Cette étude traite du sujet des emprunts lexicaux dans le domaine de la finance islamique. Etant donné que ces emprunts sont employés dans un environnement nouveau totalement différent de celui dont ils sont issus, ils rencontrent une confrontation au système de la langue receveuse. C’est cette confrontation qui se manifeste à tous les niveaux linguistiques : graphique, morphologique, morphosyntaxique, morpholexical, sémantique, contextuel et syntaxique que nous nous proposons d’étudier dans notre recherche. Au niveau graphique, nous discutons et analysons la variance formelle que les emprunts de ce domaine ont reçue en français. Au niveau morphologique, nous abordons le sujet des sigles et leur formation dans le domaine de la finance islamique. Concernant la morphosyntaxe, nous nous intéressons à la problématique de la singularisation ou la pluralisation d’un emprunt et le choix du genre de cet emprunt. Au niveau morpholexical, c’est le problème de la dérivation de ces unités qui est analysé et observé dans le corpus. Au niveau contextuel, nous reprenons la question du transcodage et du double transcodage des emprunts que nous essayons de développer, en ajoutant à la littérature déjà existante un axe qui n’a pas été traité auparavant : la problématique de transcodage des emprunts composés. La syntaxe des emprunts, sera traitée dans cette étude à partir de deux points primordiaux. Le premier étant la combinaison lexicale des emprunts avec les lexies de la langue receveuse ; le deuxième concerne, quant à lui, le comportement sémantico-syntaxique des emprunts. / This study deals with the subject of lexical loan words in the Islamic finance field. Therefore, and because these words are used in a new and totally different environment, they encounter a confrontation with the recipient language system. Hence, the purpose of the present thesis is to study this confrontation at all linguistic levels; be it graphic, morphological, morpholexical, semantic, contextual and syntactic. On the graphic level, the analysis will focus on the formal variance that loan words of this domain received in French. On the morphological level, we address the subject of acronyms and their formation in the Islamic finance field. With regard to the morphosyntax, our interest lies not only on the singularization or the pluralization of the loan words but on the choice of the grammatical gender of these loan words as well. On the morpholexical level, an analysis of the problem resulting from the derivation of these units as observed in the corpus. On the contextual level, we address again the issue of transcoding and double-transcoding of loan words that we are trying to develop. A concept that will add to the existing literature an axis that has not been dealt with before: the case of transcoding compound loan words. To sum up, this study deals with the syntax of loan words from two points of view. Firstly, it focusses on the lexical combination of loan words with the lexis of the recipient language and secondly, it focusses on the semantic-syntactic behavior these loan words.

This qual-quan case study investigated the role of code-switching (CS) in education in four senior secondary schools in Botswana. CS is a communicative strategy used in many places, including Botswana, during formal and informal social occasions. CS also occurs in education; however, its occurrence is viewed as a somewhat problematical phenomenon – that it signals the speaker’s lack of proficiency in the Language of Learning and Teaching (LoLT). The study also investigated if CS in the classroom contravenes the country’s Language-in-Education Policy (LiEP), which states that English is the medium of instruction throughout the education system (Botswana Government White Paper No.2 of 1994). The study found that CS occurrence in teaching and learning has positive and negative educational effects. However, its use has adverse implications for the LiEP of Botswana. Consequently, recommendations are made on the effective use of CS and on the revision of the LiEP. The study is divided into nine chapters. Chapter One is the introduction and covers: Botswana’s language situation, including the status of English generally and in education in particular, the statement and analysis of the problem, research questions and the importance of the study. Chapter Two gives a comprehensive review of the literature on CS generally and CS in education in particular. The key words are: code-switching, code-mixing, borrowing, nonce-borrowing and re-borrowing / double-plural. Botswana’s LiEP is also discussed with respect to language planning, education and educational development. Chapter Three discusses the research design and the data-collection methods. These include: the research sites, sample selection and sampling procedures, data-collection instruments and their administration, and the independent and dependent variables used in data-collection. The importance of pre-testing the research instruments, ethical aspects observed and problems encountered during the data-collection stage are also highlighted. The role of the University of Pretoria’s Statistics Department is also explained. Hymes’ mnemonic of SPEAKING used in the analysis of the qualitative data is also described. Chapter Four presents the quantitative analysis of the respondents’ demographic details, and highlighting the differences and similarities identified. Chapters Five and Six present the results from the quantitative analysis of the teachers’ and learners’ data. The former presents the teachers’ evaluation of the learners’ language proficiency in class; the latter presents the learners’ subjective self-evaluation of their own English proficiency and their evaluation of teachers’ proficiency in English. Furthermore, both chapters respectively present the teachers and learners’ views on the role of English, Setswana and other indigenous languages in education as LoLT, and their attitude towards CS in education. The significance or the non-significance of the analyzed results is also presented. Chapter Seven presents the results from the qualitative analysis of the data (through the application of Hymes’ mnemonic of SPEAKING) obtained through lesson observations. Chapter Eight deals with the interpretation and discussion of the results through answering the main research questions. Chapter Nine presents the study’s summary, conclusions and recommendations on CS in the classroom and on Botswana’s LiEP. The study’s limitations and implications for further research are also discussed. / Thesis (DPhil)--University of Pretoria, 2011. / Afrikaans / unrestricted