A dissertation submitted in fulfillment of the requirements for the Degree of Master of Arts in the Department of English at the University of Zululand, 2002. / Before the emergence of democracy in South Africa, the apartheid regime had brought linguistic imbalance. In 1994 the new government of South Africa set out to address the imbalances created by the apartheid government. Prior to 1994, English and Afrikaans were the only official languages in South Africa. In order to address this situation the new government elevated nine of the South African languages to the same status with English and Afrikaans. The government then introduced the new languages in education policy, which aims at promoting multilingualism in education. Therefore the main focus of this research is on the implementation of the new language in education policy taking into consideration the sociolinguistic situation of the country. The empirical study was conducted in 1999 and 2000. Questionnaires were distributed to respondents. Non-scheduled interview and observation data was collected from five black African high schools in Eshowe district. In addition data was collected from one Superintendent of Education Management in Eshowe district. The main findings indicated that Afrikaans had been phased out in most schools that were studied. Hence, English and Isizulu were the remaining languages that were taught and learned. Moreover, the sociolinguistic situation indicated that IsiZulu was the predominant languages spoken largely in schools and in communities where schools are situated. Having considered the main findings it was evident that there is still a tremendous challenge on the actual implementation of the new language in education policy, which emphasises promotion of multilingualism. However, the sociolinguistic situation suggested that bilingualism involving IsiZulu would be more appropriate. The research looked at the theoretical understanding of the concepts of bilingualism and multilingualism. The concepts are defined in the research to bring more understanding on individual multilingualism and societal multilingualism or bilingualism. This research further concentrates on literature review which discusses the new language in education policy, kinds of bilingualism or multilingualism, the current debate on the language in education policy and the language policy implementation plans. Furthermore, it was important in the literature review to look at the theories of second language acquisition. The theories that were reviewed and evaluated are; Krashen's monitor model, interlanguage theory, linguistic universals, acculturation / pidginisation theory and cognitive theory. After reviewing these theories language teaching theories or approaches are also discussed. The language teaching theories that were reviewed and evaluated are; the structural approach, the functional approach and the interactional approach. In addition, the research discussed the research methodology after which the data that was collected was presented. The findings were then interpreted followed by the conclusion and recommendations.

This study focuses on understanding the reasons for the consciousness emerged towards Judeo-Spanish starting from the late seventies. This consciousness was followed by the establishment of several institutions, centers and even departments at Universities mainly in Israel, later in Turkey and all over the world aimed at maintenance of Judeo-Spanish by perceiving it as the unique medium of the continuance of the Sepahardic cultural heritage. The mentioned awareness towards Judeo-Spanish has become salient through the rise and the encouragement of the creative writing produced on distinct ethnic communication platforms by several Judeo-Spanish speakers composing of both native speakers and the generation raised by them, the youngest of whom was born around 1945. As a result of the analysis of three ethnic communication platforms which consist of Judeo-Spanish part of Salom newspaper, Salom&rsquo / s entirely Judeo-Spanish supplement El Amaneser, and the on-line correspondence circle Ladinokomunita Yahoo Group, it is concluded that the activity based on recalling of memories regarding the past Sephardic life as a part of the recent creative writing activities in Judeo-Spanish present that the Jewish language is still internalized and represents &lsquo / we&rsquo / in the eyes of the remaining speech community. It can be argued that through the cultivation of Judeo-Spanish on the ethnic communication platforms, Sephardic identities are strengthened and even reconstructed in some cases. It is concluded that the recent creative writing in the Jewish language is crucial both to preserve and archive the Sephardic cultural heritage embedded in the Jewish language for the next generations.

Syftet med studien är att synliggöra förskollärares syn på arbetet med ordförståelse för yngre barn i större barngrupper där barnen har blandad språkbakgrund. Frågeställningarna är hur förskollärarna arbetar med att introducera nya ord, vad de tror påverkar inlärningen och hur utvecklingen av språket påverkas av faktorerna kring barngruppen. Kvalitativa intervjuer har genomförts med två förskollärare som arbetar med barn i åldrarna tre till fem år på förskolor i större städer i Mellansverige. Studien visar att organisation och planering är en viktig del i arbetet i en stor barngrupp. Pedagogens förhållningssätt och goda förebilder hos både pedagoger och andra barn är en viktig del i hur barnen lär sig nya ord. Bilder, sagor och teman är viktiga pedagogiska verktyg för att introducera nya ord för yngre barn. / The purpose ofthis studyis to highlight thepreschool teachers'views on thedevelopment of thevocabularyforyoung childreninlargergroups, where children havemixedlanguagebackground. The questions is howpreschool teachersworking tointroduce newwords, whatthey thinkaffectslearning andhow the development oflanguageis influencedby the factorssurrounding thechildgroup. Qualitative interviews were conducted withtwopreschool teachersworking withchildren aged 3-5yearsinpreschoolsin larger cities incentral Sweden.The study shows thatorganization and planningisan important part ofthe work of alargegroup of children. The teachers'attitudes androle modelsof botheducatorsand other childrenisan important part ofhowchildren learnnew words.Pictures,stories andin themes are important educational tool to introducenew wordsfor younger children.

