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The challenges that impede mother tongue education in the schools with special reference to Northern SothoNdlovu, Anthea Lucy 01 1900 (has links)
The use of the mother tongue (MT) as a medium of instruction in schools is still a problematic subject of debate in South Africa and the continent at large. In most African countries, English remains the medium of instruction (MoI). This structured research sought to highlight the pros and cons of using mother tongue instruction in schools, specifically Northern Sotho, which is spoken by one of the ethnic groups in South Africa. Currently, in South Africa, children receive mother tongue education from grade one to three. In this study, the researcher argues that mother tongue should be used from grade one to twelve. For this study, the researcher relied on extant literature on mother tongue education. The concept of Cognitive Academic Language Proficiency (CALP) by Cummins (2001) was used to guide this study. The argument for mother tongue education is premised on the fact that it is crucial for the success and progress of children at school. As an example, studies have shown that children who are taught in their mother tongue such as Afrikaans and English, which remain the defacto mediums of instruction in the schools in South Africa, and French, German, Mandarin, etc. in other countries, excel in school and understand subjects such as Maths and Science better. / Ngangišano ya tšhomišo ya polelo ya gae bjalo ka polelo yeo e šomišwago go ruta dikolong e sa le taba ye bothata dinageng tše ntši le mo Afrika Borwa. Dikolong tše ntši mo dinageng tše, Seisemane ke leleme leo le sa šomišwago bjalo ka leleme la go ruta. Tlhamo ya nyakišišo ye e nyaka go gateletša bohlokwa bja go šomiša polelo ya gae bjalo ka polelo yeo e ka šomišwago dikolong, kudukudu Northern Sotho yeo e bolelwago ke ye nngwe ya dihlopha tša MaAfrika Borwa. Gonabjale mo Afrika Borwa, bana ba rutwa ka leleme la gae go tloga go mphato wa 1-3. Mo thutong ye, monyakišiši o nganga gore polelo ya gae e swanetše go šomišwa go tloga go mphato wa pele go fihlela go wa masomepedi. Thutong ye, monyakišiši o ipotile ka dingwalo tšeo di ngwadilwego ka ga thuto ya polelo ya gae. Kakanyo ya “Cognitive Academic Language Proficiency (CALP)” yeo e tlilego ka Cummins (2001) e tla šomišwa go tlhahla thuto ye. Ngangišano ka ga thuto ya leleme la gae e theilwe godimo ga nnete ya gore le bohlokwa kudukudu go katlego le tšwelopele ya bana sekolong. Bjalo ka mohlala, dithuto di bontšhitše gore bana bao ba rutwago ka leleme la gae bjalo ka leleme la SeAfrikaanse le Seisemane, ao e sa lego maleme a thuto dikolong mo Afrika Borwa, SeForentšhe, Sejeremane, SeMandarini bjalobjalo kua dinageng tše dingwe, ba dira mošomo wo mobotse sekolong gomme ba kwešiša dithuto tša go swana le Thutadipalo le Saense bokaone. / African Languages / M.A. (African Languages)
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Basotho family odes (diboko) and oral traditionTsiu, M. W. (Moruti William), 1944- 01 January 2002 (has links)
Basotho family odes (diboko) form part of oral literature, and refer to names of families, clans or totems. They constitute poetic compositions conveying information about clans' historical origin, philosophy and ancestors.
The performance of this oral art form makes use of formulaic techniques such as linking, parallelism, alliteration, etc., which are commonly used in praise poetry.
As basis to the content of these oral art forms, the genealogies of the various Basotho clans are discussed to show the reflection of the progenitor names in the clan praises.
The functions of family odes are of educational, social and religious nature. Other functions include their use in compositions of other genres, such as, praise poems, mine workers' chants, traditional doctors' falls (mawa) and songs.
The recitation of this oral art form is characterised by the instability of the texts, which takes the form of extensions, additions, truncations, improvisations and genre transitions. / African Languages / M.A. (African Languages)
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A genre-theoretic analysis of texts of government speeches in SepediPole, Tlou Gilbert 03 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study assumes the theoretical framework of text construction as advanced by Grabe
and Kaplan (1996) for the analysis of Sepedi texts of government speeches from the
magazine: ANC TODAY. The theory that is used in this study invokes the linguistic
elements that can be used by both the teachers and learners to critically analyse texts in
classrooms.
This genre-theoretic approach is employed as framework, for analysing the linguistic,
rhetorical and discourse properties for Sepedi texts. It also addresses the parameters of
the ethnography of writing advanced by Grabe and Kaplan: "who writes what to whom, for
what purpose, why, when and how?'
