PhD (Xitsonga) / MER Mathivha Centre for African Languages, Arts and Culture / Ku va tiko ra Afrika-Dzonga ri simekile mfumo wa xidemokirasi hi 1994 swi vile mhaka yo saseka na ku va ndzhuti wa Vantima wu vuyiseriwa evutshan’wini bya wona. Mfumo wa xidimokirasi wu katsa na timhaka ta ndzingano wa tindzimi. Ndzavisiso lowu wu kanerile timfanelo ta tindzimi ni matimba ya tindzimi tin’wana hi ku langutisa ndhawu ya Xitsonga exikarhi ka tindziminyingi ta Afrika-Dzonga. Ndzavisiso lowu wu tirhisile maendlelo ya nongonoko wa swivutiso ku hlengeleta mahungu ya nkoka. Lawa i maendlelo ya swivutiso yo tsala kunene. Hi maendlelo lawa machudeni yo ringana makumembirhi lawa ya endlaka lembe ro hetelela ra Xitsonga na lama endlaka masitasi ya Xitsonga eyunivhesiti yin’we eAfrika-Dzonga va nyikiwile maphepha ya swivutiso kutani va hlamula hi ku tsala. Mulavisisi u kotile ku kuma mahungu eka machudeni mayelana na mavonelo ya vona ya ndhawu ya Xitsonga exikarhi ka tindziminyingi ta Afrika-Dzonga. Eka ndzavisiso lowu maendlelo ya nkoka na wona ma tirhisiwile. Wonaya tirhisiwile ku kombisa mavonelo ya vatekaxiave hi ku ya tlhantlha na ku ya hlamusela hi ku enta.Maendlelo ya nxopaxopo wa switsariwa ya tirhisiwile. Hi maendlelo lawa mulavisisi u anamisile miehleketo ya yena hi ku hlaya tibuku, tipholisi na milawu leyi khumbaka timhaka ta ririmi. Ndzavisiso lowu wu tirhisile thiyori ya ‘the universality and relativity of human rights, leyi yi boxaka leswaku timfanelo ta munhu hi leti munhu a nga na tona hikuva munhu i munhu. Hi ku kongomisa, timfanelo ta munhu i masungusungu ya vumunhu. Ndzavisiso lowu i wa nkoka hikuva wu ta endla leswaku vavulavuri va tindzimi leti nga na matimba lamatsongo va tiva timfanelo ta vona.Tlhandlakambirhi, vavulavuri va tindzimi leti nga na matimba lamatsongo na vona va ta titwa leswaku ririmi ra vona i ra nkoka exikarhi ka tiko ra tindziminyingi. Hi nga dlayiseta hi ku vula leswaku vavulavuri va Xitsonga hi ku kongomisa eka ndzavisiso lowu, va ta kota ku swi vona leswaku na vona va na lunghelo mayelana na vukorhokeri na nhluvukiso wa ririmi ra vona. / NRF

Text in Tsonga / Summaries in Tsonga and English / Dyondzo Ieyi ya ririmi ra tinovhele ta nhungu ta Xitsonga a yi susumetiwile hi mhaka ya ku va mutsari wa novhele taiiihi mutshila, a trrliisaka ririmi tanihi xitirho xa yena, hilaha swi kombisiwakahakona hi Lodge (1979), Leech na Short (1987) na Kahari (1986). Ririmi leri ri tumbuluxa xitsariwa, h.I. Ieswi nga tsariwa swi hlayekaka, ni nchumu wo tianakanyela lowu vuriwaka novhele. Xikongomelonkulu xa dyondzo leyi a ku ri ku von a ndlela leyi ririmi ra vatsari lava matsalwa ya vona lama xopaxopiwaka, ri tirhaka ha yona. Dyondzo leyi a yi ri ni xikongomelontsongo Iexi xi nga ku hluvukisa ririmi ra Xitsonga, ni ku pfuneta ku tlakusa xiyimo xa ririmi leri ni ra tindzimi tin Vana ta Xintima hi ku kombisa leswaku tindzimi leti ta swi kota ku tirha eka tindhawu ta xiyimo xa le henhla tanihi dyondzo yo fana ni leyi. Dyondzo leyi yl avanyisiwile hi tindzima ta ntlhanu. Ndzima yo sungula yi hlamusela xikongomelo xa dyondzo, yi tlhela yi vumba nseketelo wo ajigarhela mayelana ni timhaka ta matsalwa. Ndzima ya vumbirhi yi xopaxopa ririmi eka paluxeni ka nkongomelo, kasi ndzima ya vunharhu ni ya vurnune hi ku landzelelana ti paluxa ririmi eka vumunhuhati ni le ku paluxeni ka mbangu. Ndzima