The central concern of this thesis is to investigate the development of the personal identity of the main characters in four novels, a novella, and a short-story, written in German by authors from different countries who have immigrated to post World War II Germany and Switzerland. Earlier research concerning these identity processes is reviewed with emphasis on the relevance of the different theoretical models of development of personal identity used. A model called “identity-balance”, first described by the German sociologist Lothar Krappmann, is used in analysing the changes in personal identity. This model is preferred because of Krappmann’s strong emphasis on interaction, process, and openness. Based upon the results of the interpretations a modification of Krappmann’s model is suggested in order to better shed light upon identity processes following migration. As languages are shown to play a great role in these processes, aspects concerned with multilingualism and the part languages play in the “identity-balance” are discussed throughout the thesis. The textual interpretations reveal the connection between three lines of change: changes in personal identity, changes in society following migration, and changes in the field of literature.

<p>The central concern of this thesis is to investigate the development of the personal identity of the main characters in four novels, a novella, and a short-story, written in German by authors from different countries who have immigrated to post World War II Germany and Switzerland. Earlier research concerning these identity processes is reviewed with emphasis on the relevance of the different theoretical models of development of personal identity used. A model called “identity-balance”, first described by the German sociologist Lothar Krappmann, is used in analysing the changes in personal identity. This model is preferred because of Krappmann’s strong emphasis on interaction, process, and openness. Based upon the results of the interpretations a modification of Krappmann’s model is suggested in order to better shed light upon identity processes following migration. As languages are shown to play a great role in these processes, aspects concerned with multilingualism and the part languages play in the “identity-balance” are discussed throughout the thesis. The textual interpretations reveal the connection between three lines of change: changes in personal identity, changes in society following migration, and changes in the field of literature.</p>

The study focuses on the use of various languages including Swahili by the author Moyez G. Vassanji against the English background of his works, by concentrating on two of his ´African´ novels, namely The Gunny Sack and The In-Between World of Vikram Lall. In his novels, Vassanji uses multiple literary devices involving the use of different languages, such as code switching and code shifting among others. The paper analyses the use of these various ´language-mixing´ devices in his novels from a literary point of view. A set of literary instruments allow the author to attain various tasks, such as creating ´local colour´, restoring social relationships, and also expressing the characters´ search for new identity, as well as reflecting the author´s own background as a multi-cultural person and writer.

In this study the original Rorschach test was administered to ten black South African adolescents, all fourteen years of age. Originally, the Rorschach’s test norms have been determined for an American sample. Using a qualitative research design in this study, the standard Rorschach test was administered in two phases, namely the pre-test and the post-test. Ten case studies were used as a format for research. During the pre-test the standard RCS procedures were strictly adhered to. The participants were never exposed to psychological tests before and reacted differently when presented with the Rorschach Inkblot cards for the first time. For instance, some of them were uncertain, nervous and reacted with shock. According to Exner&Weiner (1995:33) when less than 14 answers are given in response to the Rorschach test, the results cannot be interpreted. The participants were therefore required to give 14 or more answers. During the pre-test phase five out of 10 gave 14 and more responses whereas five gave less than 14 responses. The total responses of the 10 participants were 127 with an average of 12,7. The factors that inhibited the participants from giving 14 or more responses were identified and analysed. Adjusted or modified RCS procedures were then designed with the explicit aim of accommodating the participants’ culture, beliefs and background. The participants were re-tested with the adjusted RCS (ARCS) during the post-test phase. In this phase, eight participants gave 14 or more responses and only two participants gave less than 14 responses. The number of responses increased when the ARCS was administered. The total responses of the 10 participants were 161 with an average of 16,1. The results indicate an increase of 34 responses with an average increase of 3,4 responses for each participant. The research findings indicate that the ARCS was a more appropriate and effective administering test procedure when testing black South African adolescents as compared to the standard RCS. It is recommended that when administering the Rorschach Comprehensive System among non-western participants, that the factors that could prevent them from giving sufficient responses should be identified and analysed in order to modify the test procedures. The examiners could in this way minimise biases when administering psychological tests. / Thesis (PhD (Educational Psychology))--University of Pretoria, 2005. / Educational Psychology / unrestricted

The study focuses on the use of various languages including Swahili by the author Moyez G. Vassanji against the English background of his works, by concentrating on two of his ´African´ novels, namely The Gunny Sack and The In-Between World of Vikram Lall. In his novels, Vassanji uses multiple literary devices involving the use of different languages, such as code switching and code shifting among others. The paper analyses the use of these various ´language-mixing´ devices in his novels from a literary point of view. A set of literary instruments allow the author to attain various tasks, such as creating ´local colour´, restoring social relationships, and also expressing the characters´ search for new identity, as well as reflecting the author´s own background as a multi-cultural person and writer.