Thesis (M.A. (Translation Studies and Linguistics)) -- University of Limpopo, 2022 / The aim of this study was to examine the morpho-phonological properties of the anaphoric constructions in Northern Sotho using Binding Theory. This study adopted the qualitative research method, where participant observation was used to collect data. The study employed Textual Analysis to analyse the data. The study identified reflexive and reciprocal data that constitute anaphors in Northern Sotho. The study’s findings indicate that there are two types of anaphors, namely: reciprocals and reflexives. In Northern Sotho, anaphors are in the form of verbs. The basic structure of the reciprocal is the root verb, the reciprocal suffix (-an) plus the terminative vowel (-a). The study found that reciprocals do not change or influence the phonology of the verb. Yet another finding is that reflexives change the phonology of the verb. When the reflexive prefix -i is attached to the root verb, it sometimes changes the assimilation process.

Southern Sotho verbal relative clauses are, on discourse-pragmatic grounds, categorised as direct and indirect. The pragmatic factors that govern the occurrence of these two types of relatives within a particular discourse context are investigated. An analysis of relative clauses occurring in live conversations as well as in the dramas Bulane (Khaketla, 1983) and Tjootjo e tla hloma sese/a (Maake, 1992) reveals that direct relative clauses usually modify the reference of predicate nouns (i.e. nouns used as the complements of copulative predicates), while indirect relative clauses modify the reference of object nouns. Theories which suggest that both predicate as well as object nouns generally convey new information, but that the reference status of predicate nouns is non-specific indefinite, while that of object nouns is specific indefinite, are discussed. A hypothesis suggesting that there is an interrelationship between the reference status of a head noun and the type of relative by means of which it is qualified, is proposed. / African Languages / M.A. (African Languages)

South Africa is a multilingual country and this has certain implications on the development of cognitive-linguistic skills such as phonological processing (amongst others), which are essential for reading development. Research has, in the past, not adequately addressed the development of, and relationship between, a broad range of phonological processing and reading skills in South Africa. The study investigates the relationship between phonological processing skills and reading development in Northern Sotho-English bilingual children. Ninety-eight participants, divided into group 1 (n=48) and group 2 (n=50) based on their Language of Learning Language of Teaching were sampled. Group 1 received literacy instruction in Northern Sotho, whilst group 2 in English. Participants were assessed using a battery of phonological processing tests and on reading abilities in English and Northern Sotho. Correlations, multiple regressions and multivariate analyses of variance were conducted. Findings revealed that phonological processing skills are essential in reading development in both the first and second language of the participants. / African Languages / M.A. (Linguistics)

Southern Sotho verbal relative clauses are, on discourse-pragmatic grounds, categorised as direct and indirect. The pragmatic factors that govern the occurrence of these two types of relatives within a particular discourse context are investigated. An analysis of relative clauses occurring in live conversations as well as in the dramas Bulane (Khaketla, 1983) and Tjootjo e tla hloma sese/a (Maake, 1992) reveals that direct relative clauses usually modify the reference of predicate nouns (i.e. nouns used as the complements of copulative predicates), while indirect relative clauses modify the reference of object nouns. Theories which suggest that both predicate as well as object nouns generally convey new information, but that the reference status of predicate nouns is non-specific indefinite, while that of object nouns is specific indefinite, are discussed. A hypothesis suggesting that there is an interrelationship between the reference status of a head noun and the type of relative by means of which it is qualified, is proposed. / African Languages / M.A. (African Languages)