yo hetelela i yo katsakanya ntirho ni ku nyika swibumabumelo. Ririmi ri ni matimba yo hambana eku tirheni ka rona, ya nga "melopoeia", h.3. ku endla vuyimbeleri, "phanopoeia", ku endla xifaniso xo vitanisa, ni "logopoeia", ku endla rito ra leu va ni ngulumelo. Matirhele lawa ya ririmi ya fambelana ni vuyimeri bya minpfiamawulo ya ririmi ni swiyimeri swa yona swo tsariwa. Nkoka wa riencisi wu paluxiwile eka dyondzo leyi. Leswi swi endlile leswaku ku seketeriwa Kock (1981) loko a vula leswaku riencisi ri fanele ku nghena eka nongoloko wa matheme ya vutsari tanihi xigaririmi xo karhi, xi ri xiave xa tindzimi ta Xintima ku engetela swin'wana eka rhetoriki. Nxopaxopo wa ririmi ra tinovhele ta dyondzo leyi wu paluxile nkucetelano wa tindzinii ta Xintima ni ta Xilungu laha Afrika-Dzonga. Xiyimo xa tidyondzo ta tindzimi ta Xintima ni matsalwa ya kona swi kombisiwile swi ri leswi nga wisiki mbiln kutani ku bumabumeriwa ku va mfumo wu fanele Icu nghenelela. / This study of the language of eight Xitsonga novels was motivated by the fact that the novelist as an artist uses language as his medium as indicated by Lodge (1979), Leech and Short (1987), and Kahari (1986). This language produces the text and the imaginative object called the novel. The main aim of this study was to determine how the language of the authors whose works are being studied here, functions. This study had a secondary aim which was the development of the Xitsonga language and to contribute to the raising of the status of this language and other African languages by demonstrating that these languages can be used in high domains such as a study of this nature. The study is divided into five chapters. Chapter one indicates the aim of the sludy, and also provides a theoretical basis by discussing matters pertaining to literature in general. Chapter two analyses language in the expression of theme, while chapters three and four respectively deal with the language of characterization and of the expression of milieu. The last chapter is the general conclusion of the study, and recommendations. Language is charged in different ways in its functioning, viz "melopoeia", the making of music, "phanopoeia", the making of bright image and "logopoeia", the making of the resonant word. This kind of language function is associated with the symbolism of language sounds, and the corresponding symbolism of their written forms. The significance of the ideophone was demonstrated in this study. This made it possible to support fCock (1981) when she says that the ideophone should be included in a glossary of literary terms as a figure for speech, as a contribution by African langauges to rhetoric. The linguistic analysis of the novels of this study also revealed the mutual influence of different languages, African and European, in South Africa. The state of African language studies and African literature is indicated as a matter of concern in this study and government intervention is recommended. / African Languages / D. Litt. et Phil. (African Languages)

