When the apartheid government was in power universities in South Africa were segregated according to a race and language. After apartheid, the democratic government came into power and its vision was abolition of segregation. There was also equal and equity of access to public institutions which were set aside for certain people to have access to. Access to universities was equalized and students with different racial, social, cultural and linguistic backgrounds were allowed access to universities which they used not to have access to before. The students‟ access to all universities led to diversity within these institutions. Even though this was the case, there were no changes in the system prevalent during apartheid. English, for example, continued to be the language of learning and teaching (LoLT) while the numbers of students who speak languages other than English (LOTE) as home languages was also increasing. The Constitution of South Africa (Section 6, Act 108 of 1996) acknowledges the previous marginalization of indigenous languages in the country and encourages the development and use of these languages as official languages. The right of access to educational institutions, and accessing education in one‟s language, if that language is one of the official languages, is also encouraged by the Constitution. There are other supporting legislative documents such as the Languages Bill (2011), the Higher Education Act (1997) and the national Language Policy for Higher Education (LPHE) (2002) that support multilingualism, the equal promotion of the official languages as well as use of multiple languages in higher education institutions (HEIs) to support learning. The above mentioned policies and legislations may exist to ensure equality and equity, and even though HEIs have become heterogonous, that does not guarantee that the students enrolled in these institutions have equal access to knowledge offered by the HEIs in SA. This research uses the theories of languages and conceptualization; language and learning as well as language planning to show that the students‟ first languages in learning can assist to facilitate cognition. Terminology development, as part of corpus planning which is the body of language planning is introduced in this study in the form of bilingual glossaries as an intervention especially for students‟ whose mother tongue is not English as language used for learning at university for different disciplines tend to be abstract. The data for this research was collected from the 2014 first year students registered in the Extended Studies Unit (ESU) in the Humanities Faculty at Rhodes University. Research methods such as questionnaires, participant observations, interviews as well as content analysis were used to collect the data. These methods were used to look at the students‟ use and perceptions of bilingual glossaries as additional resource materials which can assist them in learning. A Political Philosophy I module offered by the Political Science department was used for this research. This thesis presents a model which can be used for the development of bilingual glossaries in order to facilitate learning. The thesis recommends the use of corpus extraction tools such as WordSmith Tools (WST) that can be used to generate and extract terms and illustrates the use of this tool by extracting terms from an English Political Philosophy textbook. These terms are defined and these are then translated into isiXhosa to provide a sample of the bilingual glossary. This glossary has been designed to illustrate how the bi/multilingual glossaries with terms and definitions can be developed in order for use by students to facilitate learning them. The study also presents a terminology list which consists of Political Philosophy terms that have been generated during the corpus extraction process. It is recommended that further research looks into the development of bi/multilingual glossaries using the suggested model so that the students who are speakers of LOTE can also be able to understand abstract terms which are used at university

M.Ed. (Educational Linguistics) / This study sets out to examine the use of mother tongue education in one Grade 3 classroom in the foundation phase in the Limpopo Province of South Africa. The focus is on learners’ and parents’ whose children are in that Grade 3 classroom as well as educators’ experiences of the use of mother tongue education. The aims of this study were to examine how, when, why and by whom mother tongue is used in the Grade 3 classroom and to examine how mother tongue medium of instruction can contribute to the teaching of literacy in the Grade 3 classroom. With these aims in mind, data were collected from the Grade 3 teacher and the Grade 3 learners as well as the parents of these learners. A qualitative approach was used to obtain data from the Grade 3 teacher, five Grade 3 learners as well as parents of these learners. Classroom observations and semi-structured interviews were used as means of collecting data. Interviews were conducted one-on-one and 6 lessons on Literacy as a learning area in the foundation phase were observed. The findings in this study reveal that the mother tongue, Xitsonga was the dominant language during classroom activities. This was influenced by the learners’ inability to use the second language. It is also revealed that the teacher and learners as well as parents have positive attitude towards the mother tongue as a language of learning and teaching in schools. However, some parents still believe that their children should be taught through English as the medium of instruction hoping that they will be able to secure better jobs. Another finding is that not all learners’ language needs are catered for in black African schools, hence, such learners experience difficulties in learning through a language which is not their mother tongue. On the basis of the findings, the study recommends that the Department of Education should support the use of the mother tongue in the L2 classroom in order to strengthen literacy during early learning.

