Traditional healers are one among professionals that are viewed as the most significant people in African Society. They are accorded the highest esteem because of the role they play in saving people’s lives and promoting cultural aspects such as ukuhlonipha amasiko in isiZulu. It should be remembered that this word ukuhlonipha which means to respect, is used across cultures to maintain peace within family and society. It all depends on which culture promotes it more than others. It is sociolinguistic truism that ukuhlonipha is essentially linked to the ubuntu philosophy of African people. However, traditional healers more than other people follow ukuhlonipha culture in numerous ways, especially when they meet, being consulted and during traditional ceremonies. They serve and promote what in IsiZulu is known as ukuhlonipha, which to the uninitiated and sometimes even to the scholars of this philosophy is a mystery. It is for this reason and others that people view them as the soul of society. This study looks at relevant sociolinguistic theories especially the politeness theory to analyze most of the hlonipha features shown by traditional healers, apprentice and people during consultation. / African Languages / M.A. (African Languages)

In this era of globalisation and the consequent increase in social, economic and physical mobility, small businesses are transforming into sites of increasing language contact (Harris and Bargiela-Chiappini 2003). This study explores situated language practices within two small multilingual businesses. The first is a bicycle rental and repair shop located in Amsterdam (the Netherlands), which is a city with a dynamic multilingual society. The second is a tyre fitment centre in Grahamstown (South Africa), which is a city characterised by a stable triglossia of English, Xhosa and Afrikaans. Using Linguistic Ethnography (Rampton 2007) as my data collection method, I spent a total of eight weeks in these businesses. For the analysis I draw on Spencer-Oatey’s (2000b; 2011) Rapport Management Framework and sociolinguistics of globalisation (Blommaert 2010). This combination allowed me to explore situated language practices in relation to a contemporary context of increased globalisation. The analysis is structured using Spencer-Oatey’s (2000b) concept of rapport orientations. The orientations are presented as one of the key factors that influence the choice for a certain strategy. The orientations thus seemed a constructive way of showing how the observed strategies were employed by the participants of this study and what function they fulfilled in a certain context. However, difficulties emerged during the analysis with applying this concept to some of the more elaborate and complex data. As a result my argument developed into two different strands. The first demonstrates how individuals turn to their multilingual repertoires to negotiate agency and power relationships in small business discourse. The analysis reveals that people at times deliberately promote and maintains discordant relations, which can be understood as a rational response to the individual’s social and economic context. The second discusses the problems that emerged during my analysis with applying rapport management orientations to my data. I propose theoretical developments, warranted by my data, to create an Enhanced Rapport Management Framework suitable for the analysis of complex small business discourse.

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)

no abstract available / Linguistics / M.A. (Sociolinguistics)

The purpose of this study was to investigate the attitudes of learners at English-medium schools towards teachers whose home language was Afrikaans and who taught through the medium of English. A secondary objective was to determine whether the teacher's home language had any effect on the learners' academic performance in the subject concerned. It was found that English-speaking learners had a slightly negative attitude to Afrikaans and did not give English much consideration except as a useful means of communication. Afrikaans-speaking learners expressed a positive attitude to - and pride in - their language. They were also much more positive to English than were the English-speaking learners towards Afrikaans. The English-speaking learners' attitude towards Afrikaans was not generally carried over to Afrikaners. However they objected to being taught English by non-English-speakers. Gender appeared to play a role in the learners' attitudes, as the girls were generally more positive to Afrikaans than the boys and achieved higher marks than the boys in almost all the subjects covered in this study The academic performance of learners at the English-medium schools was adversely affected by having Afrikaans-speaking teachers since, in almost every case, the learners in these teachers' classes obtained lower marks than those who were taught by English-speaking teachers. The principal recommendation arising from this study is that, where possible, the teachers at English-medium schools should be English L1 speakers. / Linguistics / M.A. (Sociolinguistics)

