M.A. (African Languages) / Please refer to full text to view abstract

M.A. / Language planning in South Africa has been nothing but the Government's policy of separatism. To our knowledge there has never been any consultation between the authorities and.the users of the various languages. The broader community has had no input in planning the languages which affect them directly. It is our attempt then to join the debate about language policy and language planning especially during 1991/1992...

Thesis (M. A. (Translation Studies and Linguistics)) -- University of Limpopo, 2016. / The present study reviews the Blouberg Municipality‟s Language Policy and its implementation plan. It investigates if there is equal parity shared by all the official languages of the municipality and evaluates whether the Language Policy of the Blouberg Municipality has provision for the establishment of a language unit, and monitoring and assessment structures. The study also evaluates the implementation progress of the Language Policy of the Blouberg Municipality. The study evaluates the language policy against South Africa‟s legislative and policy frameworks and theories of language policies. Qualitative research method was used to collect data. Open-ended and close-ended questions, tape recorders and notes-taking systems were used in the process of data collection. The study found out that the content of the policy was incomplete because proper legislative frameworks and guidelines of policy formulation were not followed when the policy was designed. The residents of the municipal area were not consulted when decisions about the language policy were made. It was also found that the policy had a one page incomplete implementation plan because people who formulated the Language Policy had no intension of implementing it. As a result, it did not specify the roles and responsibility, evaluation and monitory periods and budgetary information. Thus, it was declared without implementation. It was further noted that, even though the municipality recognises five languages (Sepedi, Xitsonga, Tshivenda, English and Afrikaans) as the official languages of the municipality, these languages are not used equitably. English dominated the other four languages in written and spoken communications. The dominance of English was encouraged by some sections in the Language Policy of the Blouberg Municipality.

PhD (African Languages) / Centre for African Languages / See the attached abstract below

PhD (English) / Department of English

Students in Open Distance Learning (ODL) face a myriad of challenges including a low proficiency in English. While research has identified vocabulary as important in improving language proficiency and the pertinent role of interaction in vocabulary development, there remains a dearth of research on how to enhance vocabulary in ODL, a context which is characterised by the distance between students and the institution. In searching for an intervention that would support vocabulary development, including interaction, while taking cognisance of the distance between students and lecturers, this study explored the use of mobile learning (mlearning). Because mlearning technologies offer ubiquitous flexibility and accessibility, they were deemed fit for purpose for ODL which is established on the principles of openness, flexibility and student‐centredness. Using the design‐based research (DBR) method within a pragmatic paradigm, this study designed, implemented and evaluated mobile‐based interventions for vocabulary development. The first phase of the study involved the analysis of the problem through a literature review. The literature and theoretical framework were used to ground the second phase of DBR, which included the development of the intervention prototype in the form of a mobile‐based vocabulary development app called VocUp. The intervention was implemented, tested and refined in three iteration stages, which formed the third phase of DBR. The iterations included a VocUp only stage, followed by a WhatsApp only stage, and ended with a VocUp plus WhatsApp stage. The last phase of DBR involved a reflection and a production of artefacts and guidelines for practice in ODL. Data were collected through interviews and WhatsApp chats from students registered for a first‐year English module. The results were 1) that vocabulary should be explicitly taught, allow for rehearsal opportunities and contain assessment while acknowledging the instrumental role of interaction; 2) mobile interventions should balance the pedagogic benefits with the technological qualities; and 3) the advantages and challenges of using WhatsApp and VocUp can be successfully combined into a hybrid model of both platforms. This study’s contribution to the body to knowledge includes the newly‐designed VocUp as an artefact; a revised model of the CoI theoretical framework called MODeL as well as principles guiding the application of the MODeL in authentic ODL contexts. / English Studies / D. Litt. et Phil. (English)