Text in Tsonga / Summaries in Tsonga and English / Dyondzo Ieyi ya ririmi ra tinovhele ta nhungu ta Xitsonga a yi susumetiwile hi mhaka ya ku va mutsari wa novhele taiiihi mutshila, a trrliisaka ririmi tanihi xitirho xa yena, hilaha swi kombisiwakahakona hi Lodge (1979), Leech na Short (1987) na Kahari (1986). Ririmi leri ri tumbuluxa xitsariwa, h.I. Ieswi nga tsariwa swi hlayekaka, ni nchumu wo tianakanyela lowu vuriwaka novhele. Xikongomelonkulu xa dyondzo leyi a ku ri ku von a ndlela leyi ririmi ra vatsari lava matsalwa ya vona lama xopaxopiwaka, ri tirhaka ha yona. Dyondzo leyi a yi ri ni xikongomelontsongo Iexi xi nga ku hluvukisa ririmi ra Xitsonga, ni ku pfuneta ku tlakusa xiyimo xa ririmi leri ni ra tindzimi tin Vana ta Xintima hi ku kombisa leswaku tindzimi leti ta swi kota ku tirha eka tindhawu ta xiyimo xa le henhla tanihi dyondzo yo fana ni leyi. Dyondzo leyi yl avanyisiwile hi tindzima ta ntlhanu. Ndzima yo sungula yi hlamusela xikongomelo xa dyondzo, yi tlhela yi vumba nseketelo wo ajigarhela mayelana ni timhaka ta matsalwa. Ndzima ya vumbirhi yi xopaxopa ririmi eka paluxeni ka nkongomelo, kasi ndzima ya vunharhu ni ya vurnune hi ku landzelelana ti paluxa ririmi eka vumunhuhati ni le ku paluxeni ka mbangu. Ndzima yo hetelela i yo katsakanya ntirho ni ku nyika swibumabumelo. Ririmi ri ni matimba yo hambana eku tirheni ka rona, ya nga "melopoeia", h.3. ku endla vuyimbeleri, "phanopoeia", ku endla xifaniso xo vitanisa, ni "logopoeia", ku endla rito ra leu va ni ngulumelo. Matirhele lawa ya ririmi ya fambelana ni vuyimeri bya minpfiamawulo ya ririmi ni swiyimeri swa yona swo tsariwa. Nkoka wa riencisi wu paluxiwile eka dyondzo leyi. Leswi swi endlile leswaku ku seketeriwa Kock (1981) loko a vula leswaku riencisi ri fanele ku nghena eka nongoloko wa matheme ya vutsari tanihi xigaririmi xo karhi, xi ri xiave xa tindzimi ta Xintima ku engetela swin'wana eka rhetoriki. Nxopaxopo wa ririmi ra tinovhele ta dyondzo leyi wu paluxile nkucetelano wa tindzinii ta Xintima ni ta Xilungu laha Afrika-Dzonga. Xiyimo xa tidyondzo ta tindzimi ta Xintima ni matsalwa ya kona swi kombisiwile swi ri leswi nga wisiki mbiln kutani ku bumabumeriwa ku va mfumo wu fanele Icu nghenelela. / This study of the language of eight Xitsonga novels was motivated by the fact that the novelist as an artist uses language as his medium as indicated by Lodge (1979), Leech and Short (1987), and Kahari (1986). This language produces the text and the imaginative object called the novel. The main aim of this study was to determine how the language of the authors whose works are being studied here, functions. This study had a secondary aim which was the development of the Xitsonga language and to contribute to the raising of the status of this language and other African languages by demonstrating that these languages can be used in high domains such as a study of this nature. The study is divided into five chapters. Chapter one indicates the aim of the sludy, and also provides a theoretical basis by discussing matters pertaining to literature in general. Chapter two analyses language in the expression of theme, while chapters three and four respectively deal with the language of characterization and of the expression of milieu. The last chapter is the general conclusion of the study, and recommendations. Language is charged in different ways in its functioning, viz "melopoeia", the making of music, "phanopoeia", the making of bright image and "logopoeia", the making of the resonant word. This kind of language function is associated with the symbolism of language sounds, and the corresponding symbolism of