Doctor Educationis / Say it in siSwati is a practical course manual for beginners. It is intended to be used in conjunction with a series of language laboratory tapes, either for individual or group instruction; but could also be used independently, preferably with the aid of a siSwati speaker. The main aim has been to introduce all the principal structures and to present these in terms of familiar objects .and everyday situations as far as possible. Starting from a selected basic vocabulary, the drills concentrate ~~ fitting words together effectively and fluently, and the stock of words is gradually expanded. Appendices provide extra phonological and grammatical information if required, and a repertoire of traditional songs, followed by a glossary. The course represents a revised and expanded version of a siSwati Language Manual ·devised in 1972 for teaching British volunteers who were going out to Swaziland to undertake projects for Voluntary Service Overseas., and International Voluntary Service. Grateful acknowledgement is due, particularly, to Mrs. Gladys Mkhonta and Mr. A.B. Ngcobo who gave valuable assistance in the preparation of scripts and drills, and also to Messrs. Titus Ngubeni, Reuben Zondi, Derek Hlanze, Edward Dlamini, Nicholas Dlamini, Reginald Dladla, Clifford Magongo and Miss Jane Maseko, whose voices are recorded on the tapes. fundamentally, preparation of the manual would not have been possible at all without the generosity of the School of Oriental and African Studies, University of London, in sponsoring the necessary linguistic and musical field research.

Submitted in partial fulfilment of the requirements for the Degree Master of Arts in the Department of African Languages in the Faculty of Arts at the University of Zululand, South Africa, 2001. / This study looks at the portrayal of women in siSwati drama. The main aim is to reveal how women are portrayed in siSwati drama. In real life women are usually portrayed negatively. This is due to cultural directives that reveal woman as inferior beings. This affects our young children who read books and perceive women as useless. A child reads and has the idea that a woman is unfaithful, useless, a pretender, and dependant and has no job opportunities. If a child is a boy he grows with a negative connotation that a woman has no power. This affects our young girls because they do not develop confidence. There is a belief that the place of a woman is at home where she is expected to do all the household jobs. Our culture too, perceives women as inferior, forgetting that there are women who are single and those who are breadwinners who maintain their homes. This study looks at the presentation of women characters in different siSwati drama books. It reveals the impact of Western culture and African culture to women. It is found that patriarch dominates over women. It also looks at the views of different people about the portrayal of women in siSwati culture.

Thesis (MPhil )--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This study investigates the differences in the communication styles of siSwati and American English speakers. Specifically, it investigates the realization patterns of the speech acts of request and greeting in siSwati, by native and non-native speakers of siSwati. It also investigates how these same speech acts are realised by the non-native speakers of siSwati in their first language, English. The participants were 10 Swazis and 10 American Peace Corps volunteers living in Swaziland, Southern Africa at the time this study was conducted. The data were collected by means of a questionnaire followed up with a semi-structured interview. The data were analysed using the framework of the Cross-cultural Speech Act Realization Project as developed by Blum- Kulka (1989). Common trends were noted in the realization of the two speech acts by native speakers and non-native speakers and conclusions were made based on the similarities and differences observed. Overall, the results suggest (i) that there are marked differences in the way in which American English speakers and Swazi people perform and interpret greetings and requests, and (ii) that such differences emanate from the different cultural orientation of the two groups of people. Since such differences sometimes lead to misunderstandings, there is evident need to make people aware of cultural differences in order for understanding and tolerance to prevail in cross-cultural interactions. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die verskille in die kommunikasiestyle van sprekers van siSwati en Amerikaanse Engels. Dit beskou spesifiek die realiseringspatrone van die taalhandelinge versoek en groet in siSwati, deur moedertaal- en nie-moedertaalsprekers van siSwati, en in Engels. Die deelnemers was 10 Swazis en 10 Amerikaanse Vredekorps-vrywilligers woonagtig in Swaziland, Suid-Afrika, ten tye van die studie. Die data is ingesamel deur middel van 'n vraelys wat opgevolg is deur 'n semi-gestruktureerde onderhoud. Die data is geanaliseervolgens die raamwerk van die Kruiskulturele Spraakhandeling-realiseringsprojek, soos voorgestel deur Blum-Kulka (1989). Algemene tendense is opgemerk in die realisering van die twee spraakhandelinge deur moedertaalsprekers en nie-moedertaalsprekers en afleidings is gemaak op grond van die waargenome verskille en ooreenkomste. Oor die algemeen dui die resultate op (i) duidelike verskille tussen die wyses waarop sprekers van Amerikaanse Engels en Swazis versoeke en groethandelinge uitvoer en interpreteer, en (ii) die verskillende kulturele oriënterings van die twee groepe as oorsprong van hierdie tipe verskille. Aangesien laasgenoemde dikwels aanleiding gee tot misverstand, is dit duidelik noodsaaklik dat mense bewus gemaak word van kulturele verskille ten einde begrip en verdraagsaamheid te laat hoogty vier tydens kruiskulturele interaksie.

