M. Tech. Education Tshwane University of Technology 2009. / Determines the effect of language of instruction (LOI) on the performance of learners in Vhembe District, Limpopo Province. The findings revealed that language of instruction has an effect on the performance of learners. There is difference in the performance of learners who use mother tongue as medium of instruction compared to those using second language as medium of instruction. The government practices and peoples perception on the issue of language of instruction in African schools are the main factors hindering the introduction of African languages as medium of instruction in African schools. Recommendations were made that the Department of Education must support the constitutional right to equality of all languages by encouraging local language use in all the activities in local state institutions. The retraining of educators and translation of English books into African languages is to be done as matter of urgency.

No abstract available. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.

This study attempts to examine language policy and language training and development in industry, with specific reference to departmental practice at ESKOM. ESKOM is South Afiica's largest electricity supplier with wide national and international business dealings. The organisation has extensive training and development programmes and is committed to supporting equity and the development of employees' potential through training and development. It is for these reasons that I selected the organisation as the basis for my study. The study is conducted within the parameters of the Constitution 's multilingual language policy, the Skills Development Act of 1998 and the Employment Equity Act of 1998. According to the Constitution, the state must take practical measures 10 elevate the status and advance the use of indigenous languages (Section 6: C). The state may also not discriminate against anyone on the grounds of language and culture (Section 9:3). The study argues that in order to ensure equity, all South African languages must be used. One way of ensuring equitable language usage is through training and development. The broad issues that are examined include: '" language policy and practice '" languages used in industry * the dominance of English in industry *upliftment of black languages * the language of training and development programmes at ESKOM * language training and development programmes at ESKOM The study is based on qualitative and quantitative approaches. Semi-structured interviews were used to elicit information from management and middle-management about language policy and practice at ESKOM. Individuals involved with training were interviewed about language in training and development, and to narrow the focus, workers attending literacy training were issued with questionnaires in Zulu or English, according to preference and proficiency. to elicit information about their language usage, English proficiency and literacy training. Data was therefore gathered from all possible areas, including areas of policy, practice and implementation. The results were analysed and a discussion of subjects' responses was presented. In summary, English is the dominant language at ESKOM, despite the Constitution's eleven language policy and the call for equity. In addition, although the majority of the subjects attending literacy classes stated that they did not understand English well, they felt that training should be conducted in English medium. The majority of the subjects also felt that it is imperative for all South Africans to acquire black languages, at least at regional level. Finally, the limitations of the study and suggestions for further research are also outlined. / Thesis (M.Ed.)-University of Natal, Durban, 2000.

This thesis looks at what choice of medium of instruction (MOl) parents in a rural village in KwaZulu would make if they had the opportunity to choose. The background to this choice goes back to 1979, when Education and Training Act No. 90 established the mother tongue as MOl from Sub A to Std 2 in Department of Education and Training (DET) primary schools, followed by a sudden transition to English medium of instruction - (EMl) in Std 3. Though by 1990 98% of the schools had opted for EMI, conditions were not favourable for a sudden transition and the policy led to high drop-out rates. The problems encountered by teachers and learners were researched and documented by Macdonald in the Threshold Project Reports (1990). Although the Minister initially ignored the Project's findings, in May 1991 he admitted that his department's language policy was leading to serious educational disadvantages. The explosive situation that culminated in the 1976 school uprisings led to the amendment of the Act. There was concern among people involved in educational language policy that parents had not been given sufficient information to make informed educational choices. They feared that many parents would, largely out of ignorance, opt for straight-for-English, when in fact the conditions in the schools were not conducive to the success of that choice option. The widespread assumption about the parents choosing straight-for-English was based on anecdotal evidence. I decided to investigate this matter in the Nongoma area. My findings pointed to very healthy attitudes towards the mother tongue and there was even a measure of understanding of the place of mother tongue instruction in the beginner classes. But even though the respondents wanted their language to be respected, they also wanted their children to acquire a good education in English, so as to be eligible for jobs in an economy that emphasises the importance of English.