their written forms. The significance of the ideophone was demonstrated in this study. This made it possible to support fCock (1981) when she says that the ideophone should be included in a glossary of literary terms as a figure for speech, as a contribution by African langauges to rhetoric. The linguistic analysis of the novels of this study also revealed the mutual influence of different languages, African and European, in South Africa. The state of African language studies and African literature is indicated as a matter of concern in this study and government intervention is recommended. / African Languages / D. Litt. et Phil. (African Languages)

PhD (Xitsonga) / Xikolo xa Tisayense laswa Vanhu na Mahanyelo / Ndzavisiso lowu wu thyiwile Nxopaxopo wa Nkoka wa Tinsimu ta Thomas Hasani Chauke eka ku Tlakusa na ku Hluvukisa Xitsonga na Ndhavuko wa Vatsonga (An Analysis of the Role of Thomas Hasani Chauke’s Songs in the Development and Promotion of Xitsonga and Vatsonga Culture). Xikongomelonkulu xa ndzavisiso lowu i ku xopaxopa vuyimbeleri bya Thomas Hasani Chauke byi wu tirheke hakona ku ku tlakusa na ku hluvukisa Xitsonga na ndhavuko wa Vatsonga hakona. Hi lembe ra 1996 Vumbiwa bya tiko lebyi byi hlohlotelaka leswaku tindzimi hinkwato ta khumen’we ta ximfumo ti fanele ku khomiwa ku ringana byi pasisiwile. Kambe loko hi xiya hi kuma leswaku tindzimi ta Vantima ta ha ri eka xiyimo xa le hansi swinene. Huvo ya Pan South African Language Board (PanSALB) leyi simekiweke ku ringeta ku tlakusa na ku vona leswaku tindzimi hinkwato ta ximfumo ta hluvuka yi kuma swisolo eka vanhu lava pumbaka leswaku ntirho wa vona wu famba hi rivilo ra rimpfana. Leswi swi endle leswaku van’watindzimi va sungula njhekanjhekisano wo lava tindlela to vona leswaku tindzimi ta Vantima ta hluvukisiwa. Eka Xitsonga, muyimbeleri wo fana na Thomas Hasani Chauke u le ku tlangeni ka xiave xikulu eka ku hluvukisa na ku tirhisa Xitsonga na ku tlakusa ndhavuko wa Vatsonga hi vuyimbeleri byakwe. Ndzavisiso ku ya hi nkoka hi wona wu nga ta tirhisiwa eka xitsalwana lexi. Tinsimu to hambanahambana leti eka nandzelelo wa yena wa Shimatsatsa leti kandziyisiweke ku suka hi 1980 ku fika hi 2014 ti ta xopaxopiwa hi ku tirhisa thiyori yo xopaxopa. Ndzavisiso lowu wu kumile leswaku Thomas Hasani Chauke u tlanga xiave xikulu swinene eka ku tlakusa na ku hluvukisa Xitsonga na ndhavuko wa Vatsonga. Matirhiselo ya yena ya ririmi na mikongomelo leyi a yimbelelaka hi yona hi swona swi nga ta kombisa mhaka leyi.

MA (Xitsonga) / Ehansi ka Senthara ya M.E.R. Mathivha ya Tindzimi ta Afrika, Vutshilo na Ndhavuko / Ntirho wo hlukuvisiwa ka Xitsonga wu kumeke wu humelela hi ku nonoka swinene ngopfungopfu eka rihlanguti ra ku tumbuluxiwa ka theminoloji. Ndzawulo ya Vutshila na Ndhavuko yi vile yi tlanga xiave xa nkoka hi ku tumbuluxa theminoloji eka tindzimi to hambanahambana eAfrika-Dzonga ku katsa na Xitsonga. Xikongomelonkulu xa ndzavisiso lowu i ku kanela hi maendlelo ya vuvumbamarito ya Xitsonga hi ku kongomisa eka minongoti ya Sayense ya Ntumbuluko na Thekinoloji ku ya hi xitshuriwa lexi kandziyisiweke no hangalasiwa hi Ndzawulo ya Vutshila na Ndhavuko eAfrika-Dzonga xa Nxaxameto wa Matheme ya Tindziminyingi ta Sayense ya Ntumbuluko na Thekinoloji wa Tigiredi ta 4 ku fika eka 6. Eka Xitsonga ka ha ri na nkayivelo lowukulu wa milavisiso ya