This study is about An Investigation into Implementation of Language Policy in the Eastern Cape with specific reference to isiXhosa. The objectives of this study are to investigate the current state of language policy implementation plan in local government sectors and schools and to propose a strategy for a sustainable language implementation plan for indigenous languages of South Africa. Chapter 1 provides the background, definitions of terms, the statement of the problem, the research methods used and the literature reviewed. Chapter 2 deals with the critical analysis of language policy, looking at the types of language policies and various relevant language policies. Chapter 3 addresses challenges facing the indigenous languages of South Africa (with specific reference to isiXhosa) especially at provincial level. Chapter 4 discusses the implementation strategies which will help in the development of the indigenous languages. Chapter 5 concludes the study by presenting findings and recommendations for future research.

This research project seeks to gain insight into the sociolinguistic realities of Mamelodi and Atteridgeville, two residential areas that resort under the Tshwane Metropolitan Council's jurisdiction (formerly known as the Greater Pretoria Metropolitan Area) - including reference to language use, knowledge, behaviour, status and attitudes. A questionnaire reflecting the principles of inter-methodological cross-validation was developed as research instrument in order to attain a sociolinguistic profile of the areas under investigation. The gathering, analysis, and verification of the research results took place against the background of extensive literature study, as well as the implementation of both quantitative (interpretation and analysis of numerical data) and qualitative (questionnaire format resembling a structured interview) methods. Other general aims of this research project are to provide local decision-makers with information that might aid the language planning process, and to provide a future basis for comparison to identify the occurrence of potential sociolinguistic change. The planning and implementation of a local language policy cannot occur in isolation, and it is therefore necessary to set the background against which language-related decisions are made - on local and international level. The challenges faced by the South African government are inseparably linked to matters evolving around the role of language in governance, education, economy and development. It will be argued that South Africa formally committed itself to multilingualism by entrenching it in the Constitution and in the proposed Languages Bill. It will furthermore be argued that languages have a market value and are thus to be regarded as economic resources. If the national ideals are to be met in terms of democratically developing the nation, all citizens must have equal access to all the rights and privileges of the country. In order to realise the strategic goals listed in the proposed South African Languages Bill, namely to facilitate individual empowerment and national development, and to facilitate economic development via the promotion of multilingualism, it is thus imperative that the Tshwane Municipal Council implements and enforces language policies that reflect these goals. Since municipalities must take into account the language usage and preferences of their residents and at least use two official languages - the logical conclusion is that a plan of language policy implementation should be supported and institutionalised by means of legislation and other measures. The Tshwane Metropolitan Council, and all other municipal structures - by implementing reality-based language policies that meet the developmental needs of its citizens by promoting and investing in multilingualism - will ascertain equal access to knowledge and skills. The ultimate purpose of this whole debate surrounding language planning and policy implementation in a multilingual African state is not merely to arrive at a theoretical linguistic solution, but rather to meet the socio-economic developmental needs of its people. / Thesis (DPhil (Linguistics))--University of Pretoria, 2006. / Afrikaans / unrestricted

Thesis (Ph. D. (Translation Studies)) -- University of Limpopo, 2020 / Some research has been done on the intellectualisation of African languages. However, African languages are still not used enough in academia; in fact, they are undermined. They need to be developed into languages of education, economy and social interaction. This means preparing the languages for use in more advanced contexts. The aim of this study was to examine the intellectualisation of African languages at the University of Limpopo. Methodologically, this study was achieved through a qualitative-descriptive research design, with the use of semi-structured interviews to find out if the University of Limpopo was actively involved in intellectualising African languages. The data collected was analysed through thematic content analysis. The first finding is that the University of Limpopo has a language policy whose implementation requires improvement. It was found that there is no parity or equitable use of the languages of the university, mostly between African languages and English. It has been observed that African languages can improve the academic performance of students at the University of Limpopo. The study further found that the development of African languages can help students and lecturers to learn these languages, so they can communicate with each other in these languages and thereby promote multilingualism. It has been found that the University of Limpopo is a good place to promote and exercise multilingualism as it is a multicultural community. The significant point here is that there is a need to devise strategies to improve the implementation of the university’s language policy. It is concluded that the intellectualisation of African languages would help minimise (if not erase) any language barriers, particularly for those who would be working with individuals on a daily basis in their respective fields. There is a need to do campaigns to educate students about the importance of mother tongue and African languages as well as to remove the negative perceptions about these languages. One recommendation for the university is that the University of Limpopo must come up with an implementation plan to implement its language policy. One recommendation for other researchers is to come up with more strategies on how xi higher institutions of learning can implement their language policies and intellectualise African languages. / National Institute for the Humanities and Social Sciences (NIHSS) and South African Humanities Deans Association (SAHUDA)

