Abstracts in English and Zulu / Bibliography: leaves 138-141 / Multilingualism is the norm in most urban areas of South Africa. This study aims to discover the perceptions of young adults towards their mother tongue due to being exposed to multiple languages in their daily environment at a very young age. The study further investigates whether young adults acquire their mother tongue whilst growing up in an environment that has multiple languages. It also seeks to determine the role that parents play in the acquisition of mother tongue by their children. Literature was reviewed in order to explain and understand the standing of African languages in South Africa. This study is guided by the theories of first language development and acquisition and Cummins’ concepts of Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) theories. The study employed a mixed-method approach. Empirical data was collected by means of questionnaires and semi-structured interviews from young adults and parents. Data collected was analysed by a statistician using categorical data analysis. The researcher used graphs to present findings from analysed data. Findings from the empirical data show that young adults who grew up in a multilingual environment acquire more than one language. Parents also play a role in nurturing the acquisition of the mother tongue / Ubuliminingi yisimo esijwayelike kakhulu ezindaweni zasemadolobheni zalapha eNingizimu Afrika. Lolu cwaningo luhlose ukuthola izimvo zabantu abasebasha mayelana nolimi lwabo lwebele njengoba kulesi sikhathi samanje bedibana nesimo lapho behlangana khona nabantu abakhuluma izilimi ezahlukene. Lolu cwaningo luhlose futhi nokubheka iqhaza elibanjwe abazali ekufundiseni abantwana babo ulimi lwabo lebele. Kulolu cwaningo kusetshenziswe ongoti abahlukene ukuze kuchazwe futhi kuqondisiswe ukuthi zime kuphi izilimi zendabuko zaseNingizimu Afrika. Lolu cwaningo lusebenzise izindlela zokucwaninga eziningi. Ulwazi locwaningo luqoqwe ngokusebenzisa amapheshana emibuzo, kanye nezingxoxo ezingahleliwe ezenziwe kubazali nakubantu abasha. Ulwazi locwaningo luhlaziywe umhlaziyi wezinombolo esebenzisa uhlaziyo lwezigaba zocwaningo ezahlukene. Okutholakele ekuhlaziyweni kolwazi kuveze ukuthi abantu abasha abakhulele lapho okukhulunywa khona izilimi ezahlukene bazuza ulwazi lwalezo zilimi bagcine sebekwazi ukukhuluma nezinye izilimi okungezona ezabo. Kuvelile nokuthi nabazali bayaqinisekisa ukuthi abantwana babo bayalufunda ulimi lwabo lwebele. / African Languages / M.A. (African Languages)

Thesis (M.Tech.: Information Technology)-Dept. of Information Technology, Durban University of Technology, 2007 xv, 150 leaves, Annexures A-J / Over the years, computers have been introduced to many South African classrooms in an attempt to improve education, and this is true for Previously Technologically Disadvantaged (PTD) schools in Kwazulu-Natal with learners whose first language is isiZulu. However, frameworks of computer learning vary widely and there is a crucial need to understand how specific situational conditions either facilitate or constrain the implementation of computer-supported learning in these schools. This thesis discusses research undertaken to document the process of introducing localised OpenOffice.org.za software with an isiZulu interface into Information Technology education at PTD schools in the KwaZulu-Natal province. The thesis also documents the process of introducing a dual language medium in Information Technology at the Durban University of Technology. The study investigates the English language as one of the possible causes of the lack of understanding of computers by English second language learners.

Thesis (M.Tech.: Information Technology)-Dept. of Information Technology, Durban University of Technology, 2007 xv, 150 leaves, Annexures A-J / Over the years, computers have been introduced to many South African classrooms in an attempt to improve education, and this is true for Previously Technologically Disadvantaged (PTD) schools in Kwazulu-Natal with learners whose first language is isiZulu. However, frameworks of computer learning vary widely and there is a crucial need to understand how specific situational conditions either facilitate or constrain the implementation of computer-supported learning in these schools. This thesis discusses research undertaken to document the process of introducing localised OpenOffice.org.za software with an isiZulu interface into Information Technology education at PTD schools in the KwaZulu-Natal province. The thesis also documents the process of introducing a dual language medium in Information Technology at the Durban University of Technology. The study investigates the English language as one of the possible causes of the lack of understanding of computers by English second language learners.