This study is an analysis of the nature of possession in siSwati from a socio-cultural perspective. The study seeks to uncover how possession is expressed in siSwati and also the socio-cultural traits of the Swazi people that are revealed through possession. A written corpus was used to collect the requisite data and the relevant data was subsequently analysed. The study adopted systematic functional linguistic and sociolinguistic approaches to analyse the nature of possession in siSwati / African Languages / M. A. (African Languages)

The main objective of the research was to explore how teachers use formative assessment to enhance the teaching of reading comprehension to Grade 3 siSwatispeaking learners. While the research also sought to determine whether teachers’ practice of formative assessment supported learners’ comprehension of written text, it did not attempt to measure the learners’ achievements. The research was prompted by the low reading performance levels of South African Grade 3 learners, including Grade 3 learners in Mpumalanga. The study was qualitative in nature and was a case study of seven teachers from four primary schools. The paradigmatic position of the study was interpretive. Data was collected through individual semi-structured interviews, lesson observations and analysis of learners’ workbooks. Interviews were taped and transcribed. Data from the three sources was analyzed and reported in an integrated way through themes. The study developed a conceptual framework from the literature review. Various theories and concepts were identified, namely Vygotsky’s theory of learning and socio-cultural perspective (1978), Engeström’s activity system model (1987) and the formative assessment process (Harlen, 2000; Ruiz-Primo, 2011; Birenbaum, Kimron, Shilton & Shahaf-Barzilay, 2009). It was clear that effective use of formative assessment for reading comprehension requires collaboration between teachers and learners. Teachers should involve learners in the five phases of formative assessment of reading comprehension. The conceptual framework also implies that teachers should have pedagogical knowledge of the teaching of reading comprehension. Findings of this study revealed that participating teachers lacked knowledge of formative assessment; consequently they did not plan to use formative assessment to support the teaching of reading comprehension. Teachers did not communicate clear learning objectives and assessment criteria to the learners. As a result, learners did not know what they should achieve in a lesson and did not know how they should achieve it. Teachers did not develop learning activities that supported learners’ comprehension of the written text. Teachers often used literal and closed questions to assess reading comprehension. Teachers did not provide constructive feedback based on the learning objectives, and they did not comment on weaknesses and strengths with regard to the learning objectives. Teachers did not encourage learners to assess their own work or that of their peers. Therefore learners did not develop skills in assessing their own work; they relied on the teacher’s assessment. Furthermore, this study found that teachers were not trained in the teaching and formative assessment of reading comprehension. They did not have a variety of materials to teach reading to siSwati-speaking learners. Some schools did not receive the workbooks from the Department of Basic Education (DBE) and had to make do with copies from the DBE workbook on a daily basis. Recommendations ensuing from this research are that the Department of Basic Education and the Mpumalanga Department of Education should equip Foundation Phase teachers with knowledge of and skills in formative assessment applicable to the teaching of reading comprehension. In addition, the Mpumalanga Department of Education should provide a variety of reading material for siSwati-speaking learners to support the teaching and learning of reading comprehension. / Thesis (PhD)--University of Pretoria, 2014. / gm2014 / Early Childhood Education / unrestricted

