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Afrikaans : 'n ideologiese besinning in 'n multilinguistiese Suid-Afrikaans bestelDe Wet, Johannes Petrus 06 1900 (has links)
Text in Afrikaans / In this dissertation the ideology behind the debate on the position of Standard Afrikaans in
the new, multilinguistic South African dispensation with eleven official languages is examined
from a psycholinguistic perspective.
The study concentrates on how ideology and power played and are still playing a role in the
formation of the variety Standard Afrikaans. The study points out how historical and
present-day philosophical, social and language-political considerations influenced the natural
development of Afrikaans by advancing it in respect of status on the one hand and
prejudicing it in respect of lexicon and corpus on the other hand. The mutual bond of
Afrikaans and English as Germanic languages and the inherently hybrid nature of Afrikaans
are highlighted.
The study points out the artificial role of Eurocentrism and the ideal of "pure language" on
perceptions and myths about Afrikaans, as well as the historical influence of the European
heritage on Afrikaner thinking and the direct influence thereof on the appropriation of
Afrikaans as a symbol and product of an exclusive, ethnical group. Classical perceptions and
myths in respect of the origin of Afrikaans and the status of creole languages as opposed to
so-called "pure" languages are queried.
With reference to the results of the research the author reflects on the possibility of a
paradigmatic shift in respect of Standard Afrikaans in its present format.
Actual Afrikaans ("aktuele Afrikaans") as a basis for a generally accepted standard language
is presented as a new concept. The author reflects on the internal and external desirability
of a new approach to Afrikaans as the stimulus behind the survival and acceptance of
Afrikaans as an intranational and international language of, inter alia, science, technology,
philosophy and social interaction. Scientific arguments in respect of language change,
language influencing, language diffusion and language fusion are advanced in this respect. / In hierdie proefskrif word die ideologie agter die debat oor Standaardafrikaans se posisie in
die nuwe, multilinguistiese Suid-Afrikaanse bestel met elf amptelike tale vanuit 'n
psigolinguistiese perspektief ondersoek.
Daar word gekonsentreer op hoe ideologie en mag 'n rol in die vorming van die varieteit
Standaardafrikaans gespeel het, en dit steeds doen. Daar word aangetoon hoe historiese en
hedendaagse filosofiese, maatskaplike en taalpolitiese oorwegings die natuurlike ontwikkeling
van Afrikaans bemvloed het deur dit onder andere enersyds statusgewys te bevoordeel en
andersyds leksikaal en korpusgewys te benadeel. Die gemeenskaplike band van Afrikaans
en Engels as Germaanse tale en die inherente hibridiese aard van Afrikaans word uitgelig.
Daar word gewys op die kunsmatige rol wat Eurosentrisme en die strewe na "taalsuiwerheid"
in opvattinge en mites oor Afrikaans gehad het, asook op die historiese invloed van die
Europese erfenis op Afrikanerdenke en die indirekte invloed daarvan op die toe-eiening van
Afrikaans as simbool en produk van 'n eksklusiewe, etniese groepering. Klassieke opvattinge
en mites oor die ontstaan van Afrikaans en die status van kreoolse tale vergeleke met
sogenaamde "suiwer" tale word bevraagteken.
Na aanleiding van navorsingsresultate word daar besin oor 'n moontlike
paradigmaverskuiwing ten opsigte van Standaardafrikaans in die huidige gedaante daarvan.
Aktuele Afrikaans as 'n basis vir 'n algemeen aanvaarbare standaardtaal word as nu we
konsep aangebied. Daar word besin oor die inteme en eksteme wenslikheid van 'n nuwe
benadering tot Afrikaans as die stukrag vir die voortbestaan en aanvaarding .van Afrikaans
as 'n intranasionale en intemasionale taal van, onder andere, die wetenskap, tegnologie,
filosofie en sosiale omgang. Hiervoor word wetenskaplike argumente. / Afrikaans / D.Lit. et Phil.(Afrikaans)
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Relationship formation in multicultural primary school classroomsMathunyane, Lenkwane Henry 06 1900 (has links)
The research was undertaken to analyse and evaluate the nature and quality of
interactions in multicultural primary school classrooms. Special attention was
focused on the influence 25 independent variables had on the dependent
variable, namely group membership.
Literature indicates that warm and nurturant relationships within the family help
the child to achieve independence and promote social adjustment outside the
home. Literature also reveals that self-acceptance and acceptance of others are
dependent on the self-concept, and that acceptability in peer groups is enhanced
by characteristics such as friendliness, cooperation, emotional stability and
intellectual ability. It is essential to mention that some researchers claim that
within multicultural classrooms, pupils often interact in racially and culturally segregated patterns. Others maintain that no racial and cultural discrimination
is evident in the choice of friends in multicultural classrooms.
