The work of intercultural communication theorists such as Ting-Toomey (1999) and Gudykunst (2003) has informed curriculum design and teaching methodology of the courses developed for teaching isiXhosa for vocational purposes to second language (L2) learners. This seems to be an appropriate theoretical paradigm within multilingual South Africa, where intercultural communication is becoming a daily reality for a growing portion of the population. We make use of this theory to introduce and develop experiential understanding of multilingualism at Rhodes University in various departments and, more generally, on campus.

PhD (African Languages) / Centre for African Languages / See the attached abstract below

Multilingualism has always been a feature of South African Education. It is only in recent years that a particular form of linguistic diversity has become unmanageable for schools implementing the official English/Afrikaans bilingual model associated with the previous regime. The subject of this study is a remedial language enrichment or support programme instituted as a response to multilingualism in the junior primary section in a parallel medium primary school in the Western Cape.

D.Litt. et. Phil. / Despite the prevailing perception, multilingualism and not unilingualism, is the worldwide norm on the political level. However, bi- and multilingualism have been shrouded in controversy over centuries - especially in respect of minority languages. Research done since the 1960s shows, however, that bi- and multilingualism hold several advantages for cognitive processing and other mental functions if present in an additive context ...

Multilingualism has always been a feature of South African Education. It is only in recent years that a particular form of linguistic diversity has become unmanageable for schools implementing the official English/Afrikaans bilingual model associated with the previous regime. The subject of this study is a remedial language enrichment or support programme instituted as a response to multilingualism in the junior primary section in a parallel medium primary school in the Western Cape.

Thesis (MPhil)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The purpose of this study is primarily an examination of the effect of multilingualism on Afrikaans newspapers, with specific reference to Die Burger (Western Cape). The study also looks at the origin and development of South Africa's multilingual dispensation, the effect of this on South Africa's press history, the newspaper market in South Africa, how newspapers position themselves in this multilingual market, an outline of Die Burger's potential and real market in the Western Cape, how Die Burger positions itself in this market, the challenges and effect of multilingualism on Die Burger's market, ways in which Die Burger handles this impact, and possible shortcomings in the handling thereof. The study further examines the effect of multilingualism on the financial and operating management of newspapers, strategies for survival in a multilingual market, the possible shortcomings of these strategies, and suggests possible solutions for these shortcomings. Through electronic media such as television, radio and the internet more and more Afrikaans speaking people are exposed to English and it is likely and possible that growing numbers of Afrikaans speaking people are able to communicate fluently in English. The possible effect of this may be that Afrikaans speaking people, Die Burger's primary market, can, with growing ease, support Die Burger's direct competition, namely English dailies. Die Burger can therefore no longer depend on language loyalty, but have to compete on level footing with English newspapers for Afrikaans readers. Because of the uniqueness of the Die Burger's market there is no generic model for survival strategies in this market. Thus this study also examines influences on the Afrikaans market such as globalisation, anglicization and the impact of the electronic media on language preference and ability. The study also examines the specific challenges for Die Burger, especially in terms of not losing it's current readers, and secondly to survive in a market increasingly under pressure from multilingualism. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is primêr 'n ondersoek na die invloed wat veeltaligheid het op Afrikaanse koerante, met spesifieke verwysing na Die Burger (Wes-Kaap). Daar word ook 'n ondersoek gedoen na die oorsprong en ontwikkeling van Suid- Afrika se veeltalige bestel, die invloed van veeltaligheid op Suid-Afrika se persgeskiedenis, die koerantmark in Suid-Afrika, hoe koerante hulle in dié veeltalige mark posisioneer, 'n beskrywing van Die Burger se potensiële en werklike mark in die Wes-Kaap, hoe Die Burger hom in dié mark posisioneer, die uitdagings en invloed van veeltaligheid op Die Burger se mark, die maniere waarop Die Burger dié impak hanteer, en moontlike leemtes in die hantering daarvan. Die studie ondersoek verder die finansiële en bedryfsimpak van 'n veeltalige samelewing op koerante, strategieë vir oorlewing in 'n veeltalige mark, moontlike leemtes in dié strategieë, en doen moontlike oplossings aan die hand. Weens die elektroniese media soos televisie, radio en die internet word al meer Afrikaanssprekendes aan veral Engels blootgestel en is dit waarskynlik en moontlik dat al meer Afrikaanssprekendes ook gemaklik in veral Engels kan kommunikeer. Dit kan tot gevolg hê dat Afrikaanssprekendes, en dus Die Burger se primêre teikenmark, met toenemende gemak ook Die Burger se direkte kompetisie, naamlik Engelse dagblaaie, kan begin ondersteun. Die Burger sal dus nie meer kan staatmaak op taallojaliteit nie, maar moet op gelyke voet met Engelse koerante meeding vir Afrikaanssprekende lesers. Weens die uniekheid van die mark waarin Die Burger hom bevind, bestaan geen generiese model wat strategieë vir oorlewing binne dié mark uitstippel nie. Dus word in die studie 'n ondersoek gedoen na die invloede op die Afrikaanse mark soos byvoorbeeld globalisering, gepaardgaande verengelsing, en die invloed van die elektroniese media op die mark se taalvoorkeur en -vaardigheid. Die studie behels ook 'n ondersoek na die spesifieke uitdagings vir Die Burger, veral in terme daarvan om eerstens sy huidige lesers te behou, en tweedens om te oorleef in 'n mark wat toenemend die invloed voel van veeltaligheid.