The text construction analysis executed in the study enable the learners to acquire skills,
knowledge and values of outcomes-based language teaching. The information structuring
of text analysis and construction enables learners to write, read and use language
structure and conventions for learning and career pathways. The textlinguistic strategies
for analysing written texts in language teaching enables learners to analyse texts
successfully and gain an awareness of language use in texts. / AFRIKAANSE OPSOMMING: Hierdie studie aanvaar die teoretiese raamwerk van tekskonstruksie soos voorgestaan
deur Grabe en Kaplan (1996) in die analise van Sepedi tekste van regeringstoesprake uit
die tydskrif ANC TODAY. Die teorie wat aanvaar word, gebruik die linguistiese elemente
wat aangewend kan word deur taalonderwysers sowel as taalleerders om tekste krities te
ontleed.
Die genre-teoretiese benadering word ingespan as raamwerk vir die analise van die
linguistiese, retoriese, en diskoerskenmerke van Sepedi tekste. Dit spreek ook die
etnografie van skryf, soos voorgestaan deur Grabe en Kaplan, aan: wie skryf wat aan
wie, vir watter doel, wanneer, waarom, en hoe.
Die tekskonstruksie analise uitgevoer in hierdie studie stel leerders in staat om
vaardighede, kennis en waardighede van uitkoms-gebaseerde taalonderrig te verwerf. Die
informasie strukturering in teksanalise stel leerders in staat om te lees, skryf en praat in
hulle toekomstige beroepe. Die tekslinguistiese strategieë vir die analise van geskrewe
tekste in taalonderrig stel leerders in staat om tekste suksesvol te ontleed en 'n bewussyn
te ontwikkel van taalgebruik in tekste.
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Race relations in two post-apartheid Sesotho farm novelsMokhele, M. P. 12 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study examines the presentation of race relations in two Sesotho novels written
after 1994. The purpose of the study is to establish whether or not post-apartheid
Sesotho novels present race relations as they were presented during the apartheid era.
The novels of focus are, N.S. Zulu's Nonyana ya Tshepo (The bird of hope) (1997) and
T.W.D. Mohapi's Lehfaba fa fephako (The pain of hunger) (1999). The manner in which
the authors who wrote during the two distinct eras presented the issue of race and
presented race relations will be the focal point. At the end of this study it should be clear
whether or not authors after 1994, that is, after the apartheid era continue to present
race relations in an idealistic manner.
During the apartheid era authors such Lesoro (1968) and Mophethe (1966) were very
cautious when presenting race relations in their novels. The common factor in these
novels is the portrayal of the white Afrikaner characters by the authors. White characters
were portrayed as very merciful, good Samaritans and their relationship with their black
counterparts were often harmonious and crisis free. Attributes of race such as racial
discrimination, racial hatred, racial conflict and racial intolerance were seldom spoken
about in those novels. This is reminiscent of the notorious apartheid laws, which prohibit
freedom of press. White characters in some novels published during the apartheid era
were not characters derived from real life.
In N.S. Zulu's novel, Nonyana ya Tshepo we examine the portrayal of the characters
from the two distinct races, black Africans and white Afrikaners. The author portrays the
two groups of characters to be what Scholes (1981 :11) calls characters representative
of a social class, race and a profession. Black characters are portrayed as the exploited,
which are always inferior, submissive and subjected to racial discrimination by their
white counterparts. White Afrikaners are portrayed as the exploiters, who are superior,
oppressors and the ones who further the policy of apartheid. This state of affairs
prompted the black Africans to develop hatred towards the Whites. Instead of idolizing
their masters, Blacks do the opposite. Our main character, Tshepo who is said to be fathered by the white Afrikaner, is marginalized by his fellow Blacks and declared an
outcast.
In T.W.D. Mohapi's novel, Lehlaba la lephako, the main character, Seabata who lusts for
power and wealth is seen struggling for both at the expense of his fellow black Africans.
Seabata is used by his white boss, Sepanapodi, to maintain the legacy of apartheid. The
narrator portrays Seabata in such a way that he could carry out his boss' mission.
Seabata is power hungry and always likes to please his boss to attain that, even if that
means creating enmity with his own black people.
Seabata's socio-economic status makes him vulnerable to manipulation by
Sepanapodi. Seabata was advised by his father that he should always strive to please
his master in order to gain glory and wealth. He followed the advice slavishly and that
left him devastated. He found himself at loggerheads with his colleagues, with the
pastor, Nkgelwane, with a local teacher, Mohanelwa and with his wife, Mmabatho.