AFRIKAANS: In hierdie studie is daar gelet op MIV en VIGS en die geslagsrolle van die Noord-Sotho/Tswana-sprekende vrou in die Limpopo Provinsie. Daar is spesifiek gefokus op watter MIV- en VIGS-verbandhoudende risiko’s voorkom rondom die geslagsrolle van die Noord-Sotho/Tswana-sprekende vrou in die Limpopo Provinsie. Sewe relevante geslagsrolle van die vrou is geïdentifiseer vir ondersoek, en het die vrou as individuelewese, seksuelewese, huweliksmaat, moeder, versorger, enkelouer en broodwinner ingesluit. Verbandhoudende aspekte van hierdie rolle is ook ondersoek en het mishandeling van die vrou, die vrou se opvoeding, geloof, kultuur, gesondheid, geslag en spesifieke beradingsbehoeftes ingesluit. Waar geslag ‘n sosiale- en kulturelestruktuur is en ook kultuur-spesifiek is, was dit van belang om die vrou se geslagsrolle en die verbandhoudende aspekte daarvan binne die vrou se relevante kulturelekonteks te ondersoek. Die navorsingsmetodologie vir hierdie studie is duidelik omskryf en uiteengesit, waarna verskeie literatuurhoofstukke volg. Die literatuurhoofstukke fokus op MIV en VIGS as medieseverskynsel en die beradingsaspekte wat daarmee verband hou. In die literatuurhoofstukke is daar ook gelet op die Afrika-kultuur en geslagsrolvorming, waarna die sewe geslagsrolle van die vrou en die verbandhoudende aspekte daarvan bespreek is. Die literatuurhoofstukke voorsien die nodige agtergrond wat aanduidend is van spesifieke MIV-risiko’s wat deur Afrika-vroue in hul geslagsrolle beleef word. Navorsingsbevindings vir hierdie kwalitatiewe studie is met behulp van tabelle voorgestel wat volledig bespreek is, ten einde te bepaal watter spesifieke MIV-risiko’s deur Noord-Sotho/Tswana-sprekende vroue in die Limpopo Provinsie beleef word. Navorsingsbevindings vir hierdie kwalitatiewe studie is met behulp van tabelle voorgestel wat volledig bespreek is, ten einde te bepaal watter spesifieke MIV-risiko’s deur Noord-Sotho/Tswana-sprekende vroue in die Limpopo Provinsie beleef word. Hierdie bevindings het getoon dat Noord-Sotho/Tswana-sprekende vroue in die Limpopo Provinsie veral kwesbaar is vir MIV waar hierdie vroue ‘n tekort aan mag het om te onderhandel vir veilige seksuele-omgang en kondoomgebruik. ‘n Raamwerk vir kultuursensitiewe MIV- en VIGS-berading is ontwikkel, en bestaan uit inligting bekom vanuit die empiriese ondersoek, praktykervaring asook die navorser se kennis van relevante literatuur. Die raamwerk vir kultuursensitiewe MIV- en VIGS-berading is op wyses aangebied wat as gepas beskou word vir die spesifieke probleme of behoeftes van die vrou, en bestaan uit afmerklyste, kolomme en gevallestudies. Die raamwerk is ook saamgestel sodat dit deur die maatskaplike werker, MIV-berader en ander lede van die multidissiplinêrespan benut kan word tydens hulpverlening aan MIV-positiewe Noord-Sotho/Tswana-sprekende vroue. Ten slotte is ‘n algemene samevatting, gevolgtrekkings en aanbevelings gemaak na aanleiding van relevante bevindings vanuit die studie. Die navorsingsvraag vir hierdie studie in geheel is beantwoord deurdat die empiriese ondersoek sowel as die raamwerk vir kultuursensitiewe MIV- en VIGS-berading, die MIV- en VIGS-verbandhoudende risiko’s rondom die geslagsrolle van die Noord-Sotho/Tswanasprekende MIV-positiewe vrou in die Limpopo Provinsie duidelik geïdentifiseer en logies gegroepeer het, en gevolgtrekkings en aanbevelings gebied het. Hierdie studie het getoon dat elk van die vrou se sewe geslagsrolle, asook die verbandhoudende aspekte daarvan, verband hou met spesifieke MIV-risiko’s wat op fisiologiesesosiale-, psigologiese-, ekonomiese- en kulturele vlak beleef word deur Noord-Sotho/Tswana-sprekende vroue in die Limpopo Provinsie. ENGLISH: This study considered HIV and AIDS and the gender roles of Northern Sotho/Tswana speaking women in the Limpopo Province. Specific focus was placed on HIV and AIDS related risks surrounding the gender roles of Northern Sotho/Tswana speaking women in the Limpopo Province. Seven relevant gender roles were identified for investigation; these include women as individual beings, sexual beings, wives, mothers, caregivers, single parents and breadwinners. Related aspects of these roles were also investigated and include the abuse of women, education, religion, culture, health, gender and specific counselling needs. It was of importance to examine gender roles and the related aspects in the woman’s relevant cultural context since gender is seen as a social and cultural construct and is also culture-specific. The research methodology for this study was clearly defined and outlined. The literature chapters focussed on HIV and AIDS as medical phenomenon and related counselling aspects. The literature chapters also considered the African culture and gender role development, the seven gender roles of women and aspects related to these. The literature chapters provided the necessary background which is indicative of the specific HIV risks which are experienced by African women in their gender roles. Research findings for this qualitative study were presented using tables which were fully discussed in the study in order to determine the specific HIV risks experienced by Northern Sotho/Tswana speaking women in the Limpopo province. These findings showed that Northern Sotho/Tswana speaking women in the Limpopo Province are particularly vulnerable to HIV as these women experience a lack of power to negotiate for safe sex and condom use. A framework for culturally sensitive HIV and AIDS counselling was developed and consists of information obtained from the empirical investigation, practical experience and the researcher’s knowledge of relevant literature. The framework for culturally sensitive HIV and AIDS counselling was presented in a manner which is suited to the specific problems and needs of these women and consists of tick-mark lists, columns and case studies. The framework was also compiled in such a manner that it may be utilised by the social worker, HIV counsellor and other members of the multidisciplinary team during the counselling of HIV positive Northern Sotho/Tswana speaking women. A general summary, conclusions and recommendations were finally made following the relevant findings of the study. The research question for this study was fully answered in that the empirical investigation as well as the framework for culturally sensitive HIV and AIDS counselling identified, logically grouped and made conclusions and recommendations about the HIV and AIDS related risks surrounding the gender roles of Northern Sotho/Tswana speaking women in the Limpopo Province. This study showed that each of the seven gender roles of women as well as the related aspects of these roles are associated with specific HIV risks which are experienced on a physiological, social, psychological, economical and cultural level by Northern Sotho/Tswana speaking women in the Limpopo Province. / Thesis (PhD)--University of Pretoria, 2011. / Social Work and Criminology / PhD / Unrestricted

