Thesis (Ph.D. (Languages)) --University of Limpopo, 2008 / This thesis endevours to examine the effectiveness of the implementation of the language policy of South Africa as enshrined in the Constitution of South Africa (1996) with special reference to Tshivenda. It is for this reason that an effort has been exerted to analyse the application of the aforementioned language policy pertaining to Tshivenda in areas such as social life, education and the business world. The study argues that as one of the eleven (11) official languages of South Africa Tshivenda deserves to be treated with the respect that it deserves. The study has clearly shown that Tshivenda is currently not fully enjoying the status that is accorded to it by the Constitution of South Africa (1996) because of multifold factors and reasons. One of these is that the business world does not derive much profit from the use of Tshivenda as it is seen as a minority language. In addition, the study has discovered that there are problems associated with translation as most of the time the translation is of a poor standard. It is thus crucial that translation must be conducted by people who have undergone professional training. Furthermore, a major stumbling block with regard to the use of Tshivenda in South Africa is the prevailing negative attitude that speakers of African languages harbour towards African languages in general. This does not come as a surprise as many African people still look down upon their languages as they are mostly regarded as backward and unsophisticated. This is why English is still dominant in many areas as people view it as a passport to green pastures. The study has indicated that the Constitution of South Africa (1996) clearly stipulates that all official languages should be used in all spheres of life where it is practicable. This implies, among others, the right of learners to be taught in their mother tongue. Although a large number of respondents are of the view that the use of English should not be tampered with, it is heartening to deduce that some people are now supporting the idea that Tshivenda should be used in all official communication. Finally, the study recommends the use of Tshivenda in social, educational and economic settings as this will indeed be a proof that Tshivenda-speaking people are also enjoying the fruits of the new democratic dispensation in South Africa.

Thesis ( M.A. (African languages)) --University of Limpopo, 2013 / The study discovered that above mentioned situation has hardly changed English in the in the school under review is fill medium of instruction of the majority of learners,power of Afrikaans. A major recommendation of the study is that African languages should be introduced as medium of infraction for African language speakers in all former model school

Thesis (MTech. degree in Language Practice) --Tshwane University of Technology, 2011

Although isiZulu has been accorded official status by the constitution of the country, the language continues to be marginalised in the private and public sectors. This illustrates that there is a considerable mismatch between the language policy on the one hand, and language practice on the other hand in these sectors. This is due largely to the problems associated with the practical implementation of the language policy. This study sets out to investigate the attitudes of Zulu and non-Zulu speakers at selected private and public sector institutions to gauge how these speakers feel about isiZulu and what can be done to promote the language in this region. Against this background, an empirical investigation comprising a questionnaire survey, which produced descriptive and inferential statistical data, was undertaken. Data were gathered by means of questionnaires from a random sample of Zulu and non-Zulu speakers from the eThekwini region. Semistructured interviews were conducted with Zulu and non-Zulu speakers at selected private and public sector institutions in this region. Data gathered from the semi-structured interviews were used to complement data from the questionnaires. The main findings indicate that among Zulu speakers, isiZulu has entrenched its position in the domestic domain because it is the main language of communication with family members, friends and neighbours. However, the language has not yet established itself in the commercial sector. The findings reveal that Zulu speakers are proud of isiZulu and they feel that the language has the potential to be used in all spheres of society. The majority of non-Zulu speakers on the other hand, consider isiZulu an important requirement for employment opportunities. They also feel that the isiZulu is going to play an important role in the future and it is imperative that people acquire the language so that they can communicate effectively with the majority in this region. Since the majority of Zulu speakers and non-Zulu speakers in this study display positive attitudes towards isiZulu it augurs well for the future development of the language. Based on the main findings, detailed recommendations are suggested to enhance the practical implementation of isiZulu in the eThekwini region and in other parts of KwaZulu-Natal. / Thesis (PhD.)-University of KwaZulu-Natal, 2007.

The study aims to investigate the extent to which isiZulu is promoted as a subject in the / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2008.

Public policy can take a wide range of forms, from broad statements of goals to more specific statements of intention (De Clercq 1997 cited in Kallaway et al 1997). Policy can be expressed in speeches, official statements, court decisions, laws and regulations, all of which embody the authority to define goals and priorities. Policy also provides a framework for taking action and lends legitimacy to implementation and evaluation purposes (Ray and Poonwansie 1987 cited in Ovando, 1999). The outcomes of a policy depend critically on the resources allocated to its support and the institutional arrangements mobilized in its implementation. Despite the introduction and implementation of the new Language in Education Policy (1997), policies and legislation enacted by the new government in South Africa to redress the imbalances of the past, especially in terms of promoting the marginalized African languages, and recognising language diversity and choice, the status and use of African languages in schools has not improved. The purpose of this study was to examine the impact of the current language policy on an adult centre that is Phindangene Adult Centre. This study sought to investigate learners and teachers attitudes towards the Language In Education Policy. It also aimed to demonstrate how language choices were made at Phindangene AEC, and whose interests they served. Different research instruments were used for data collection. A written questionnaire and semi-structured interviews were used to gather data from the respondents. Observation and official records were also used to supplement this. This study showed that there was a big difference between the language policy of the country and language practice at Phindangene AEC. In the light of the major findings the study recommends the following: • Student's primary language should be incorporated into the instructional program. • A holistic approach to teacher development should be adopted which provides teachers with basic skills and concepts in curriculum development through seminars and workshops. • Much more effort should go into developing and providing learning materials and textbooks that are more appropriate to adult learners. • School governing bodies need to familiarize themselves with the new Language in Education Policy. • It is the responsibility of the Department of Education to make sure that each adult centre gets a copy of the language policy. / Thesis (M.Ed.) - University of Natal, 2002

