonder voorbehoud negatief daaroor. Onderwysers se
onverskilligheid teenoor MT-onderrig word gedeeltelik meegebring deur die feit dat MTe nie
aan die einde van laerskool geëksamineer word nie en dat alle eksamenvraestelle in Engels
opgestel word. Dit het ook geblyk dat Oeganda se voorskoolse onderwyssisteem die suksesvolle implementering van die taal-in-onderwys-beleid kompliseer, aangesien hierdie
vlak van onderwysg nie deur die regering gemonitor word nie, nie verpligtend of toeganklik
vir alle Oegandese kinders is nie en universeel in slegs Engels aangebied word.
Die bevindinge van hierdie studie maak nuttige aanbevelings moontlik aangaande die taal-inonderwys-
beleid en die onderwyssisteem in Oeganda. Eerstens is daar ‘n behoefte aan die
opstel van ‘n landswye taalprofiel van gemeenskappe en skole sou ‘n goed-ingeligte en
prakties uitvoerbare taalbeleid daargestel wou word. Tweedens behoort die huidige taal-inonderwys-
beleid gesentraliseer te word, aangesien sommige stedelike skole (in teenstelling
met wat deur die regering aangeneem word) nie veeltalig is nie en dus wel daartoe in staat is
om MT-onderrig te implementeer. Derdens behoort die MT-onderrigprogram in Oeganda
verander te word van een waarin leerders MT-onderrig vroeg verlaat tot een waarin hulle
MT-onderrig laat verlaat, sodat daar meer tyd is vir die verwerwing van Engelse
taalvaardighede voordat Engels die TLO word. Vierdens behoort die regering preprimêre
onderwys verpligtend te maak en behoort MT die TLO op hierdie vlak te wees sodat alle
Oegandese kinders die geleentheid het om deur middel van hul MTe te leer. Laastens, as die
gebruik van MT (as ‘n vak sowel as as TLO) in skole verplig gaan word, behoort die taal van
eksaminering herbesin te word en/of die eksaminering van MTe heroorweeg te word.
Opsommenderwys: Daar is verskeie redes geïdentifiseer vir die genoemde diskrepansies
tussen die de jure- en de facto- taal-in-onderwys beleid in Oeganda. Hierdie beleid is ingestel
in ‘n poging om die lae geletterdheidsvlakke van Oegandese leerders aan te spreek. Dit blyk
dat die beleid en die implementering daarvan hersien sal moet word voordat hierdie haalbare
doelwit gerealiseer sal kan word, want onderwysers vind dit merkbaar moeilik nie net om die
huidige beleid te verstaan nie maar ook om die proses van oorgang van MT-onderrig na
Engels as TLO te bestuur. / Ekisengejje (Luganda)
Mu kiwakano kino, njogera ku kunoonyereza okwesigamizibwa ku kwekaliriza ekibinja
ky’abantu ab’awamu n’engeri gye bakwatamu ebyenjigiriza nnanniminnyingi mu masomero ga
pulayimale kkumi mu Uganda. Ekigendererwa ky’okunoonyereza kuno ekikulu kyali
okwekaliriza engeri abasomesa gye bategeeramu ne gye bakwatamu enseetuka y’okuva mu
kusomera mu lulimi oluzaaliranwa okudda mu Lungereza.
Mu kunoonyereza kuno, nakozesa enseetuka mpendannyingi omuli olukalala lw’ebibuuzo,
okwekaliriza okw’omu kibiina, okubuuza ebibuuzo eby’akamwa n’okuwandiika ebyekalirizibwa.
Ebiwe byakenenulirwa mu miramwa nga giggyibwa mu ebyo ebyakuηηaanyizibwa mu mpenda
ez’enjawulo. Enkola eno yeeyambisa ebyakukuηηaanyizibwa mu mpenda ez’enjawulo nga buli
kimu kikkuutiriza kinnaakyo ne kiba nti ekijjo ekinoonyeerezebwako omuntu akitebya mu ngeri
enzijuvu era engagga obulungi. Okusooka, ebiwe byakuηηaanyizibwa okuva mu basomesa ne
mu bibiina ebisookerwako ebisatu (P1 okutuuka ku P3) n’ekigendererwa ky’okutegeera ennimi
eziri mu myaka egisooka egya pulayimale n’engeri abasomesa gye batandikamu okusomesereza
mu nnimi enzaaliranwa nga bateekateeka abayizi okubazza mu kuyigira mu Lungereza.