mavumbelo ya marito eka ririmi ra xithekiniki. Maendlelo ya vuvumbamarito ya nga aviwa hi swiphemu swimbirhi, ku nga maendlelo yo vumba marito hi ku tirhisa timofimi na ku vumba marito ehandle ko tirhisa timofimi ta marito. Ndzavisiso lowu wu aviwile hi swiyenge swimbirhi leswikulu. Xiyenge xo sungula xi kongomisiwa eka ku kanela hi maendlelo ya vuvumbamarito lama tirhisiwaka ku vumba marito eka Xitsonga na tindzimi tin’wana hi ku angarhela kasi xiyenge xa vumbirhi xi kongomisiwa eka ku xopaxopa maendlelo ya vuvumbamarito lama ya tirhisiweke eka minongoti ya Sayense ya Ntumbuluko na Thekinoloji. Eka ndzavisiso lowu ku tirhisiwile thiyori ya vuhundzuluxeri leyi tivekaka tanihi Nord’s (1997/2001) (1997/2001) . Maendlelo ya Xitafula ya tirhisiwile ku hlengeleta vuxokoxoko bya ndzavisiso lowu. Vuxokoxoko bya ndzavisiso lowu byi tsavuriwile ku suka eka tsalwa ra minongoti ya Sayense ya Ntumbuluko na Thekinoloji hi ku tirhisa sampulu yo hlawula hi xikongomelo na ku tlhela ku xopaxopiwa hi ku tirhisa maendlelo lama vuriwaka Nxopaxopo wa Tsalwa. / NRF

PhD (African Studies) / Department of African Studies / Vanhu vo tala va vile xiphemu lexi endleke leswaku ndzavisiso lowu wu humelela. Ndzi khensa nghamu na vana lava va ndzi hlohloteleke no ndzi seketela hi mianakanyo. Ndzi tata ku khensa eka vatswari lava va nga phuphu ya mina. Vamakwerhu lava a va ndzi khutaza eka gondzo leri a ri nga olovi, kambe va ri olovisa leswaku ndzi kota ku rhelela. Ndzi ri, xandla eka henhla xin’wana xandla! Eka wena mudzaberi wa thesisi leyi, Dokodela Chauke M.T, namuntlha ndzi dya mihandzu leyi u tikarhateke swinene hi ku chela manyoro u cheleta yi kala yi vupfa. U bile comana swikwembu swi kala swi huma kutani namuntlha ndzi thwasile hikuva nyongwa se ndzi yi khomile hi mavoko ya mina. Dokodela Babane M.T na wena u vile mupfuneti wa mudzaberi hi vutshembeki. Tatana Maluleke (Ngwenya) Tinyiko na vapfuneti va wena hi tlhelo ra ku thayipa xitsariwa lexi wa khensiwa. Hakunene u ngwenya. Sesi Kudakwashe Chirobe, nseketelo na mitirho ya wena eka vuhumelerisi bya thesisi leyi swi khenseka hi xiheri (Zvakanaka shamwari!). buti Respect Mlambo na wena sesi Kudakwashe migingiriko ya n’wina ya ku ya hala na hala ku tiyisisa leswaku xitsariwa lexi xi tixaxametisa na swilaveko swa xihofisi swi tswarile mihandzu leyinene. I vanyingi lava hoxeke xandla ehenhla ka ndzavisiso lowu, ndzi ba mandla ndzi vuyelela eka n’wina hinkwenu handle ko mi hlaya hi mavito. Ndzi tlangela ku humelerisiwa ka mafumelo ya xidemokirasi laha Afrika-Dzonga. Swi ta va swi nga hetisekangi eka mina ku va ndzi vulavula hi xidemokirasi xa Afrika-Dzonga loko vito ra Dokodela Rolihlahla Mandela ri nga boxiwangi. Hi un’wana wa tinghanakana ta valweri va ndzingandzingano wa tindzimi eka swin’wana swa swona. Ingi moya wa yena wu nga wisa hi kurhula swinene. Eku heteleleni, ndzi khensa Muvumbi tanihileswi masungulo ya vutlhari ku nga ku chava Yehovha. Hi yena loyi a ndzi tsetseleleke no ndzi hletela ku kondza ndzi gwaza. / NRF