This study investigates the experiences of isiMpondo speakers in learning standard language through the formal education system. The sociolinguistic factors such as attitudes, language policies and language use in multilingual societies are taken into considerations. The children of non-standard language speakers such as those who speak dialects like isiMpondo have to use another language in their early years in the school system. It is articulated that the isiMpondo that the child brings to the school from the environment is not accommodated simply because it is a non-standard language; whereas the language that is used in the classroom situation is the isiXhosa variety which is a standard one. The research findings show that isiMpondo impacts on learner’s education directly because they lose marks during the course of the year and during examination times if they use it. The study concludes with a recommendation that educators should honour the seven roles of educators by appropriate norms and standards. Some approaches to teaching have been suggested to be used by teachers with regard to inclusivity, as it recognises diversity, and values the following: the uniqueness of the individuals, the experiences, abilities, cultural and language backgrounds of each individual. All in all it seeks to meet the needs of the individual learner by creating a non-discriminatory teaching and learning environment.

This is a qualitative case study of three Primary, schools in Port Elizabeth District.They are an ex -White, ex-Coloured and ex-Indian schools. These schools have become desegregated and are multicultural and multilingual. The medium of instruction in the schools is English. The study aims to show: Adaptations that teachers are making to make the curriculum accessible to children from diverse linguistic and cultural backgrounds; coping strategies that learners have needed to adapt when learning in a language that is not their mother tongue; attitudes of parents, teachers and pupils to the use of English and to the level at which the other home languages are offered as subjects. Another aim of the study is to document strategies and adaptations that teachers and learners have had to make in teaching and learning in multicultural and multilingual environments. Data was gathered through questionnaires, classroom observation, discussions with teachers, interviews with principals, parents and learners. The study concludes that two of the schools that were investigated have attempted to change school language policy. They have done this by introducing isiXhosa as one of the subjects in the curriculum. Contrary to the language policy which encourages maintenance of primary language, these learning contexts encourage the development of English to the detriment of isiXhosa. The issue that still needs to be addressed is the level at which isiXhosa primary language speakers are offered the language at school. This study further concludes that isiXhosa and Afrikaans speaking parents and learners in the English environments, value their primary languages for communicative purposes only in informal situations. English is valued as a language of access and for use as a language of learning and teaching. Finally, it is teachers in the Foundation Phase who seem to have needed to make a lot of adaptations and adjustments to accommodate non- native speakers of English in the classrooms.

M.Ed. (Curriculum Studies) / Many changes are taking place in our country. One aspect that must be emphasized, is provision for proper education. The demands on our country and its citizens, necessitate change in education. In South Africa there are still many defects concerning education. There are for example many uncertainties about curriculum, and attempts are made to eliminate defects in syllabi. One of the curricula concerned, is that of Afrikaans First Language. Due to current changes multi-cultural schools have been founded. Thus the curriculum must change in order to accommodate everybody. A new and better curriculum for Afrikaans First Language will have to be brought about to benefit all mother tongue speakers of Afrikaans. This study clearly shows that a relevant first language curriculum is necessary for Afrikaans First Language. This study will point out that certain needs exist among learners and teachers of Afrikaans First Language, which can contribute towards a new and better Afrikaans First Language curriculum. A literature study has been done on curriculum design. Here is shown what a curriculum is and what curriculum design entails. This is done according to the design principle and is carried into effect in first language teaching. There is concluded that Afrikaans First Language must be conceptualised and that attention must be given to subject matter.

M.A. / This study seeks to formulate a rationale to overcome the negative perceptions many South Africa ethnic language parents have adopted towards the use of their children's mother tongue as the language of learning and teaching. With a view to considering the role both home and school can play in supporting South Africa's new language-in-education policy, underpinned by additive bilingualism, this study investigates three factors of bilingual education, viz. (1) language planning and policy-making, (2) research into bilingualism and bilingual education, and (3) language attitudes of parents of L2 learners in three distinctly-different Gauteng primary schools...