Okuyigira mu Lungereza kutandika okubaawo ng’emyaka esatu egisooka giweddeko. Ebibiina,
P4 ne P5 nabyo byatunuulirwa n’ekigendererwa ky’okwekaliriza engeri abasomesa gye
bakwatamu enseetuka y’okuggya abayizi mu kuyigira mu nnimi enzaaliranwa mu P4 okubazza
mu kuyigira mu Lungereza mu P5.
Okunoonyereza kuno kuzudde empungu wakati w’enteekera y’ebyennimi eragirwa
n’ekozesebwa ku mitendera egy’enjawulo: Empungu esooka eri mu kussa mu nkola enteekera
y’ebyennimi mu byenjigiriza wakati w’amasomero ga gavumenti n’ag’obwannannyini ate ne
wakati w’ebyo abasomesa bye bakkiririzaamu ku nnimi abayizi ze boogera n’ennimi abayizi bo
ze boogera nga tebannayingira masomero. Mu ngeri y’emu okunoonyereza kuno kukizudde nti si
kya bwenkyanya okusuubira abayizi okuzza mu Lungereza ebyo bye bayigidde emyaka esatu mu
nnini enzaaliranwa nga mu myaka gye gimu egyo Olungereza n’olulimi oluzaaliranwa babadde
baziyiga ng’amasomo. Mu mbeera efaanana bw’etyo, abasomesa bakolera mu mbeera
etabasobozesa kutuukiriza nteekera ya bya nnimi mu byenjigiriza. Mu ngeri y’emu, waliwo
empungu nnene wakati w’obutendeke abasomesa bwe balina n’ebyo ebibasuubirwamu okukola
mu kibiina nga beeyambisa olulimi. Si ekyo kyokka, abasomesa si batangaavu ku kusomeseza
mu nnimi enzaaliranwa, era n’abamu boogera kaati nga bwe batawagira nkola eno. Endowooza y’abasomesa ku kusomeseza mu nnimi enzaaliranwa yeesigamiziddwa ku kuba nti ennimi
enzaaliranwa tezibuuzibwa ku nkomerero ya pulayimale ate era n’okuba nti ebibuuzo byonna ku
nkomerero ya pulayimale bibuuzibwa mu Lungereza. Ng’oggyeeko ekyo, kyeyolese mu
kunoonyereza kuno nti okusoma kwa nnasale mu Uganda kukaluubiriza okussa mu nkola
enteekera y’eby’ennimi mu byenjigiriza kubanga eddaala ly’okusoma lino terirondoolwa
gavumenti, si lya buwaze ate era abaana bonna mu Uganda tebafuna mukisa kusoma nnasale,
n’ekirala nti okutwaliza awamu ebisomesebwa ku ddaala lino biba mu Lungereza.
Ebizuuliddwa mu kunoonyereza kuno bisonga ku bisembebwa ebiyinza okuyamba mu kutereeza
enteekera y’eby’ennimi mu byenjigiriza ko n’omuyungiro gw’ebyenjigiriza gwonna mu Uganda.
Okusooka, kyetaagisa okukuηηaanya ennimi ezoogerebwa mu bitundu ne/oba mu masomero ne
kiyamba mu kussa mu nkola enteekera y’eby’ennimi mu ngeri entangaavu. Eky’okubiri, kisaana
obuyinza bw’enteekera y’eby’ennimi mu byenjigiriza eriwo kati buzzibweko wansi kubanga
waliwo amasomero g’omu bibuga agataliimu nnimi nnyingi (nga gavumenti yo bw’ekitwala) era
nga bwe gatyo gasobola okussa mu nkola enteekera y’eby’ennimi mu byenjigiriza. Eky’okusatu,
enteekateeka y’okusomeseza mu nnimi enzaaliranwa eya Uganda esaana eyongezebwe okuva ku
myaka 3 etuuke ku myaka 6 okutuuka ku 8. Ebbanga eryo eggwanvu liyamba omuyizi okukaza
Olungereza n’oluvannyuma asobole okuluyigiramu. Eky’okuna, gavumenti esaana efuule
okusoma kwa nnasale okw’obuwaze era ennimi enzaaliranwa zisaana zibeere olulimi
oluyigirwamu ku ddaala lino kibeere nti abaana bonna mu Uganda bafuna omukisa okuyigira mu
nnimi zaabwe enzaaliranwa. N’ekisembayo, bwe kiba nti okukozesa ennimi enzaaliranwa mu
masomero ng’olulimi oluyigirwamu ate era ng’essomo kinaagobererwa mu masomero, olulimi
olubuulizibwamu ebibuuzo ne/oba okubuuzibwako ebibuuzo bisaana bifiibweko nate.