No description available.

Submitted in partial fulfillment for the requirements of the Degree of Master of Arts in the Department of Linguistics in the Faculty of Arts at the University of Zululand, 2005. / In 1994 South Africa gained democracy. A new dispensation had to emerge in almost all spheres of life. The constitution that was drawn does not only guarantee, but also promotes and celebrates a South African linguistic diversity - a different approach of the apartheid years. Every educational institution in the country is expected to be engaged in rethinking policy on all aspects of learning. It is, therefore, proper to consider possibilities for and the limitations of language learning in South African schools. The main aim of this research was to look at the role the indigenous languages may play in early education and that of English as a complementary language, along with other languages in public life in South Africa. School governing bodies (SGBs) were and still are expected to know the pedagogical implications of language learning and acquisition, that is; if children are denied their first language during their formative early years and are not yet fluent enough in their home language, their second language learning and acquisition is bound to suffer and that in the long run thus rendering their cognitive development irretrievably inhibited. The development of these children's additional language/s becomes hampered and negatively affected. For young linguistically developing children the language taught and the language used daily or at home must be the same for a number of years until a firm grounding in the first language is achieved. It is after this firm grounding then that a gradual introduction of another language should take place. Since South Africa belongs to a wider family, the global technological world; it needs to accept the hegemony and usefulness of English as an international language. Access to English has to be facilitated for all learners in this country. Mastery of English in particular or any other additional language in general depends on a firm mastery of one's home language. It is therefore quite disturbing to witness that the majority of school governing bodies (SGBs) are not informed about this responsibility of ensuring that their children learn in the language that has a potential for their cognitive development. In practice very few schools have taken this language responsibility seriously. In fact one doubts whether school governing bodies (SGBs) know of this responsibility. Languages taught and learnt currently were taught and learnt during the apartheid years. This is due to the fact that the majority of schools do not have an informed democratic language policy. The findings * of the present investigation present a number of recommendations and educational implications. The major findings include: 1. Awareness campaigns about the sensitive issue of languages to be embarked upon by the state and all its departments led by the Department of Education both nationally and provincially. 2. In all schools, learners should have access to, and be required to learn, at least a minimum of three (major) languages as subjects and/or as languages of learning. One of these languages should be an African language used in that particular province (e.g. IsiZulu in KwaZulu-Natal). 3. Languages chosen by the schools to reflect the language spoken by the institutional community (staff and learners) as well as the broader community within which the institution is located. 4. Curriculum designers to seriously consider improving both the content and the methodologies of teaching languages, particularly the indigenous languages, which still suffer from marginalisation. 5. The state to provide and allocate resources to ensure the equal development of all the (major) languages of South Africa. 6. No learner to be refused admission on the basis of a lack of language proficiency. 7. Schools to draw and publicise their language polices for everyone to see in their respective premises. 8. Cultural groups, institutions of higher learning as well as non¬governmental organisations, with diversity in mind, should pursue, promote, market and uplift all major South African languages to a level where even foreign countries are interested in studying these languages. These are the crucial recommendations the present investigation came up with. It is hoped that these recommendations would go a long way in ensuring a smooth transition of our learners from their home languages to additional languages, particularly English. The adherence to these recommendations may also help the majority of South African citizens to participate fully in their society and their economy through equitable and meaningful access to education. This study concludes by stating that the primacy of the mother-tongue in early education is a base for language transfer and hence, successful education in higher education. The mastery of English in particular or any other additional language in general, depends on a firm mastery of one's home language.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Asian Studies / Master / Master of Arts