This study examines the attitudes of learners, teachers, governing body members, principals and parents towards the implementation of isiZulu as a subject in selected Durban High Schools and its implications for language planning and policy in South Africa. The learners selected for the purposes of this study were in grade 8, 9, 10 and 11. Combinations of quantitative (interviews) and qualitative (questionnaires) research methods are used to research the topic. Questionnaires were administered to learners, teachers and parents. Interviews were used to complement data obtained from the questionnaires. Interviews were conducted with learners, teachers, governing body members, principals and parents. An important finding of this study is that the majority of learners, teachers, principals, governing body members, and principals have expressed positive attitudes towards isiZulu and view it as an important language in KwaZulu-Natal. Most isiZulu language learners, parents and teaches view isiZulu as important for their culture and identity. The majority of non-isiZulu speakers perceive isiZulu as a language for wider communication in KwaZulu-Natal. The study found that there is a need for more support from the Department of Education to be more actively involved in the promotion of isiZulu in schools. There is also a shortage of trained teachers and teaching material in isiZulu. This study also established that some governing body members have limited knowledge of language policies at their schools. Most learners, teachers, principals, governing body members and parents expressed that it would be better for learners if they started learning isiZulu from primary school instead of high school. Some schools articulated that there appear to be different standards of isiZulu expected from schools and the Department of Education. The findings led to the following recommendations which are aimed at enhancing and promoting the status of isiZulu in KwaZulu-Natal and South Africa as a whole. • The Department of Education needs to be more involved in the promotion of isiZulu in KwaZulu-Natal • More educators have to be trained in the teaching of isiZulu • More educational material in isiZulu needs to be created and provided • IsiZulu needs to be invested with more intensively • The status of isiZulu in primary schools needs to be investigated • The role of governing body members needs to be evaluated • A common standard for isiZulu needs to be established / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2008.

This thesis is a study of patterns of language attitudes and use among Xhosa home language speakers at the University of the Western Cape, South Africa. Speakers of Xhosa, according to Statistics South Africa 2000, form the second largest speech community in South Africa (17.9% of the total population), second only to speakers of Zulu (22.9% of the total population). The University of the Western Cape, which is situated just outside Cape Town, was originally intended to serve only the Coloured (mixed-race) population of South Africa. Coloureds form the majority group in the population of the Western Cape, one of the nine provinces of South Africa. In 1982, the university took the bold step of defying the apartheid regime, by opening its doors to students of all races. Students from all over South Africa now attend the university, but Xhosa students, drawn mainly from the provinces of the Eastern and Western Cape, form the largest language group or speech community on the campus. The thesis presents a study of the patterns of language attitudes and use with which Xhosa students enter the university, as well as patterns of change in language attitudes and use revealed by a longitudinal study of a smaller group of Xhosa students.

This interpretative case study takes place in the foundation phase of a previously parallel medium school in the Eastern Cape. Learners from all three major language groups of the province (English, Xhosa and Afrikaans) are enrolled at the school. The study examines the language attitudes of teachers, parents and young learners and records their language practices in the classroom, the wider school environment and at home. Research carried out through this case study found that all stakeholders perceive English as the language of access to improved education and lifestyle. All young learners displayed a positive attitude to multilingualism and were keen to be able to speak all three provincial languages. The attitudes of their parents and teachers however differed from the learners and each other. The teachers and the English speaking parents were primarily concerned with the maintenance of the standards of English. The Afrikaans and Xhosa speaking parents were committed to their children developing proficient English language skills even if this meant supporting the development of their primary language and culture at home. Furthermore it was discovered that little attention had been paid to developing a school language policy in accordance with the new Language in Education Policy of July 1997. This policy promotes an additive approach to bilingualism and seeks to ensure that meaningful access to learning is provided for all children. By suggesting steps that could be taken by this school to develop their own language policy, the study highlights the necessity of recognising and remedying the gaps between policy and practice in the issue of language rights, identity and education in general.

This study investigates the implementation of Language in Education Policy (LiEP) in learning and teaching in grades six from two schools. It critically examines the teachers’ practices and experiences towards English as the language of learning and teaching (LoLT) at two different primary schools from the eMalahleni in the Lady Frere Education District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue (isiXhosa) in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method of teaching language as they code-switch to their home language when teaching content subjects as well as English. Despite this practice in class, learners are expected to answer their test and examination questions in English. Theoretically, this study is underpinned by the constructivist view of language learning (Gaserfeld, 2003) and English as an international language (Sivasubramaniam, 2011). On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam (2011 p.53) views language as a creative instrument of meaning which ‘has the power to create meaning anew and afresh’ each time that someone uses it. The study makes use of the qualitative research method with a case study design that is placed within the interpretive paradigm. The data collected will be analysed through the use of critical discourse analysis. The findings from the study suggest some instrumental motivations to use English as LOLT which is informed by Language policy. Some of these motivations are: studying abroad, business with foreign investors and integrative motivations as the learner will be able to communicate with people from different countries. The study concludes that there is need for schools to stick to the English medium because this acts as an open door to the upward economic mobility among the previously disadvantaged. Based on this, it can be recommended that schools stick to English first additional language as their language of teaching and learning.