Mu bufunze, ensonga nnyingiko ezinokoddwayo ng’ezireetawo empungu wakati w’enteekera
y’eby’ennimi mu byenjigiriza n’ebyo ebikolebwa mu masomero mu Uganda. Enteekera eno
yassibwa mu nkola n’ekigendererwa ky’okwongera ku mutindo gw’okuyiga okusoma
n’okuwandiika mu bayizi b’omu Uganda. Wabula ate kifanana okuba nti enteekera eno n’engeri
gy’essibwa mu nkola bijja kwetaaga okuddamu okufiibwako olwo ekigendererwa
ekyabiteekerwa kiryoke kituukibweko. Kino kiri bwe kityo kubanga waliwo enkalubira ya
maanyi mu basomesa mu kutegeera ne mu nkwajja y’okuteekateeka abayizi okubaseetula
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Pragmatic assessment of schizophrenic bilinguals' L1 and L2 use : a comparison of three assessment toolsTheron, Janina 12 1900 (has links)
Thesis (MPhil (General Linguistics))—University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The term "schizophrenia" refers to a psychiatric condition which affects an individual's
thought and speech (Eaton and Chen 2006). The verbal expression of schizophrenics can
therefore be used as a tool for insight into the nature of schizophrenia as well as the
cognitive processes of schizophrenics (Wróbel 1990:1). This thesis reports on a
comparative evaluation of three pragmatic assessment tools, namely the Pragmatic
Protocol (Prutting and Kirchner 1987), the Profile of Communicative Appropriateness
(Penn 1985), and the Framework for Assessing (Children's) Conversational Skills
(Rumble 1988), in order to establish which of these tools is most suitable for assessing
the first language (L1) and second language (L2) pragmatic abilities of late bilingual
schizophrenics. Four late bilingual schizophrenic patients participated in this study. A
thirty minute informal interview was conducted with each of the participants in both their
L1 and L2 and the speech samples were transcribed and then analysed by means of each
of the pragmatic assessment tools. A careful examination of the results yielded by the
three assessment tools, showed, firstly, that when presenting the results of a pragmatic
assessment of schizophrenic speech, it is crucial that both quantitative and qualitative
information be included: if the latter is excluded, a significant amount of information is
hidden from the clinicians and/or linguists doing the assessment, as well as the people to
whom they report their findings. Secondly, with respect to the characteristics of
schizophrenic speech, the three instruments used in this study show that whereas most of
the aspects of schizophrenics' linguistic abilities seem intact, their pragmatic skills are
definitely impaired. Thirdly, regarding differential symptomatology in bilingual
schizophrenics, this study concludes that none of the three assessment tools contributes to
a better understanding of this phenomenon, and that, in fact, it is highly unlikely that any
pragmatic assessment tool would be able to capture this phenomenon. Finally, it is
recommended that clinicians assess bilingual patients in both languages, whenever
possible, in order to determine the full range of symptoms experienced by the patient, to
gain a better indication of the severity of the illness and to track the progress of the
illness. / AFRIKAANS OPSOMMING: Die term "skisofrenie" verwys na 'n psigiatriese toestand wat 'n individu se denkprosesse
en spraak beïnvloed (Eaton en Chen 2006). Die verbale uitinge van skisofrene kan dus
gebruik word om insig oor die aard van skisofrenie, sowel as die kognitiewe prosesse van
skisofrene, te verkry (Wróbel 1990:1). Hierdie tesis lewer verslag oor 'n vergelykende
evaluering van drie pragmatiese assesseringsinstrumente, naamlik die "Pragmatic
Protocol" (Prutting en Kirchner 1987), die "Profile of Communicative Appropriateness"
(Penn 1985), en die "Framework for Assessing (Children's) Conversational Skills"
(Rumble 1988), om sodoende vas te stel watter een van hierdie drie die mees gepaste
instrument is vir die assessering van tweetalige skisofrene se pragmatiese vaardighede in
hul eerstetaal (T1) en tweedetaal (T2), spesifiek in gevalle waar die T2 later (d.w.s. nie
binne die eerste sewe lewensjare nie) verwerf is. Vier sulke tweetalige skisofrene het
deelgeneem aan die studie. Daar is met elkeen van die deelnemers 'n informele
onderhoud gevoer vir 30 minute in hul T1, gevolg deur 30 minute in hul T2. Die