Text in Afrikaans / In this dissertation the ideology behind the debate on the position of Standard Afrikaans in the new, multilinguistic South African dispensation with eleven official languages is examined from a psycholinguistic perspective. The study concentrates on how ideology and power played and are still playing a role in the formation of the variety Standard Afrikaans. The study points out how historical and present-day philosophical, social and language-political considerations influenced the natural development of Afrikaans by advancing it in respect of status on the one hand and prejudicing it in respect of lexicon and corpus on the other hand. The mutual bond of Afrikaans and English as Germanic languages and the inherently hybrid nature of Afrikaans are highlighted. The study points out the artificial role of Eurocentrism and the ideal of "pure language" on perceptions and myths about Afrikaans, as well as the historical influence of the European heritage on Afrikaner thinking and the direct influence thereof on the appropriation of Afrikaans as a symbol and product of an exclusive, ethnical group. Classical perceptions and myths in respect of the origin of Afrikaans and the status of creole languages as opposed to so-called "pure" languages are queried. With reference to the results of the research the author reflects on the possibility of a paradigmatic shift in respect of Standard Afrikaans in its present format. Actual Afrikaans ("aktuele Afrikaans") as a basis for a generally accepted standard language is presented as a new concept. The author reflects on the internal and external desirability of a new approach to Afrikaans as the stimulus behind the survival and acceptance of Afrikaans as an intranational and international language of, inter alia, science, technology, philosophy and social interaction. Scientific arguments in respect of language change, language influencing, language diffusion and language fusion are advanced in this respect. / In hierdie proefskrif word die ideologie agter die debat oor Standaardafrikaans se posisie in die nuwe, multilinguistiese Suid-Afrikaanse bestel met elf amptelike tale vanuit 'n psigolinguistiese perspektief ondersoek. Daar word gekonsentreer op hoe ideologie en mag 'n rol in die vorming van die varieteit Standaardafrikaans gespeel het, en dit steeds doen. Daar word aangetoon hoe historiese en hedendaagse filosofiese, maatskaplike en taalpolitiese oorwegings die natuurlike ontwikkeling van Afrikaans bemvloed het deur dit onder andere enersyds statusgewys te bevoordeel en andersyds leksikaal en korpusgewys te benadeel. Die gemeenskaplike band van Afrikaans en Engels as Germaanse tale en die inherente hibridiese aard van Afrikaans word uitgelig. Daar word gewys op die kunsmatige rol wat Eurosentrisme en die strewe na "taalsuiwerheid" in opvattinge en mites oor Afrikaans gehad het, asook op die historiese invloed van die Europese erfenis op Afrikanerdenke en die indirekte invloed daarvan op die toe-eiening van Afrikaans as simbool en produk van 'n eksklusiewe, etniese groepering. Klassieke opvattinge en mites oor die ontstaan van Afrikaans en die status van kreoolse tale vergeleke met sogenaamde "suiwer" tale word bevraagteken. Na aanleiding van navorsingsresultate word daar besin oor 'n moontlike paradigmaverskuiwing ten opsigte van Standaardafrikaans in die huidige gedaante daarvan. Aktuele Afrikaans as 'n basis vir 'n algemeen aanvaarbare standaardtaal word as nu we konsep aangebied. Daar word besin oor die inteme en eksteme wenslikheid van 'n nuwe benadering tot Afrikaans as die stukrag vir die voortbestaan en aanvaarding .van Afrikaans as 'n intranasionale en intemasionale taal van, onder andere, die wetenskap, tegnologie, filosofie en sosiale omgang. Hiervoor word wetenskaplike argumente. / Afrikaans / D.Lit. et Phil.(Afrikaans)

This thesis addresses the problem of the lack of a systematic approach to the modernisation of the indigenous languages of South Africa, with particular reference to Venda. Thus, a systematic approach is proposed in this study for the development of modem terminology in Venda. This approach is based on the canonical model for language planning. In this model, terminology development should follow the following four steps: (1) analysis of the terminological needs of the situation, (2) preparation of a plan and strategies for research, (3) implementation of terminology in practice by means of suitable policies, and lastly, (4) evaluation and constant updating of terminology. Within the canonical model for language planning, different models or frameworks are proposed. First is the theoretical model, which follows the pragmatic approach rather than a purist approach and takes into consideration other extralinguistic factors such as the nature of the special subject field, the needs of the target users and the socio-cultural context. The pragmatic approach is divided into two phases, namely the borrowing phase and the indigenisation phase. In the borrowing phase the borrowed terms are incorporated into the language with immediate effect and these terms may be replaced by indigenous terms in the indigenisation phase where less specialised communication is used. In the indigenisation phase, different language internal term formation strategies were identified, namely semantic shift, derivation, compounding, paraphrasing, initialisms, acronyms, clipping and new word manufacture. It was established that the use of these term formation strategies in Venda requires linguistic expertise, technical expertise and cultural expertise. Accordingly, a sociolinguistic approach is recommended rather than a purely linguistic approach. Lastly, a model of practical terminology work and a model for cooperation and coordination are proposed for terminology work in this language. With regard to the former, various steps that should be followed in terminology work are outlined. In the latter model various language agencies, such as government departments, parastatals and non-governmental organisations that may be involved in the modernisation of this language are identified. A framework in which these agencies could cooperate and coordinate their terminology work is proposed. / Linguistics / D.Litt. et Phil. (Linguistics)