The Maintenance and Revival of isiXhosa print media in South Africa has been left to conglomerate media companies that do not have editorial policies that address their development. These companies are preserving isiXhosa the language they invest in isiXhosa print media to make money of the language. The development of the language is not catered for they are in the business of copies of magazines and newspapers. However, they should not be faulted for this area of indigenous language print media has long been neglected by black business men. From the history of African language print media it shows that this media is sustainably profitable if one is to look at purely the side of media. Ilanga lase Natal is testament to that it is now 116 years the paper has been in print it change ownership several times but that did not prompt the paper to cease existing. This is what unfortunately has happened to isiXhosa newspapers that were famous and influential in the late 19th and early 20th centuries. It seems that once they got into the exchange of ownership conflict would ensue this is probably because they were very influential politically and everybody was interested in controlling its audience. Now isiXhosa finds itself to be at the mercy of media companies that are English and Afrikaans language oriented and inclined whose policies only recognize the two languages. In this situation isiXhosa finds itself to be and becomes an artificial minority language in these institutions. This is not to say that if maybe a BEE consortium was to invest in the isiXhosa language print media they were not going to be profit and sales oriented. However, they would be inclined in paying attention to the development of language rather language preservation. The reference to BEE business men in the paper should be understood in relation to the state abandonment and spectacular stagnation of isiXhosa print media and therefor the language of isiXhosa. / NG (2020)

Thesis (MPA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: This assignment is based on the principles of the sociolinguistic theory. Exponents of the sociolinguistic theory focus on the social dimension of language. They argue that language planning is part of social change, and as such it is subjected to the rules of social change. Language planning does not take place in a vacuum and therefore, the exponents of the sociolinguistic theory also focus on the broader societal factors such as the economic, political, demographic and psigological factors that influence language planning during the planning phase. This study investigates the manner in which the University of Stellenbosch dealt with multillingualism through its language policy. In this regard the investigation aims to establish whether the University of Stellenbosch is doing enough in terms of its language policy to promote multilingualism through developmental programmes, in order to make the university more accessible for non-Afrikaans speakers from the community it serves. This study also investigates the historic background of the university and nationalism in dealing with the lingusitic and Afrikaans character of the University. In this regard the focus is on the role of Afrikaner Nationalism, the role it played in the language policy, and also how it influenced the broader political goals of nation building and reconciliation. Against this backdrop a critical analysis is made of the language policy of the University of Stellenbosch based on the provisions of the constitution and language ideological models. Lastly this study aims to make recommendations for a language policy at Stellenbosch University which will promote multilingualism, by recognising all the official languages, through this the university will be more accessible for non-Afrikaans speakers, especially those in the Western Cape. / AFRIKAANSE OPSOMMING: Die werkstuk is gebaseer op die beginsels van die sosiolinguistiese teorie. Voorstanders van die sosiolinguistiese teorie plaas die fokus op die sosiale aard van taal. Taalbeplanning is deel van sosiale verandering, en is as sulks onderhewig aan die reëls van sosiale verandering. Taalbeplanning geskied nie in 'n vakuum nie, en daarom fokus voorstanders van die sosiolinguistiese teorie ook op die breër sosiale faktore soos die ekonomiese, politieke, demografiese en psigologiese faktore wat taalbeplanning beinvloed tydens die beplanningsfase. Hierdie studie is 'n ondersoek na die wyse waarop veeltaligheid aan die Universiteit van Stellenbosch hanteer word. In hierdie verband word ingegaan op die kwessie of die Universiteit van Stellenbosch in terme van sy taalbeleid, genoeg doen om veeltaligheid deur ontwikkelingsprogramme te bevorder sodat die universiteit meer toeganklik kan wees vir nie-Afrikaanssprekendes uit die gemeenskap wat dit dien. Die studie ondersoek ook die historiese agtergrond van die universiteit en nasionalisme in die hantering van die taal- en Afrikaanse karakter van die universiteit. In dié verband word spesifiek gefokus op die rol van Afrikanernasionalisme, asook die wyse waarop die breër politieke strewes van nasiebou en versoening die formulering van die universiteit se taalbeleid beïnvloed het. Teen hierdie agtergrond word 'n kritiese analise gedoen van die taalbeleid van die Universiteit van Stellenbosch aan die hand van die bepalings van die grondwet en taalideologiese modelle. Laastens word aanbevelings gemaak vir 'n taalbeleid aan die US wat veeltaligheid sal bevorder deur erkenning te gee aan alle amptelike tale veral in die Wes-Kaap sodat die US meer toeganklik kan wees vir nie-Afrikaanssprekendes.