The empirical research was undertal<.en by administering four measuring
instruments, namely own designed questionnaire, the sociogram, the self-concept
scale for primary school pupils and the children's personality questionnaire to
121 standard five pupils in multicultural primary schools. The administering of
these instruments was aimed at determining the influence of the independent
variables on the dependent variable. The stepwise discriminant analysis method
revealed that of the 25 independent variables, only six, namely family
background, friendship skills, gender, scholastic achievement and personality
factors E (submissive versus dominant) and Q3 (undisciplined versus controlled)
contributed to the variance in group membership.
The multiple discriminant function was used to determine how close the
individual scores of children were, in a given friendship group. The general
pattern obtained, indicated that children choose each other on the basis of
similar characteristics. A point that clearly came to light, is that race and
language/culture do not contribute to the variance in group membership.
Children formed various friendship groups across racial and cultural lines.
In view of the aforementioned findings, the researcher made recommendations
on ways in which parents and teachers can create suitable teaching and learning
environments for children from diverse cultural milieus. / Psychology of Education / D.Ed. (Psychology of Education)
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Transition to multilingual education in South African schoolsMabiletja, Matome Meriam 06 1900 (has links)
Text in English / There is an abundance of multilingual education (MLE) studies internationally and locally. Studies show that MLE is a global issue. South Africa is a unique country since it has assigned eleven languages official status at the national level. The multilingual nature of this country calls for the implementation of MLE. This study seeks to argue that if mother tongue, the language of wider communication as well as other languages are important, the transition should be geared towards MLE rather than to second language (L2). The question is how the transitioning to MLE is embraced in South Africa. This study is an attempt to examine the transitioning to MLE in South Africa schools with reference to Limpopo Province. The study mainly explored the Language-in-education policy (LiEP) implementation and practices in the selected schools as well as examining schools’ compliance with the pedagogical motivations and theories dealing with transition to multilingual education.
The study used both quantitative and qualitative methodologies to corroborate the data obtained by using one method to reduce the limitations of another method. In quantitative research, questionnaires and semi-structured interviews were used to gather data from principals, parents, teachers and learners. In the qualitative research methodology, observations and document analysis methods of collecting data were employed. Purposive sampling was the major sampling method to ensure that relevant data was collected. Qualitative data was analysed thematically. LiEP and the National Language Policy Framework (NLPF) formed the major analytical framework for this study.
Cummins’ theories (1978), bi/multilingual education models as well as the Language management theory form the theoretical framework that guided this study. The theories emphasise the link between mother tongue and the development of L2.
The findings of this study show the misunderstandings of the LiEP, the implementation of early transitional bilingual education as well as the lack of confidence in the ability of African languages to provide quality education. The study generally suggests that language policies should be dealt with differently due to the contexts which they address. This study concludes by suggesting a working model that is suitable for the unique linguistic situations of schools. / Linguistics and Modern Languages / D. Litt. et Phil. (Linguistics)
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An evaluation of the implementation of the new language-in-education policy in selected secondary schools of the Limpopo ProvinceMabiletja, Matome Meriam 04 1900 (has links)
The elections of the democratic government in South Africa in 1994 led to the formulation of the new Language-in-education policy (LiEP), which was adopted by government in July 1997. This study evaluated the implementation of this policy in selected secondary schools of the Limpopo Province. In making this evaluation the study wanted to answer the question: How should schools implement the new LiEP in Limpopo Province?
The major findings of the study are that the new LiEP remains largely ignored and unimplemented in Limpopo Province. The status quo remains unchanged in most schools and English and Afrikaans continue to be the language of learning and teaching (LoLT) in all schools investigated. The study therefore argues that there is a serious discrepancy between policy and practice. The study concludes by making recommendation to address the problems identified and to provide guidelines on how the policy may be implemented in Limpopo Province, such as the gradual phasing in of African languages as LoLTs. / Linguistics and Modern Languages / M.A. (Specialisation in Sociolinguistics)
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Language as an instrument of powerMaluleke, M.J. 28 February 2005 (has links)
no abstract available / Linguistics and Modern Languages / M.A. (Sociolinguistics)
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Language variation and change in a Soshanguve high schoolNkosi, Dolphina Mmatsela 03 1900 (has links)
This study takes place within a school situated on the north eastern side of Soshanguve, a township to the north of the capital city, Pretoria, also called Tshwane. The school draws most of its learners from an area that started as an informal settlement. Certain parts of this settlement are now well structured and it is gradually becoming a formal settlement. The children who form part of this study are those whose parents have migrated from neighbouring provinces such as Limpopo, North West and Mpumalanga, as well as from neighbouring countries such as Zimbabwe and Mozambique. Owing to this migration, the community around this school is multilingual. Multilingualism has led to phonic, grammatical, semantic and stylistic language interference. This interference has caused language change, which in turn has led to variations that affect the standard form of Sesotho sa Lebowa, the first language of the school.