This dissertation interrogates the representation of SiSwati programming (a minority language) on SABC 1 It critically analyses the statutory provisions in place for language parity and utilises hegemony as the theoretical framework for understanding the concept of language parity in the South African broadcasting landscape. To the researcher’s knowledge, there is limited information pertaining to this particular research topic however, most of the previous literature refers to all eleven official languages and not SiSwati specifically. Hegemony, a strand of critical theory as developed by Antonio Gramsci, will serve as the theoretical base of this study. This study falls within the framework of qualitative research. An extensive literature study of various sources and a content analysis of the relevant legislative documents form the basis of the research. SABC TV is positioned in a highly competitive, multi-channel market environment with powerful social, political and economic forces to contend with, this makes it difficult for SABC TV to fulfil its mandate of treating all eleven official languages equitably, hence languages such as SiSwati are underrepresented on national television. This study is seminal and relevant insofar as it offers a much needed insight into the plight of a marginalised language by the country’s public broadcaster. / MA (Communication Studies), North-West University, Potchefstroom Campus, 2014

This dissertation interrogates the representation of SiSwati programming (a minority language) on SABC 1 It critically analyses the statutory provisions in place for language parity and utilises hegemony as the theoretical framework for understanding the concept of language parity in the South African broadcasting landscape. To the researcher’s knowledge, there is limited information pertaining to this particular research topic however, most of the previous literature refers to all eleven official languages and not SiSwati specifically. Hegemony, a strand of critical theory as developed by Antonio Gramsci, will serve as the theoretical base of this study. This study falls within the framework of qualitative research. An extensive literature study of various sources and a content analysis of the relevant legislative documents form the basis of the research. SABC TV is positioned in a highly competitive, multi-channel market environment with powerful social, political and economic forces to contend with, this makes it difficult for SABC TV to fulfil its mandate of treating all eleven official languages equitably, hence languages such as SiSwati are underrepresented on national television. This study is seminal and relevant insofar as it offers a much needed insight into the plight of a marginalised language by the country’s public broadcaster. / MA (Communication Studies), North-West University, Potchefstroom Campus, 2014

The new South Africa is encouraging multilingualism. The Department of Education has given a mandate to promote African languages. The Department of Higher Education came up with higher education language policy in 2002. All the higher education institutions have to choose indigenous languages to promote. Tshwane University of Technology has decided to promote Setswana and siSwati as their primary and secondary languages, respectively, to be used within the university. This study is about assessing the implementation of the Tshwane University of Technology’s language Policy. The researcher uses mixed methods to conduct the research. A survey and observation were used as tools to collect data. The researcher observed the implementation of the language policy at Tshwane University of Technology (Soshanguve Campus). The researcher also reviewed the language policies for Higher education and the Tshwane University of Technology’s language policy. The signage, marketing tools, billboards, directions and university documents were observed. This research was based on promoting the indigenous languages. From the data collected, Setswana is not used to convey the message within the university; therefore the indigenous languages are not yet implemented or promoted / African Languages / M. A. (Afrcan Languages)

The new South Africa is encouraging multilingualism. The Department of Education has given a mandate to promote African languages. The Department of Higher Education came up with higher education language policy in 2002. All the higher education institutions have to choose indigenous languages to promote. Tshwane University of Technology has decided to promote Setswana and siSwati as their primary and secondary languages, respectively, to be used within the university. This study is about assessing the implementation of the Tshwane University of Technology’s language Policy. The researcher uses mixed methods to conduct the research. A survey and observation were used as tools to collect data. The researcher observed the implementation of the language policy at Tshwane University of Technology (Soshanguve Campus). The researcher also reviewed the language policies for Higher education and the Tshwane University of Technology’s language policy. The signage, marketing tools, billboards, directions and university documents were observed. This research was based on promoting the indigenous languages. From the data collected, Setswana is not used to convey the message within the university; therefore the indigenous languages are not yet implemented or promoted / African Languages / M.A. (African Languages)