Conflict between Seabata and the community is caused by the pain of hunger. / AFRIKAANSE OPSOMMING: Die doelstelling van hierdie studie is om ondersoek in te stel of die twee Sesotho
novelles wat na 1994 geskrywe is, die verhouding tussen verskillende rasse behandel.
Die doel van die studie is om uit te vind of die Sesotho novelles wat gedurende die
tydperk van apartheid die aanbieding van rasse-verhouding dek, soos wat dit aangewys
was gedurende die tydperk van apartheid. Die ondersoek sal gedoen word met die
vergelykking van twee novelles wat na 1994 geskrywe is, d.w.s. N.S. Zulu se Nonyana
ya Tshepo en T.W.D. Mohapi se Leh/aba /a /ephako . Die manier waarop die twee
skrywers wat gedurende die twee afsonderlike tydperk, die kwessie van rasse behandel,
en hoe hulle dit aangebied het, sal die fokuspunt wees. Aan die einde van hierdie studie
moet dit duideliker word aan die lesers tot watter mate die skrywers wat na 1994 geskryf
het, d.w.s na die apartheid tydperk, nog die rasse-verhouding op 'n idealistiese manier
aangebied het.
Die skrywers wat gedurende die apartheid tydperk geskrywe het, soos Lesoro (1968) en
Mophethe (1966) was baie versigtig toe hulle die rasse-verhouding in hulle novelles
aangebied het. Die gewone faktor van hierdie novelles is die uitbeelding van die wit
Afrikaners se karakters deur die skrywers. Wit karakters is altyd as baie barmhagtig, en
as goeie Samaritane beskrywe, en hul verhouding teenoor hulle swart teenhangers is
dikwels eensgesind en vry van krisis uitgebeeld. Die hoedanigheid van rasseonderskeiding
wat rassehaat, rasse in stryd met mekaar, en rasse onverdraagsaamheid,
is in daardie tyd seide van geskryf in die novelle. Dit herinner die leser aan die
ongunstige apartheidswette wat nie vryheid van die pers toegelaat het nie. Wit
karakters, in sommige novelle wat gedurende die tydperk van apartheid gepubliseer is,
is nie karakters wat van die ware lewe afgelei is nie.
In N.S. Zulu se novelle, Nonyana ya Tshepo word 'n uitbeelding gemaak van karakters
van die twee afsonderlike rasse, die swart Afrikaners en die wit Afrikaners. Die skrywer
beeld die twee groepe van karaktes as die wat Scholes (1981 :11) noem die wat
verteenwoordigend van 'n sosiale klas, rasse en beroep is. Swart karakters is beskrywe
as diegene wat geeksploiteer word, wat altyd as minderwaardige, onderworpe en mindere rasse beskou word. Hulle word gediskrimineer deur hulle wit landgenote. Wit
Afrikaners is beskou as die eksploiteerders, wat die voortreflike onderdrukkers is en wat
wat die beleid van apartheid laat voortgaan. Hierdie toestand het die swart Afrikaners
gelei om haat te ontwikkel teenoor die Wittes. In plaas van om hulle meesters eer te
bewys, het die swart Afrikaners die teenoorgestelde gedrag. Die hoofkarakter, Tshepo,
wat geglo is dat hy kind van die wit Afrikaner is, is deur sy mense verban en as
verworpeling verklaar.
In T.W.D. Mohapi se novelle, Lehlaba la lephako het die hoofkarakter, Seabata,
begeertes van mag en rykdom. Hy word opgelei as 'n stryder op koste van sy
medemense, swart Afrikaners. Seabata is deur sy wit meester, Sepanapodi misbruik om
die nalatenskap van apartheid te handhaaf. Die verteller beeld Seabata af op so 'n
manier dat dit duidelik is dat Seabata sy baas se opdrag sou voortdra. Hy, Seabata het
'n wens om mag te he en bo alles om sy baas tevrede te stel op koste van ander swart
Afrikaners, al maak dit hom 'n vyand van sy mense. Seabata se sosiale status het hom
laat kwesbaar ge stel teenoor Sepanapodi se manipulasie. Sy vader het hom advies
gegee dat hy altyd sy meester moes bevredig ter wille van glorie en rykdom. Hy het toe
die advies van sy vader slaafs nagevolg, daarom het dit hom in 'n neerdrukkende gevoel
laat eef. Aan die einde is hy in 'n konflik met andere soos sy kollegas, die plaaslike
predikant, Nkgelwane, die onderwyser, Mohanelwa en sy vrou. Die stryd wat Seabata
met al die mense in die gemeenskap het, is die oorsaak van hongersnood.