Text in Afrikaans / In hierdie verhandeling word skoolname as onderafdeling van die Onomastiek behandel. Die gee van skoolname is 'n amptelike aangeleentheid en daarom is die beleid onderliggend aan die handeling onder die loep geneem. Beleid bepaal die ortografiese aard van skoolname en die manifestasie daarvan is sosiolinguisties van belang. Skoolname, wat onder eiename ressorteer, is hoofsaaklik oor 'n semantiese en sosiolinguistiese boeg gegooi, daarom word terme soos verwysing, konvensie en agtergrondbeskrywing aan die hand van veral die teoriee van Devitt, Strawson en Kripke beskryf. Van Langendonck le veral klem op die pragmatiese aard van die eienaam en daarom vorm sy teorie, die hetekenisparadoks van die eienaam, 'n belangrike uitgangspunt by die konsepsuele en pragmatiese aard van skoolname. Die gee van name is In suiwer menslike handeling wat selde ooit ongemotiveer geskied. Die ontstaansmotiewe wat skoolnaamgewing ten grondslag le, word bespreek aan die hand van die verskillende kategoriee. Botsende sosiale faktore soos veral teweeggebring deur kulturele diversiteit beinvloed naamgewing en daarom verander name. Die faktore onderliggend aan naamsverandering word uitgelig en bespreek. Die moontlikheid om ten spyte van 'n multikulturele en multilinguistiese samelewing tog 'n nasionale identiteit te vertoon, word ten slotte ondersoek en bespreek. / In this dissertation, names of schools as a subdivision of Onomastics are dealt with. School names are researched mainly under the cloak of Semantics and Socio-linguistics. Therefore, terms like reference, convention and a backing of descriptions are referred to according to the theories of Devitt, Strawson and Kripke. Van Langendonck specifically emphasises the pragmatic nature of proper nouns in his theory the paradox of the meaning of proper nouns which is an important point of departure in the conceptual and pragmatic nature of the names of schools. The underlying motives in respect of school naming are categorized and discussed according to the motives of origin. Conflicting social factors play an important role in the naming of schools and therefore names also change. These changes are accentuated and discussed. The possibility for a country to reflect a national identity in spite of a multicultural and multilingual society, is explored and discussed. / Afrikaans & Theory of Literature / M.A. (Afrikaans)

Following recently increased interest in research on gender, the thesis seeks to supplement current research by investigating language and gender. Specifically, it explores the influence of gender on the use of vague expressions within the formal context of departmental meetings. Respondents' TM perceptions of vague language use in the form of responses to a questionnaire were also collected and analysed. The study revealed gender differences as regards vague language use. Women used more vague expressions than their male colleagues. Males and females displayed preferences for certain vague expressions an indication of gender construction. For instance, the men used more vague additives, whereas the females made use of more hedges in their utterances. An attempt is made to explain these preferences in terms of the difference and dominance theories. It was also found that the generally formal context of meetings operated informally within these academic contexts. The explanations for the informality found in academic meetings are related to the degree of distance in relationships, and the frequency of interaction among colleagues. Responses to the questionnaire revealed differences in vague language use as regards male and females on certain items. This revealed a probable indication of gender construction. For instance, whereas the males were more sensitive to context in terms of vague language use, the females were less sensitive to the contextual use of vague language. The difference in male and female sensitivity to context is explained within a constant and fixed female adherence to informality. Politeness, however, did not emerge as a prominent feature, as neither males nor females in this group considered politeness as a major function of vague language use. While the investigation was held within the context of academic meetings, these gender attributes, preferences and or differences may be operating in other contexts. The research therefore serves as a point of departure for further studies on gender and vague language use. / Linguistics and Modern Languages / M.A. (Sociolinguistics)

no abstract available / Linguistics and Modern Languages / M.A. (Sociolinguistics)