In South Africa, the linguistic hegemony of English over the African languages in the academic field reproduces unequal power relationships between their speakers. The present study shows that an intervention shaped by a counterhegemonic ideology can change the attitudes of Black university students, key players in spearheading social change. Usign statistical analysis and survey methodologies, this research explored the hegemonic role of English as the only language of learning and teaching (LoLT) in the discipline of Computer Science (CS) at Rhodes University. The study found that those speakers of an African language who are the most disadvantaged by the use of English as LoLT are also the most likely to resist a more extensive use of their mother tongue as an alternative. A group of such students were involved in the development and use of an online glossary of CS terms translated, explained and exemplified in an African language (isiXhosa). This experience increased the support for the use of African languages as additional LoLT, even in the Englishdominated field of study of Computer Science. This is an initial step towards promoting linguistic equality between English and African languages and social equality between their speakers.

M.A. / South Africa is going through a transitional phase and urbanization, which among other things, has caused many families to resettle. The education system is no longer based on bilingualism with English and Afrikaans as the languages used in the senior primary phase. Our multicultural, multilingual society requires that children from different backgrounds be taught in the same classes. Schools in Eldorado Park have experienced an influx of learners with other mother tongues than English and Afrikaans into the schools. This influx has brought with it challenges for both learners and teachers. Teachers had to adapt their teaching methods to accommodate these challenges. Coupled with this is the rationalisation and redeployment process of teachers which is currently taking place. This has resulted in big classes with some catering for as many as fifty learners. Mother tongue speakers of African languages, with or without the necessary language background in English and Afrikaans, are admitted to the schools in different grades and find themselves in classes with learners who are fluent in English and Afrikaans. In this study some of the problems that teachers and learners experience are identified, the participation of parents in the education process is emphasised and the importance of language planning with regard to the child's medium of instruction and the school's first and second languages stressed. The research has touched on the implications of various aspects of language acquisition and learning (amongst other important findings). It was found that teachers need continual support from the government, the parents and the school's governing body.

This study looks at language policy and practice at two Eastern Cape schools. It further explores the link between language learning and teaching. Language implementation strategies were the main focus of this study. The Language-in-education policy of the Republic of South Africa (1997) promotes the use of all nine African languages, which have been afforded the status of official languages. This study looks at the language teaching practices at two Grahamstown primary schools, where isiXhosa and Afrikaans have been used as media of instruction. Qualitative methods were used, and the study took the form of interpretive case studies. / Thuto e, e ikaelela go tshegetsa patlisiso e e ka ga gore dipuo tsa Selegae tsa Seaforika mo Aforikaborwa di tshwanelwa ke go tsewa ka maemo le mokgwa o o lekanang go ya ka Molaotheo wa Aforikaborwa. Ka jalo, e tlaa utolola,e ribilole ditsela le go batla malepa a puso ya Aforikaborwa e ka fitlhelelang setšhaba se se kwa magaeng, se bokgoni jwa kitso ya Seesimane bo leng kwa tlase mo go bona. Bothata ke gore Aforikaborwa e laolwa bogolo ke tiriso e e kwa godimo ya Seesimane mme puso e tshwanelwa ke gore e tlose dikgoreletsi tse di leng teng ga jaana tsa puo. E bowe gape e thibele go se lekalekaneng ga botshelo ka kakaretso mo loagong go go tlholwang ke go sa lekalekaneng ga kitso ya dipuo mo setšhabeng ka kakaretso. Ditshwanelo mo puong fela jaaka ditshwanelo dingwe le dingwe tsa botho, di tshwanelwa ke go sireletswa, jaaka di akareditswe mo Molaotheo o mošwa wa temokerasi wa Aforikaborwa.