This research project begins by exploring the problems surrounding the implementation of the 1997 Language in Education Policy (LiEP), and offers insight into why some schools, despite the promotion of additive bilingualism, choose English as the primary medium of instruction. It is a comparative case study of two Grade 1 classes in different situational contexts, which highlights the teaching strategies and language practices of teachers who teach predominantly non-English speakers through the medium of English. Research carried out through this case study illustrates the use of a wide range of teaching strategies, which assist young learners when learning through an additional language. In School A, thematic linking between different learning areas to maximise vocabulary development in both the mother tongue and the additional language, as well as repetition, recycling, scaffolding and contextualisation of content were found to be important. In addition, the use of questioning to elicit understanding, as well as classroom organisation and code-switching were strategies which assisted both the teacher and learners in this multilingual environment. In School B, class size, group work and the inclusion into the timetable of a wide range of diverse activities over and above the main learning areas, which provided opportunities for language development, were important considerations. In addition, routine, predictability and an attention to detail, in keeping with a form-focussed approach, aided the children in understanding the mechanics of literacy and guiding them towards becoming phonologically aware.

This article seeks to explore the present language scenario in courts of law. The article makes use of section 6 of the Constitution of the Republic of South Africa (1996), as a point of departure. At face value this section seems to entrench the language rights of individuals. This would mean that individuals could request trials to be held in their mother tongues, with fluent and competent speakers of that mother tongue sitting on the bench. However, this has not materialised. Contrary to popular opinion, the article argues that individual language rights are to some extent entrenched in the Constitution, but there are no mechanisms to secure such rights in the public domain. The article argues that it is often only language privileges that are preserved in institutions such as the justice system. Legally speaking, there is an obligation on the State to provide interpreters to facilitate access to all eleven official languages in courts of law. This in itself presents numerous challenges. The article argues further that the corollary to this is that there is very little space for intercultural communication in courts of law (as defined by Ting-Toomey, 1999, and Gibson, 2002). There has been little or no capacity building in this regard. It is English, to some extent Afrikaans, and the western cultural paradigm, which prevails. The result is further communication breakdown and language intolerance. In this article, the notion of language rights in courts of law is explored against the backdrop of existing theories of intercultural communication.

This research is a case study which sought to investigate the educational implication of code switching in a multilingual school in Matatiele. Since the dawn of democracy in South Africa, the language policy has sought to promote multilingualism and also honours the cultural diversity existing in this country. It is against this background that the study was conducted. The present study also sought to investigate the occurrences and nature of code switching in the classroom context. In South Africa, the Language in Education Policy prescribes that English as Language of Learning and Teaching be practiced from Grade 4 upwards, alongside home languages. At school, it seems that teachers are not empowered regarding the approach towards code switching. The study investigates whether the use of code switching in a classroom context is in line with the Language in Education Policy. It also looks at the implications of trilingual instruction (which is the use of three languages) in content subjects in the classroom. Functions of code switching were examined as well. This empirical research study used qualitative research methods. Qualitative research provided the study with insight into code switching in the educational context. This study encompassed specific techniques for collecting data, mainly observations. Notes were also of some assistance and were jotted down while observation was underway to supplement what could not be captured by the video, such as emotion and feelings. The study concluded that code switching plays a significant role in an English as Second Language (ESL) classroom context. / Linguistics and Modern Languages / M. A. (Linguistics)

This research explores issues relating to language policy, and language learning and teaching. It further looks at the relationship that exists between language policy and language learning and teaching. In the research I argue that well-thought out and well-meaning language policies will fail to be implemented meaningfully if there is no clear and unambiguous implementation plan. I also note that the national vision and ideals which are often embodied in the language policy fail to take effect if, again, there is no comprehensive implementation plan. This view is held by many scholars and researchers in the areas of language policy and planning.