PhD (African Studies) / Department of African Studies / Mmino wa bana (Children’s songs) are subjected to many changes today; so much so that in time it could cease to exist in its original form or be replaced by genres promoted on televisions. This study focuses on the genre as practised in the Moletjie community. The study explores mmino wa bana by examining its musicological elements, educational validity, and the general social functions within the context of the Moletjie community. By providing insight into these aspects, we could be able to ascertain the transportability of musical elements and philosophies across many contexts. Twenty-one children’s songs were collected for the study. In addition, interviews were conducted with elders and members of the Moletjie royal family to capture the narrative views of the genre. Additional information was also captured in the form of diary notes. The study used an Afrocentric approach as its theoretical framework. The design was qualitative with semi structured interviews functioning as the mode of data collection. For analysis, music programs were used. The body of knowledge emanating from the study is packaged in such a way that it could be used by scholars in African musicology, policy planners, and others interested in the culture of the people of Moletjie community. The school will also find the study to be a useful resource in crafting textbooks for classroom purposes. / NRF

Thesis (M. Tech. (Communication)) -- Central University of Technology, Free State, 2015 / The central role of language in governance need not be argued; it is self-evident. Effective communication between the political leadership and the state administration, between individual government bodies and institutions, within these bodies and institutions, and between the government and its citizens, which is a prerequisite for good government, occurs mainly through language.

Those learners who generally struggle to relate to their teachers and peers, also appear to struggle with their parents. This research study is thus an investigation into the influence of the parent-child relationship on the self-concept of the Southern Sotho child. A literature study was done and the major dimensions of the self-concept were identified, namely, the physical self, the academic self, the social self, the value self, the family self and the psychic self. A questionnaire was developed to measure the self-concept of the child. Another questionnaire was used to measure the parent-child relationship. The results of the empirical investigation indicated that the parent-child relationship does have an influence on the self-concept of the Southern Sotho child, although certain contradictions to other research findings emerged. Problematic aspects of the research were discussed and recommendations for further research were made. / Educational Studies / M.Ed. (Guidance and Counseling)