The school selected for this study has achieved very average matriculation results since its establishment in 1994. Although the school generally achieves a 100% pass rate in the subject Sesotho sa Lebowa, marks are generally low despite the fact that the learners are supposedly first language speakers of Sesotho sa Lebowa. The aim of this study is to investigate the reasons for the poor quality of these results. Matriculation results over the past four years attest to the fact that something needs to be done in order to reverse the negative trend of these results. / Linguistics and Modern Languages / M.A. (Sociolinguistics)
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An investigation into school learners' perceptions of linguistic politeness norms within and across culturesKenyon, Tracy Karen 31 May 2013 (has links)
The assumption underlying this study is that cultures differ in terms of politeness norms. Often people from different cultures approach one another in what they think is an appropriate manner and the outcome is miscommunication. This may be attributed to differing cultural norms and this study aims to examine what a sample of school learners perceive to be polite behaviour when making requests and their reasons for doing so. This study focuses on perceived politeness norms (Brown and Levinson 1978) in English across selected South African cultures. The individuals are seen as reflecting a cultural identity, using norms that they feel are appropriate in given situations. Previous researchers have endeavoured to show that politeness norms are universal, but it has emerged that this is not always the case. When people from differing language and cultural backgrounds come into contact they have to find a common ground for their interaction to be successful (Lustig and Koester 1999). Of particular interest is the way people request things, both the way they phrase their request and their reasons for phrasing it this way. In order to investigate this, twenty-nine same-sex pairs of Grade 10 learners were selected from three schools with different cultural backgrounds in Grahamstown. These learners were required to complete a Discourse Completion Test, which contained both Think-Aloud and Retrospection Procedures, while they were being audio-taped. This data was transcribed and analysed using a model that was developed and adapted to describe request strategies. This data is shown through the use of basic statistics, even though it is primarily qualitative. The data is given this qualitative dimension by looking at the factors that the co-conversants attend to. The recorded data shows that although second language speakers of English have a formula for requesting things, they are not always able to articulate why they use the request strategies they do. It appears that English first language speakers and speakers who have English as an additional language request things similarly, but the first language speakers have access to a greater variety of politeness strategies. They also attend to different contextual features. This shows that while the need to be polite seems to be universal, the expectations of the speakers will be different and while a first language speaker of English would not misinterpret the force of a given speech act, they may feel that the person who has English as an additional language is rude. Sensitivity is therefore called for in order to combat mutual negative stereotyping and misunderstandings. / KMBT_363 / Adobe Acrobat 9.54 Paper Capture Plug-in
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Guidelines for a whole-school language policy in multicultural schoolsHendry, J. O. (John Owen), 1945- 06 1900 (has links)
This study explores approaches and strategies to implement in multicultural English-medium
secondary schools for the management and education of black pupils with limited proficiency
in English. It attempts to identify means of enhancing and accelerating the mastery by such
pupils of English at a level sufficient to support their cognitive-academic needs.
An account is given of those elements of the South African education system that have
contributed to the disadvantagement that such children bring to the multic,llttu'al classroom.
Relevant theories of bilingual education create a theoretical context for the qualitative research
that follows, in which the experiences are recorded of educators at three schools where the
needs of limited-English-proficient (LEI') pupils have been addressed. Data gathering was by
means of focus-group interviews.
Based Oll this research, guidelines are offered to help multicultural schools design policies and
implement programmes to accommodate the needs of LEP pupils. / Educational Studies / M.Ed. (Comparative Education)
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The fit between Government language policies and institutional language policies : the case of indigenous languages in the South African Higher education systemsNkuna, P. H.(Paul Hendry),1963- 06 1900 (has links)
The new higher education system of South Africa is in the process of transformation. Part of the transformation process involves raising the use and status of indigenous languages to become essential part of the country‟s higher education system. The constitution of the Republic of South Africa (Act 108 of 1996) laid a foundation responding to the imperative regarding the use and status of indigenous languages. The Ministry of Education (Higher Education) pays special attention to fitting their education policies to the constitution by incorporating subsection 27(2) of the Higher Education Act, 1997 (Act 101 of 1997) that states “subject to the policy determined by the Minister, the council, with the concurrence of the senate, must determine the institutional language policy of a public higher education institution and must publish and make it available on request”. The Language Policy for Higher Education was published by the Ministry of Education in November 2002. Lastly, the Ministry of Education appointed a Ministerial Committee “to advise on the development of African (indigenous) languages as mediums of instruction in higher education.” This committee published its report in 2005. This study investigates the fit between government language policies and institutional language policies. The focus is on indigenous languages in the South African higher education system. The main purpose is to argue for the design of an integrated institutional language policy framework in a holistic way. The study population consisted of the 23 universities and the indigenous language academic staff. A case study and survey were used. All twenty-three indigenous language units from the 23 universities‟ departments were used in the survey section of this research. A random sample of respondents was used, all the respondents were indigenous language academic personnel. Questionnaires were sent to each one who agreed to participate. This questionnaire was the main research instrument for collecting data. The research showed that there is no fit between government language policies and institutional language policies. It is recommended that improvements in fit between government language policies and institutional language policies be embarked upon across the 23 universities‟ staff members and stakeholders (students). / African Languages / Thesis (D. Litt. et Phil. (African Languages))
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Afrikaans : 'n ideologiese besinning in 'n multilinguistiese Suid-Afrikaans bestelDe Wet, Johannes Petrus 06 1900 (has links)
Text in Afrikaans / In this dissertation the ideology behind the debate on the position of Standard Afrikaans in
the new, multilinguistic South African dispensation with eleven official languages is examined
from a psycholinguistic perspective.