onderhoude is getranskribeer en daarna geanaliseer deur middel van elk van die drie
assesseringsinstrumente. 'n Noukeurige ondersoek en vergelyking van die resultate van
die drie instrumente het eerstens getoon dat dit belangrik is om die resultate van 'n
pragmatiese analise van skisofreniese spraak op beide 'n kwantitatiewe en kwalitatiewe
wyse aan te bied: wanneer kwalitatiewe inligting weggelaat word, bly 'n betekenisvolle
hoeveelheid van die informasie verborge vir die klinici en/of taalwetenskaplikes wat die
assessering doen, asook die mense aan wie hulle hulle bevindinge rapporteer. Tweedens,
met betrekking tot die eienskappe van skisofreniese spraak, wys die drie instrumente wat
in hierdie studie gebruik is dat alhoewel meeste aspekte van skisofrene se taalvaardighede
ongeskonde is, hulle pragmatiese vaardighede ooglopend aangetas is. Derdens, rakende
differensiële simptomatologie in tweetalige skisofrene kom hierdie studie tot die
gevolgtrekking dat geen van die drie instrumente bydra tot 'n beter begrip van hierdie
verskynsel nie, en dat dit selfs hoogs onwaarskynlik is dat enige pragmatiese
assesseringsinstrument hierdie verskynsel sou kon vaslê. Uiteindelik word daar aanbeveel
dat klinici, wanneer dit ookal moontlik is, tweetalige pasiënte in beide tale behoort te
assesseer om sodoende die volledige reeks van simptome wat 'n pasiënt ervaar vas te stel,
om 'n beter aanduiding te bekom oor die erns van die siekte, en om die progressie van die
siekte te volg.
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Cultural differences in using a telephone answering machine : views on conveying information or maintaining relationshipsMathoho, Evelinah 03 1900 (has links)
Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2009.
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Cultural awareness in TESOL student and teacher materialPatel, Chirayush C. 03 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2012 / ENGLISH ABSTRACT: The aim of this thesis is a qualitative examination of TESOL material, specifically New
Headway Advanced [NHA] -3rd Edition (Soars & Soars: 2002), and the degree to
which Cultural Awareness [CA] is present in the material. CA is herein defined as
the use of empathy to explicitly examine the contextual variations which give
rise to different languages and cultures with the aim of avoiding stereotypes
and promoting a mediated third linguistic and cultural place which
incorporates the variations of context inherent in a student’s L1 and WEs.
The thesis provides an overview of TESOL methodology together with issues arising
from postmethod views of TESOL. Qualifications for ESOL teachers, namely the CELTA
and Cert.TESOL, are also examined with specific attention to their inclusion of
references to CA. The examination of NHA is carried out with the use of Hofstede &
Bond’s (1980) Dimensions of Cultural Variability to provide a dimensional profile of
NHA. Finally there is a discussion of the extent to which CA is present in NHA and
recommendations for the future development of ESOL and TESOL material. / AFRIKAANSE OPSOMMING: Die doel van hierdie tesis is om ‘n waardebepaling van TESOL materiaal te doen,
veral New Headway Advanced (NHA) – 3e weergawe (Soars & Soars:2002), en die
mate waarin Kulturele Bewustheid (KB) in die materiaal teenwoordig is. KB word in
hierdie konteks gedefinieer as die gebruik van empatie vir die deeglike ondersoek
van kontekstuele variasies wat lei tot verskillende tale en kulture ten einde
stereotipering te vermy en ‘n bemiddelde derde taalkundige en kulturele plek te
bevorder wat die kontekstuele variasies inherent in ‘n student se L1 en WE insluit.
Die tesis voorsien ‘n oorsig van die TESOL metodologie saam met kwessies
voortspruitend uit sieninge na die aanbieding daarvan. Kwalifikasies van onderwysers,
naamlik CELTA en die TESOL sertifikaat, word ook ondersoek met spesifieke
verwysing na KB. Die ondersoek van NHA word gedoen met behulp van Hofstede &
Bond se (1980) Dimensions of Cultural Variability om ‘n dimensionele profiel van
NHA te verskaf. Laastens is daar ‘n bespreking van die mate waarin KB teenwoordig
is in NHA en aanbevelings vir die toekomstige ontwikkeling van ESOL en TESOL
materiaal.
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