MA (Xitsonga) / Ehansi Ka Senthara ya M. E. R. Mathivha ya Tindzimi ta Afrika, Vutshila na Ndhavuko / Eka ndzavisiso lowu hi kanela hi switandzhaku swa globalization eka ririmi ra Vatsonga. Ku tlhela ku langutisiwa swivangelo leswi sivelaka ku hluvuka ka ririmi, hikokwalaho ka globalization. Ku langutisiwa swivangelo swa ku lahleka ka ndhavuko wa Vatsonga na tindlela leti nga tirhisiwaka ku kucetela Vatsonga leswaku va nga tshiki ndhavuko wa vona wu nyamalala. Ndzavisiso wu kongomisiwa eka maambalelo ni mahanyelo ma vantshwa, swakudya, matshungulelo, tidyondzo, matirhiselo ma nawu wa le hubyeni na matshamelo ma ndyangu. Hi tlhela hi valanga tindlela leti nga tirhisiwaka ku tlakusa ririmi ra Xitsonga leswaku ri nga ha tekeriwi ehansi. Eka ndzavisiso lowu hi tirhisa maendlelo ma nxopaxopo wa vundzeni bya hungu kumbe ku kuma vuxokoxoko bya ndzavisiso, leswi vuriwaka “qualitative research”. Ku tlhela ku tirhisiwa maendlelo mo hlengeleta mahungu (data collection) ku suka eka matsalwa mo fana na tiatikili, maphephahungu, xiyanimoya, tijenali na thelevhixini. Hi tlhela hi tirhisa maendlelo ma nhlokohliso wa swivutiso. Ku hlawuriwile vahlokosiwa va ntlhanu ku suka eka muganga wa ka Shihambanyisi lava nga ni vutivi hi tlhelo ra nhlokomhaka leyi ku endliwaka vulavisisi hi yona. Ku tirhisiwa thiyori ya mfuwo, thiyori ya matimu na thiyori ya nxopaxopo wa mbulavulo. / NRF

Summaries in English, Xitsonga and Afrikaans / Reading literacy for many black South African learners is a problem. In order to understand what happens in the South African foundation phase classrooms that affect learners’ reading performance, this study uses the adapted early grade reading assessment (EGRA) tool to assess Grade 1 learners’ reading abilities in the home language (four schools) and in the first additional language (one school). The EGRA is important for measuring foundational literacy skills. Its outcomes help teachers plan instruction that accommodates diverse learning capabilities. Data were collected through observing literacy practices and activities in the Grade 1 classrooms, evaluate classroom settings and interview Grade 1 teachers and curriculum advisors of the general education and training band to understand their perception of Curriculum and Assessment Policy Statement (CAPS). The main findings revealed that the Grade 1 learners are acquiring foundational reading skills in Xitsonga very slowly during the first year of schooling and on all measures, performance was either low or very low. The teachers’ lack of deep understanding of how early reading develops and how each of the reading activities contributes to different aspects of this development may have contributed to the learners’ reading outcomes. Findings further revealed that the ability to read fluently and with comprehension is determined by hierarchical relationships between various reading skills. Thus, knowledge of letter-sounds facilitates word reading which impacts reading fluency and then reading comprehension – all these skills are important for reading development during early learning only if they are taught well in the classroom. / Ku hlaya ni ku tsala swi tikela vadyondzi vo tala laha Afrika Dzonga. Eka ndzavisiso lowu, ku va hi ta kota ku twisisa leswi swi humelelaka mayelana na matirhelo yo hlaya ya vadyondzi va ntangha R-3, hi kambela vuswikoti lebyi vadyondzi va ntlawa wo sungula (Giredi 1) va nga na byona byo hlaya hi ririmi ra manana (mune wa swikolo) na hi ririmi leri ri nga le eka xiyimo xa masungulo (xikolo xin’we) hi ku tirhisa xikambelwana lexi xi vuriwaka early grade reading assessment (EGRA). Xikambelwana lexi (EGRA) xi ni nkoka lowu kulu mayelana ni ku