Thesis (Ph.D. (Translation Studies)) -- University of Limpopo, 2021 / Some research has been done on the intellectualisation of African languages. However, African languages are still not used enough in academia; in fact, they are undermined. They need to be developed into languages of education, economy and social interaction. This means preparing the languages for use in more advanced contexts. The aim of this study was to examine the intellectualisation of African languages at the University of Limpopo. Methodologically, this study was achieved through a qualitative-descriptive research design, with the use of semi-structured interviews to find out if the University of Limpopo was actively involved in intellectualising African languages. The data collected was analysed through thematic content analysis. The first finding is that the University of Limpopo has a language policy whose implementation requires improvement. It was found that there is no parity or equitable use of the languages of the university, mostly between African languages and English. It has been observed that African languages can improve the academic performance of students at the University of Limpopo. The study further found that the development of African languages can help students and lecturers to learn these languages, so they can communicate with each other in these languages and thereby promote multilingualism. It has been found that the University of Limpopo is a good place to promote and exercise multilingualism as it is a multicultural community. The significant point here is that there is a need to devise strategies to improve the implementation of the university’s language policy. It is concluded that the intellectualisation of African languages would help minimise (if not erase) any language barriers, particularly for those who would be working with individuals on a daily basis in their respective fields. There is a need to do campaigns to educate students about the importance of mother tongue and African languages as well as to remove the negative perceptions about these languages. One recommendation for the university is that the University of Limpopo must come up with an implementation plan to implement its language policy. One recommendation for other researchers is to come up with more strategies on how higher institutions of learning can implement their language policies and intellectualise African languages. Key words: African languages, higher education, implementation, intellectualisation, language policy, Sepedi, Tshivenda, University of Limpopo, Xitsonga. / National Institute for the Humanities and Social Sciences (NIHSS) in collaboration with the South African Humanities Deans Association (SAHUDA)

Please read the abstract in the section 00front of this document / Thesis (DLitt (Linguistics))--University of Pretoria, 2002. / Afrikaans / unrestricted

Thesis( M.Ed.) -- University of Limpopo, 2022 / The purpose of this study was to explore translanguaging patterns in Xitsonga classrooms at high schools in Mkhuhlu, specifically M.L Nkuna High School. In this study, translanguaging patterns were tracked at M.L Nkuna high school, whereby some learners almost have little or no exposure to Xitsonga at home, but they enroll for Xitsonga as Home Language (HL). The language policy of the school provides for Xitsonga as an official HL, yet there are those who speak SiSwati and other languages as their Home Languages. There is high failure rate of Xitsonga Home Language as a subject. The researcher observed lessons and conducted interviews on teachers and learners to develop the case, which may be used to enrich an understanding of other cases that include translanguaging as a pedagogic tool. The study was qualitative within transformative paradigm. The researcher observed that translanguaging was not adequately used within Xitsonga classrooms at M.L Nkuna high school. Moreover, the researcher acknowledge the view that if translanguaging was used properly in classrooms, improvement of learning experience would be realized. Moreover, the researcher views translanguaging as an integral part of the environment of M.L Nkuna High School, in order to bridge the gap between learners in multilingual classrooms. Lastly, there is a need to conduct a survey on language policies in schools

Thesis (M. A. (Translation Studies and Linguistics)) -- University of Limpopo, 2021 / This study provides the guidelines for the implementation of a mandatory African language course for first-year students at the University of Limpopo. The study utilised a phenomenological design to help participants to understand the need for a compulsory language course. Most importantly, the study aimed to understand the meanings that the participants ascribed to the importance of the course on campus at large. Data were collected using semi-structured interviews from 8 participants from the University of Limpopo. The sample size comprised of postgraduate students studying African language modules at the university, lecturers in African language modules, namely, Sepedi, lecturers in Tshivenḓa, and in Xitsonga. This study tested Language Management Theory (LMT) by Neustupny and Jernudd (1970). The study clarifies the meaning of section 4 (4.8) of the University of Limpopo’s language policy. Furthermore, this study brought the concept of ‘multilingualism’, as used in the setting of the University of Limpopo, into critical focus. This study recommended language module content needed at the University of Limpopo. Finally, the findings of the study show how students benefit from completing an African language course. The researcher suggested a compulsory African language module for all first-year students as a means to promote the use of African languages in academia. Furthermore, the study recommended that the language chosen by the students should not be their home tongue.

Thesis (M. Tech. (Communication)) -- Central University of Technology, Free State, 2015 / The central role of language in governance need not be argued; it is self-evident. Effective communication between the political leadership and the state administration, between individual government bodies and institutions, within these bodies and institutions, and between the government and its citizens, which is a prerequisite for good government, occurs mainly through language.

The research project takes a hard look into the attitudes or perceptions of speakers of African languages towards the new language policy of South Africa. The question answered in this regard is, `What do people say?' The research project explores the extent of radical shift in African consciousness giving impetus to the resurgence of African languages so that they carry philosophical and scientific discourse to unprecedented heights. Maintaining the primordial language policy that is dominated by English and Afrikaans is like putting new wine into old skins. Thus, the research also seeks to establish strategies that could be implemented in order to ensure the revitalisation and rejuvenation of African languages so that all the languages take their rightful place. In other words, the research explores ways of injecting a new kind of consciousness that integrates language and content in schools so as to replace the primordial "telescopic philanthropy" type of approach existing currently in education and other major domains. / African Languages / D. Litt. et Phil. (African Languages)

This study investigates isiNdebele language as no longer a mere oral language, but a written and read language. As one of the once marginalised languages in South Africa, isiNdebele is one of the least developed amongst the official languages. The study investigates isiNdebele's development and modernisation in the context of the Language in Education Policy and the functional multilingualism dispensation in our country. The qualitative research methodology was used to investigate the didactic and linguistic constraints in the teaching of isiNdebele, specifically utilising interviews and focus groups to collect data. The study found that lack of properly qualified teachers, and development of this language which is lagging behind others, are the main constraints in teaching isiNdebele. / Educational Studies / M.Ed. (Didactics)