submitted by Chong King Man. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves [76-84]). / Abstract also in Chinese. / Chapter Chapter I. --- Introduction --- p.1 / Chapter {A} --- Introduction --- p.1 / Chapter {B} --- Research Questions --- p.2 / Chapter {C} --- Contribution --- p.4 / Chapter {D} --- Issues in Politics and Language --- p.7 / Chapter [1] --- Colonialism and importation of languages --- p.10 / Chapter [2] --- Nationhood and language --- p.18 / Chapter [3] --- Decolonization and language policy in education --- p.27 / Chapter [4] --- Summary --- p.35 / Chapter {E} --- Research Methodology --- p.37 / Chapter {F} --- Outline of Thesis --- p.41 / Chapter Chapter II. --- Contending Explanations and Framework of Analysis --- p.43 / Chapter {A} --- "Contending Explanations, Models, and Theories" --- p.44 / Chapter [1] --- Conspiracy explanation I: to exacerbate the gap between English and mother-tongue trained students --- p.44 / Chapter [2] --- Conspiracy explanation II: to confuse Hong Kong people's identity and add a language-divisive factor in China --- p.47 / Chapter [3] --- Pluralist explanation: local societal pressures --- p.50 / Chapter [4] --- Muddling-through model --- p.53 / Chapter [5] --- Institutionalism --- p.55 / Chapter [6] --- China's pressure --- p.57 / Chapter {B} --- Policy Window Approach --- p.59 / Chapter [1] --- Problem stream --- p.64 / Chapter [2] --- Political stream --- p.67 / Chapter [3] --- Policy stream --- p.74 / Chapter [4] --- Coupling of streams and policy windows --- p.78 / Chapter Chapter III. --- Language-in-Education Policy in Hong Kong: The Colonial Setting --- p.82 / Chapter {A} --- English Language as Prestige --- p.82 / Chapter {B} --- Colonial Language Policy in Education-a brief review from the establishment of the colony to the early 1970s --- p.84 / Chapter {C} --- Language Medium Policy from the 1970s to the early 1980s --- p.94 / Chapter Chapter IV. --- Teaching medium policy during decolonization (mid-1980s to 1997) --- p.106 / Chapter {A} --- Evolution of Teaching Medium Policy from mid-1980s to1990 --- p.106 / Chapter [1] --- Problem stream --- p.106 / Chapter [2] --- Political stream --- p.108 / Chapter [3] --- Policy stream --- p.115 / Chapter [4] --- Coupling of streams-mother-tongue education from the mid-1980s to1990 --- p.123 / Chapter {B} --- Evolution of Teaching Medium Policy in the early 1990s --- p.127 / Chapter [1] --- Problem stream --- p.127 / Chapter [3] --- Political stream --- p.130 / Chapter [3] --- Policy stream --- p.136 / Chapter [4] --- Coupling of streams: mother-tongue education in the early 1990s --- p.143 / Chapter {C} --- Medium of Instruction-Firm Guidance for Secondary Schoolsin March1997 --- p.146 / Chapter Chapter IV. --- Conclusion --- p.158 / Chapter {A} --- Summary of Findings --- p.158 / Chapter {B} --- Reflections: Policy Window Approach and Other Issues --- p.169 / Chapter {C} --- Further Research Areas --- p.173 / References / Appendix / Appendix A. Medium of instruction-Firm Guidance for Secondary Schools (1997) / "Appendix B. Tracing study on students performance (S1-S3), HKCEE results by Band of students, HKCEE results by teaching medium used" / Appendix C. Preparatory notes on mother-tongue education by education officials / Appendix D. The policy-making and administrative bodies of education (colonial period) / Appendix E. Objectives of Hong Kong Professional Teachers' Union (HKPTU) / Appendix F. Research on medium of instruction conducted by the Education Department and other bodies / Appendix G. Hong Kong Federation of Education Workers Limited on mother-tongue education / Appendix H. Democratic Alliance for Betterment of Hong Kong on mother-tongue education

黃美美. / 論文(哲學博士)--香港中文大學, 2001. / 附參考文獻. / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Huang Meimei. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2001. / Fu can kao wen xian. / Zhong Ying wen zhai yao.