The study concentrates on how ideology and power played and are still playing a role in the
formation of the variety Standard Afrikaans. The study points out how historical and
present-day philosophical, social and language-political considerations influenced the natural
development of Afrikaans by advancing it in respect of status on the one hand and
prejudicing it in respect of lexicon and corpus on the other hand. The mutual bond of
Afrikaans and English as Germanic languages and the inherently hybrid nature of Afrikaans
are highlighted.
The study points out the artificial role of Eurocentrism and the ideal of "pure language" on
perceptions and myths about Afrikaans, as well as the historical influence of the European
heritage on Afrikaner thinking and the direct influence thereof on the appropriation of
Afrikaans as a symbol and product of an exclusive, ethnical group. Classical perceptions and
myths in respect of the origin of Afrikaans and the status of creole languages as opposed to
so-called "pure" languages are queried.
With reference to the results of the research the author reflects on the possibility of a
paradigmatic shift in respect of Standard Afrikaans in its present format.
Actual Afrikaans ("aktuele Afrikaans") as a basis for a generally accepted standard language
is presented as a new concept. The author reflects on the internal and external desirability
of a new approach to Afrikaans as the stimulus behind the survival and acceptance of
Afrikaans as an intranational and international language of, inter alia, science, technology,
philosophy and social interaction. Scientific arguments in respect of language change,
language influencing, language diffusion and language fusion are advanced in this respect. / In hierdie proefskrif word die ideologie agter die debat oor Standaardafrikaans se posisie in
die nuwe, multilinguistiese Suid-Afrikaanse bestel met elf amptelike tale vanuit 'n
psigolinguistiese perspektief ondersoek.
Daar word gekonsentreer op hoe ideologie en mag 'n rol in die vorming van die varieteit
Standaardafrikaans gespeel het, en dit steeds doen. Daar word aangetoon hoe historiese en
hedendaagse filosofiese, maatskaplike en taalpolitiese oorwegings die natuurlike ontwikkeling
van Afrikaans bemvloed het deur dit onder andere enersyds statusgewys te bevoordeel en
andersyds leksikaal en korpusgewys te benadeel. Die gemeenskaplike band van Afrikaans
en Engels as Germaanse tale en die inherente hibridiese aard van Afrikaans word uitgelig.
Daar word gewys op die kunsmatige rol wat Eurosentrisme en die strewe na "taalsuiwerheid"
in opvattinge en mites oor Afrikaans gehad het, asook op die historiese invloed van die
Europese erfenis op Afrikanerdenke en die indirekte invloed daarvan op die toe-eiening van
Afrikaans as simbool en produk van 'n eksklusiewe, etniese groepering. Klassieke opvattinge
en mites oor die ontstaan van Afrikaans en die status van kreoolse tale vergeleke met
sogenaamde "suiwer" tale word bevraagteken.
Na aanleiding van navorsingsresultate word daar besin oor 'n moontlike
paradigmaverskuiwing ten opsigte van Standaardafrikaans in die huidige gedaante daarvan.
Aktuele Afrikaans as 'n basis vir 'n algemeen aanvaarbare standaardtaal word as nu we
konsep aangebied. Daar word besin oor die inteme en eksteme wenslikheid van 'n nuwe
benadering tot Afrikaans as die stukrag vir die voortbestaan en aanvaarding .van Afrikaans
as 'n intranasionale en intemasionale taal van, onder andere, die wetenskap, tegnologie,
filosofie en sosiale omgang. Hiervoor word wetenskaplike argumente. / Afrikaans / D.Lit. et Phil.(Afrikaans)
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