According to the national Education Policy Act of 1996 and the norms and standards regarding Language policy, the promotion of multilingualism was stated as a prime objective, together with strong support of either home language or dual-medium education. Although the right to choose the language of learning and teaching (LoLT) which had to be an official language(or languages) lay with the individual. Hence the study is to persuade the department of Education in KZN to include isiXhosa and Sesotho languages as home language in KZN schools curriculum. The province of KZN is attracting many people especially Xhosas and Sotho’s from Eastern Cape and from other provinces such as Free State to mention few. These people come to KZN basically to seek jobs and stay in KZN under a vast ray of reasons. The city of Durban is like Johannesburg to them-‘’eGoli’’ in old days. However, in Gauteng almost two or more official languages are accommodated in schools, either being done as home language, first additional, second additional or even a third additional language. The choice lay with the individual. The Language Policy promoting multilingualism is implemented in Gauteng, why not in KZN- because the KZN total population of 9 426 014 based on census 2001 data indicate that there is no one speaking Sesotho in KZN but only 80% of isiZulu and 2.3% isiXhosa not mentioning English and Afrikaans1. Currently according to 2011 census, isiZulu is the mother tongue of 22.7% of South Africa’s population2. Furthermore, what is indicated by these census statistics starts in KZN schools where by the curriculum is designed in more convenient manner where by all Africans in KZN do IsiZulu as home language putting aside English and Afrikaans. The importance of mother-tongue, culture as well as multilingualism as the key concepts in diverse inclusive curriculum is not manifested in KZN school curriculum. The significant of 1976 Soweto up-raising lays in the right to choose the language of learning and teaching and it is part of democracy in South Africa. There should be options of languages to choose in schools most importantly giving a mother-tongue the first choice. Unfortunately there is no choice in KZN schools with regard to Africans group. More interestingly, there is a choice to listen to radio stations namely Umhlobowenene FM which broadcast in isiXhosa and Lesedi FM broadcasting in Sesotho. Nobody can say to another why one is listening to that Xhosa or Sotho radio in KZN, simply because is one’s choice. In the same manner that SABC enabled the broadcasting Xhosa and Sotho radios in KZN, so the department of Education in KZN can include isiXhosa and Sesotho as home languages and the choice of isiZulu as an additional language not as a home language. The results of the study do not reveal the poor academic performance of Xhosas and Sotho learners in the subject of isiZulu home language in KZN. But reveal the loss of identity, culture, and one’s roots. Hence language is a primary tool to enhance self-identity, it forms a fundamental part of culture and enables one to stick to own roots and embraces the sense of origin like being a proudly South African- a rainbow nation. / Educational Studies / M.A. (Inclusive Education)

The issue of identity is receiving the most attention in recent times. Communities, groups and individuals tend to ask themselves who they are after the colonial period. The dawn of modern democracy and the fall of the Berlin Wall have become important sites of self-definition. In this study, I examine narratives of self-invention and selflegitimisation from a variety of texts ranging from poetic to dramatic voices. The author creates characters who represent his wishes, desires and fears in dramatic form. The other characters re-present the other members of his family. He uses autobiographical voices to re-create and re-present history, particularly his family history which has been dismembered by memory's inability to recover the past in its entirety. Memory, visions and dreams are used as tropes to negotiate the pain of loss. These narratives assist him to recapture that which has been lost dearly, and imaginatively re-members what has been dismembered. The autobiographical I shifts into an autobiographical we where the author uses his poetry to lambast the injustices of apartheid. The study further examines some aspects of postcolonial identity, which include the status of African writing and the role of africalogical discourse, the conception of home in apartheid South Africa as well as the juxtaposition of power between indigenes and settlers. These reflect the problem of marginality as a postcolonial condition and how the marginals can be returned to the centre of power. Marginalisation of the indigenes occurs by coercion, inferiorisation, tabooing certain political and cartographical spaces, harassment, torture and imprisonment. Despite these measures, the poetry of NS Puleng persisted to remove the fetish of apartheid disempowerment and disenfranchisement. / African Languages / D.Litt. et Phil. (African Languages)