When the apartheid government was in power universities in South Africa were segregated according to a race and language. After apartheid, the democratic government came into power and its vision was abolition of segregation. There was also equal and equity of access to public institutions which were set aside for certain people to have access to. Access to universities was equalized and students with different racial, social, cultural and linguistic backgrounds were allowed access to universities which they used not to have access to before. The students‟ access to all universities led to diversity within these institutions. Even though this was the case, there were no changes in the system prevalent during apartheid. English, for example, continued to be the language of learning and teaching (LoLT) while the numbers of students who speak languages other than English (LOTE) as home languages was also increasing. The Constitution of South Africa (Section 6, Act 108 of 1996) acknowledges the previous marginalization of indigenous languages in the country and encourages the development and use of these languages as official languages. The right of access to educational institutions, and accessing education in one‟s language, if that language is one of the official languages, is also encouraged by the Constitution. There are other supporting legislative documents such as the Languages Bill (2011), the Higher Education Act (1997) and the national Language Policy for Higher Education (LPHE) (2002) that support multilingualism, the equal promotion of the official languages as well as use of multiple languages in higher education institutions (HEIs) to support learning. The above mentioned policies and legislations may exist to ensure equality and equity, and even though HEIs have become heterogonous, that does not guarantee that the students enrolled in these institutions have equal access to knowledge offered by the HEIs in SA. This research uses the theories of languages and conceptualization; language and learning as well as language planning to show that the students‟ first languages in learning can assist to facilitate cognition. Terminology development, as part of corpus planning which is the body of language planning is introduced in this study in the form of bilingual glossaries as an intervention especially for students‟ whose mother tongue is not English as language used for learning at university for different disciplines tend to be abstract. The data for this research was collected from the 2014 first year students registered in the Extended Studies Unit (ESU) in the Humanities Faculty at Rhodes University. Research methods such as questionnaires, participant observations, interviews as well as content analysis were used to collect the data. These methods were used to look at the students‟ use and perceptions of bilingual glossaries as additional resource materials which can assist them in learning. A Political Philosophy I module offered by the Political Science department was used for this research. This thesis presents a model which can be used for the development of bilingual glossaries in order to facilitate learning. The thesis recommends the use of corpus extraction tools such as WordSmith Tools (WST) that can be used to generate and extract terms and illustrates the use of this tool by extracting terms from an English Political Philosophy textbook. These terms are defined and these are then translated into isiXhosa to provide a sample of the bilingual glossary. This glossary has been designed to illustrate how the bi/multilingual glossaries with terms and definitions can be developed in order for use by students to facilitate learning them. The study also presents a terminology list which consists of Political Philosophy terms that have been generated during the corpus extraction process. It is recommended that further research looks into the development of bi/multilingual glossaries using the suggested model so that the students who are speakers of LOTE can also be able to understand abstract terms which are used at university

This study investigated the implementation progress of the National Language Policy (NLP) of South Africa (SA) by reviewing pertinent research related to Language Policy (LP) initiatives. In particular, the study explored the implications of the NLP implementation on multilingual teaching and learning practices, especially practices aimed at developing proficiency in the Language of Learning and Teaching (LOLT). In particular, the LP implementation initiatives to support a multilingual practice community at Nelson Mandela Metropolitan University (NMMU) were overviewed. The study focused on and assessed the AHZ Project multilingual initiative in the Department of Applied Language Studies (DALS) at NMMU. The AHZ Project multilingual initiative included text translation and multilingual tutorial strategies to assist isiXhosa-speaking students understand grammatical concepts. As a result, an aim of this study was to determine the efficacy of the AHZ Project by assessing the perceptions of English Language Studies (LES111) students and lecturers who were responsible for implementing the initiative. Finally, the research aimed to determine reasons for the apparent slow progress of implementing multilingualism as a teaching and learning practice as well as the underlying constraints of implementing the NLP at Higher Education Institutions (HEIs). A mixed-method approach was selected to explore the aims of the research study as both quantitative and qualitative data collection tools were used. As the AHZ Project initiative was the study’s data sample, data was collected by conducting three face-to-face semi-structured interviews with two LES111 lecturers and a tutor as well as one focus-group interview with eight student participants. In addition, a LEC online assessment and 284 LES111 reflective paragraphs were analysed. NVivo 10 qualitative software was used for the coding of the data and a descriptive analysis of the interviews as well as the LEC online assessment was employed. To code and analyse the face-to-face semi-structured and focus-group interview transcripts, dominant themes from the study’s literature review, for example, Second Language Acquisition (SLA) and Mother Tongue (MT) transfer were used. The reflective paragraphs were analysed manually using a quantitative coding approach. From the data coding, the study’s findings were determined and interpreted. The LEC assessment confirmed that the students were not coping with the LOLT. By taking cognisance of the AHZ Project strategies and investigating the perceptions of the participants towards the initiative, conclusions were drawn. These conclusions indicated positive attitudes towards the multilingual language practices as implemented by the AHZ Project initiative. In addition, the perceptions towards identity, language status, mother tongue education and language transfer were articulated. Based on the findings of the study, recommendations were made to promote the use of African Languages as LOLTs in teaching and learning classroom practices. Recommendations were also made for future research relating to the teaching of African Languages (ALs) in the schooling sector.