kambela vuswikoti bya n’wana byo hlaya. Mbuyelo wa xikambelo lexi wu pfuna ngopfu mayelana na leswaku vadyondzisi va kota ku kunguhata madyindziselo lama ya angarhelaka vadyondzi hinkwavo. Ndzavisiso lowu wu humelerisiwile hi ku kambela madyondziselo yo hlaya ni ku tsala eka ntlawa wo sungula (Giredi 1), ku kambela xivumbeko xa kamara ro dyondzela eka rona, ni ku kambela vutivi bya kharikhulamu bya vadyondzisi va ntlawa wo sungula na vaseketeri va vona (curriculum advisors). Mbuyelonkulu wu humesele erivaleni leswaku vadyondzi va kuma ntokoto wo hlaya hi Xitsonga hi ku nonoka va ha ri eka lembe ra vona ro sungula xikolo. Leswi swi thlela swi nyanyisa na hi leswaku mbuyelo wa vona wo hlaya eka swiyenge hinkwaswo swa xikambelo lexi xi nga tirhisiwa ku va kambela a wu ri ehansi ngopfu. Eka ndzavisiso lowu, ku pfumala ka vadyondzisi vutivi hi vuenti bya ku dyondzisa vana eku hlaya swi nga va swi vile na xiave eka mbuyelo wa vadyondzi wo hlaya. Vulavisisi lebyi byi thlela byi humesela erivaleni leswaku vuswikoti byo hlaya hi ku twisisa swi koteka ntsena loko mudyonzi a ri ni ntokoto eka swiyenge hinkwaswo swa ku hlaya hikuva swi na vuxaka. Hikokwalaho, vuswikoti byo hlaya mimpfumawulo ya maletere swi pfuneta ku hlaya marito lawa ya thlelaka ya pfuneta ku hlaya hi nkhuluko ni ku twisisa leswi swi hlayiwaka. Vuswikoti lebyi hinkwabyo byi ni nkoka mayelana ni ku dyondza ku hlaya ntsena loko madyondziselo yo hlaya ya landzelerisa leswi kunguhatiweke eka kharikhulamu. / Leesgeletterdheid vir baie swart Suid-Afrikaanse leerders is ‘n probleem. Om te verstaan wat in die Suid-Afrikaanse grondslagfase-klaskamers gebeur wat die leesprestasie van leerders beïnvloed, word in die studie die aangepaste instrument vir vroeë graad leesassessering (EGRA) gebruik om die leesvermoëns van Graad 1-leerders in die huistaal (vier skole) en in die eerste addisionele taal (een skool). Die EGRA is belangrik vir die meting van fundamentele geletterdheidsvaardighede. Die uitkomste daarvan help onderwysers om onderrig te beplan wat voldoen aan verskillende leervermoëns. Data is versamel deur die waarneming van geletterdheidspraktyke en aktiwiteite in die Graad 1-klaskamers, die klaskamerinstellings te evalueer en onderhoude met Graad 1-onderwysers en kurrikulumadviseurs van die algemene onderwys- en opleidingsband te onderneem om hul persepsie van Curriculum and Assessment Policy Statement (CAPS) te verstaan. Die belangrikste bevindings het getoon dat die graad 1-leerders in die eerste jaar van skool baie stadig basiese leesvaardighede in Xitsonga verwerf, en dat prestasies op alle maatstawwe laag of baie laag was. Die onderwysers se gebrek aan diep begrip van hoe vroeë lees ontwikkel en hoe elkeen van die leesaktiwiteite bydra tot verskillende aspekte van hierdie ontwikkeling, het moontlik tot die leerders se leesuitkomste bygedra. Bevindinge het verder aan die lig gebring dat die vermoë om vlot en met begrip te lees, bepaal word deur hiërargiese verwantskappe tussen verskillende leesvaardighede. Kennis van letterklanke vergemaklik dus die lees van woorde wat die vloeiendheid van lees en dan leesbegrip beïnvloed - al hierdie vaardighede is slegs belangrik vir leesontwikkeling tydens vroeë leer as dit goed in die klaskamer geleer word. / Linguistics and Modern Languages / Ph. D. (Languages, Linguistics and Literature)