There is a considerable body of literature on the challenges faced by learners who speak an African language at home but who are taught through the medium of English. Less research has focused, however, on contexts where isiXhosa-speaking learners have Afrikaans as their Language of Learning and Teaching (LoLT), especially in Foundation Phase classrooms where teachers may not speak their learners’ home language. Such learners face the triple challenge of simultaneously learning a second language, learning to read in that language, and also learning new content and concepts through it. Using a multiple case study design, this investigation explores the mathematics teaching practices of Afrikaans-speaking Grade 3 teachers teaching isiXhosa-speaking learners through the medium of Afrikaans. Separate contextual profiles of the teaching practices of the participating teachers at the three schools are presented. Data were derived from school, classroom, and lesson observations (at least five complete mathematics lessons of each teacher), plus interviews with the teachers and with their school principals. By drawing on Vygotskian sociocultural theory and the interactive model of second language acquisition, this study highlighted the teaching practices of the three teachers as they mediated their learners’ mathematical conceptual development. An inductive data analysis approach was used to isolate recurring themes and patterns. Four main themes were identified: structuring of teaching and learning, facilitating of interaction, language use and implementation of mediating strategies. Analysis of the data shows that all three teachers’ language use displayed high levels of modified input, and high levels of context-embedded support. The levels of scaffolded learner talk were, however, found to be much lower than the levels of teacher talk, especially as far as academic registers were concerned. The teachers’ mediation strategies also displayed high levels of teacher-directed input which, on the whole, did not provide optimal opportunities for learners to develop independent levels of academic discourse. The study highlights the need for further research to inform teacher education and development with regard to more effective support structures to assist teachers with the sorts of challenges outlined above.

The study was aimed at investigating challenges hampering mother-tongue education with special reference to Afan Oromo in the Eastern Hararge Zone, the Oromia Regional State, Ethiopia. The study mainly explored the available learning materials and the skilled teachers in mother-tongue education, attitudinal factors, the extent of stakeholders’ support for mother-tongue education, parents’ education and their awareness about education through mother tongue and parent school involvements. In the study, the researcher used a mixed method approach in which both quantitative and qualitative research designs were employed to corroborate the data obtained through one method by using other methods to minimise limitations observed in a single design. In the quantitative design, survey questionnaires were employed. Accordingly, 634 primary school teachers and 134 students were randomly selected and asked to fill the questionnaires. These quantitative data were analysed through the SPSS software and responses were analysed using the percentages and the chi-square. Qualitative data obtained through in-depth interviews and observations were analysed using thematic approaches. Documents on education policy, constitutions of the country and reports of the Ministry of Education of Ethiopia were also consulted and integrated with the analyses of the data. The study generally suggests unless strong political and administrative supports are given and public awareness about the mother tongue use in education and development is created, the effort to make Afan Oromo the language of education, intellectuals and development may remain fruitless. In this respect, all the stakeholders, intellectuals and leaders must work together to overcome challenges and dilemmas that impede the implementation of mother-tongue education. The practical works on the ground should match with the language policy of the country. Popular awareness raising activities and mobilization of the communities should be carried out carefully to involve all the communities / African Languages

Recent language policy developments at the University of South Africa (Unisa) indicate that the language attitudes of its students should be researched, particularly the attitudes of students who have an African language as their first language. This study takes a first but solid step towards meeting this requirement. It conducts exploratory research into the nature of the relevant language attitudes and, based on the findings of this research, constructs an attitude scale that can be usefully employed in the measurement of such attitudes, both at Unisa and other tertiary institutions in South Africa. In order to achieve its aims, the study places much emphasis on the use of proper methodology, in order to counteract the trend in much local language-attitude research of ignoring the complexity of language attitudes and avoiding methodologically sophisticated and rigorous statistical techniques that are equipped to accommodate such complexity. / Linguistics / M.A. (Linguistics)

Recent language policy developments at the University of South Africa (Unisa) indicate that the language attitudes of its students should be researched, particularly the attitudes of students who have an African language as their first language. This study takes a first but solid step towards meeting this requirement. It conducts exploratory research into the nature of the relevant language attitudes and, based on the findings of this research, constructs an attitude scale that can be usefully employed in the measurement of such attitudes, both at Unisa and other tertiary institutions in South Africa. In order to achieve its aims, the study places much emphasis on the use of proper methodology, in order to counteract the trend in much local language-attitude research of ignoring the complexity of language attitudes and avoiding methodologically sophisticated and rigorous statistical techniques that are equipped to accommodate such complexity. / Linguistics and Modern Languages / M.A. (Linguistics)