This research investigated the impact of language policy implementation towards the enhancement of community participation in the Nelson Mandela Metropolitan Municipality (NMMM).The NMMM is an organisation tasked with ensuring equal distribution of services to local communities. This municipality was chosen on the basis of its commitment to communicate effectively with the community and in turn encourage the community to participate fully in municipal activities. The study is conducted within the parameters of the Constitution of South Africa (1996) which states that in order to ensure language equity, all official languages must be used for the promotion of multilingualism and advancement of communities. The study therefore investigated the language policy of the NMMM and its implementation with regard to the use of all three official languages of the region, namely English, isiXhosa and Afrikaans for organisational communication. Gaps in the implementation of the municipal language policy were identified by acquiring information from selected officials responsible for service delivery and selected members of the communities who receive the services. A literature survey was conducted to investigate and conceptualise the nature of language policy development and to determine the responsibilities for policy implementation. A descriptive approach was used in the study, with the data collection coming from primary sources, such as NMMM officials and members of the community; and secondary sources, such as municipal records. A number of recommendations regarding the improvement of language policy implementation by the municipality’s Language Unit were made. It is envisaged that these changes could impact positively in encouraging community participation and ultimately improve service delivery.

This sociolinguistic study examines issues of corpus, status and acquisition in Language Planning in Sesotho and isiXhosa in the Eastern Cape. Language plays an important role in the lives of its speakers in society as they interact. Chapter 1 of this study provides the background, definitions of terms used, the objective of the study, the statement of the problem, the research methods used and the literature reviewed. Chapter 2 addresses the context, orientations, stages, and frameworks or types of language planning. Corpus planning forms an integral part of this study. This chapter also looks at different ways of developing terminology. Lastly, the chapter discusses the relationship between corpus planning and purism. Chapter 3 provides the other two types or frameworks of language planning namely, status and acquisition planning. Goals of language planning, and variables for language planning are also discussed in chapter 3. Chapter 4 looks at principles of language planning. Chapter 5 deals with the Language-in-Education Policy, the Eastern Cape Provincial Language Policy Framework, language attitudes and responses to language planning and language policy. Chapter 6 presents the findings and challenges facing the development and use of African languages one of which is Sesotho, as prescribed in the Constitution of the country. A few suggestions and different approaches towards language awareness campaigns are presented in this chapter. Lastly, this chapter concludes the study.

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.

Bibliography: pages 70-80. / Language planning and language policy are currently being debated by both politicians and educationists. Language policy is seen by both Afrikaner nationalists and some progressive educationists as the key to political and economic power. This dissertation argues that language policy-making alone cannot achieve political goals. It also proposes that the most successful and most democratic policies are those which are "facilitatory and enabling rather than compulsory and punitive" (Fishman, 1991: 82) and which are differentiated to take account of existing sociolinguistic contexts. Chapter 1 begins by looking at definitions of language planning and language policy. Following this, it examines some of the terms that people use to speak about language and languages in language planning. The concern here is not with establishing fixed meanings but with how the use of these terms constructs certain "realities", for example relationships amongst languages. This chapter also looks at some of the proposed relations between language and "reality". Chapter 2 briefly outlines the history of language planning in South Africa, focusing on language medium of instruction in education. It examines the Nationalists' and the ANC's language policy positions. A postscript discusses the agreement reached in November 1993. Chapter 3 looks at the role of various non-governmental associations in the language policy debate. It also examines the phenomenon of white advocacy of increased status for African languages. Chapter 4 deals with the process of language planning. Who decides on language goals and through what mechanisms are goals promoted? Chapter 5 asks questions about what bilingual or multilingual medium of instruction models would mean in terms of classroom practice and underlines the lack of consensus in bilingual education research about universally applicable solutions. Chapter 6 summarises the main arguments covered in the dissertation and makes some general recommendations about language-in-education policy.

Thesis (M.A. (Translation Studies and Linguistics)) -- University of Limpopo, 2022

Thesis (M. Tech.) -- Central University of Technology, Free State, 2007 / The purpose of the study is to show, as so aptly put by Bamgbose (1996:111) that, given the ‘inheritance situation’ and the colonial legacy that continue to dominate education policies and practices in Africa, language policies are essentially characterised by the following features: avoidance, vagueness, arbitrariness, fluctuation, and declaration without implementation. The South African government has declared eleven languages as official to replace the former apartheid legislation which privileged English and Afrikaans as the sole languages of the country. The post apartheid eleven official language policy has been described by Bamgbose (1996 111) as, ‘the new enlightened South African language policy on languages,’ ‘a very progressive policy’ and ‘Africa’s best ticket’. The major concern raised was whether the language policy could be implemented. An attempt will be made to undertake a critical review of language planning under a democratic dispensation.

M. Tech. Language practice / At the centre of the messages and information disseminated to the public, there is language. This study investigated the role played by language when health awareness campaigns are planned by the Department of Health (DoH) in South Africa. The background and rationale of the project is discussed, with special reference to the language speakers in Pretoria, since the study was undertaken in this area. Pretoria is a city occupied by residents that are representative of all South African language groups; namely, English, Afrikaans, Sotho, Nguni, Venda, and Tsonga. This coming together of all languages in one small area of the country has indirectly led to the evolution of a language that has never stopped to grow over the years. This language that has evolved in Pretoria is unofficially called Sepitori (Pretoria Sotho); it has become a language of pride, and the communities in and around Pretoria see it as a compromise between Sepedi and Setswana. Since Sotho is widely spoken in Pretoria, the communities have become so attached to this language that anyone who speaks English around them is seen as snobbish, or an elite who normally doesn't get a warm welcome by the average Pretoria township resident, and they are often labeled 'coconuts'. In the health centres of the city and surrounding townships, health information is conveyed mostly in the English language. Through observation, one may say that important information might be ignored by the people visiting public clinics and hospitals, or they might have little or no interest in reading it. This might be because of various reasons which the study will try to find out, as guided by the language policy of South Africa in the DoH. The concern in this study is the language used for the displayed information. The study attempts to assess whether consideration is given to the language(s) of the locals when health awareness campaigns are prepared.

Thesis (Ph.D. (Language Education)) --University of Limpopo, 2018. / Refer to document