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Assessing the use of Sepedi for official communicative purposes : a study of Greater Letaba Local Municipality, Limpopo Province.Moroaswi, Olter Matsimela. January 2015 (has links)
M. Tech. Language Practice / Sepedi is one of the eleven official languages spoken in South Africa. It is mostly spoken in Limpopo province and by the minority in other provinces. The National Language Policy (1997) states that indigenous languages should be used to provide equal access to public services and programmes amongst all citizens, thus, Language Policies of the spheres of governance, national, provincial and local, should be determined based on their needs and circumstances of its residents. This study strives to check whether Sepedi as one of the five official languages has been used to its full capacity in the Greater Letaba Local Municipality, Limpopo province, as a language for official communicative purpose. The municipality has five official languages. In view of the fact that Sepedi is one of these official languages of the Limpopo province, it deserves to be treated with the respect it ought to have.
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The voice of Sesotho creative writers with particular reference to four poets.06 December 2007 (has links)
The writing of this thesis has been stimulated by the clear understanding of the poet’s resources are vitally important for those who intend to train others in Poetry Creative Writing. We suppose we think euphemistically that all creative writers write because they have something to say that is truthful and honest and pointed and important. This thesis is informed by creative voices of L.S. Booysen; C.L.J. Mophethe; N.S. Litabe and P.T.P.K. Maboea. During the interview each one of them was asked questions based on creativity and art as well as questions based on their poetry. Chapter one introduces the study and looks at the key concepts. Chapter two is the literary framework and focuses on the deconstructional approach and multiplicity of meaning in poetry. Chapter three looks at the creativity and art in the poetry of L.S. Booysen; C.L.J. Mophethe; N.S. Litabe and P.T.P.K. Maboea. In chapter four we discuss style in relation to Litabe. Chapter five looks at theme in Maboea’s poetry. In chapter six we focus on intertextuality in relation to Booysen and influence in relation to Mophethe. Chapter seven is a concluding statement that looks back into the first six chapters and also gives suggestions for future research. Our review of this thesis on creative writing has identified a number of factors that seem to foster people to write. But no one can influence people to become creative writers or poets or make them write well. The best one can do is to suggest to them some guidelines for creative writing. (vii) Many people wish to be proficient in poetry creative writing but to achieve this, one should be able to breathe into his work the true poetic spirit that pulses in the composition. This life cannot be created to order because it flows from the mind and soul of the poet and always without his being aware of what is happening, inspires and directs his art. Poetry is also a language that has been condensed, compacted, and trimmed to spark the lightning flash of insight. Poets are more attuned to the connection between language and things, existence and experience. Words have the capacity for poets to change reality, to deepen it, to make it more meaningful. For poets composition is a form of ritual magic. / Prof. R.S. Chaphole
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Plot exposition in D.P. Thulo's O Hopola Jwang?26 August 2015 (has links)
M.A. / Please refer to full text to view abstract
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The establishment of implicit perspectives of personality among Sepedi-speaking people in South Africa / Mariaan UysUys, Mariaan January 2008 (has links)
Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2009.
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The establishment of implicit perspectives of personality among Sepedi-speaking people in South Africa / Mariaan UysUys, Mariaan January 2008 (has links)
Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2009.
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Masculinity as a popular theme in the development of Basotho accordion musicKhotso, P. 11 1900 (has links)
Text in English and some in Sesotho / This thesis examined how masculinity develops among the Basotho accordion music artists of the period 1980-2015 with an intention to propose the reshaping of masculinity conducive for a human society. Different factors that influence masculinity among the Basotho as represented by Basotho accordion music artists are scrutinized to find out how masculinity as a thematic aspect in the development of Basotho accordion music has been manifested over a period of thirty-five years. Psycho-masculinity is employed in the present study to find out the impact of the existing form of masculinity among the Basotho. The study concludes that the present form of masculinity among the Basotho is precarious, not only to women and to children, but also to men in their two categories: those who exhibit masculinity as well as those who do not show evidence of it. Therefore, the study recommends that the Basotho masculinity should pay attention to the
limitations of masculinity in order to minimize and consequently eradicate its negative side while simultaneously promoting its positive side towards men, women and children at large. / Linguistics and Modern Languages / D. Phil. (Language, Linguistics and Literature)
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