This study takes place within a school situated on the north eastern side of Soshanguve, a township to the north of the capital city, Pretoria, also called Tshwane. The school draws most of its learners from an area that started as an informal settlement. Certain parts of this settlement are now well structured and it is gradually becoming a formal settlement. The children who form part of this study are those whose parents have migrated from neighbouring provinces such as Limpopo, North West and Mpumalanga, as well as from neighbouring countries such as Zimbabwe and Mozambique. Owing to this migration, the community around this school is multilingual. Multilingualism has led to phonic, grammatical, semantic and stylistic language interference. This interference has caused language change, which in turn has led to variations that affect the standard form of Sesotho sa Lebowa, the first language of the school. The school selected for this study has achieved very average matriculation results since its establishment in 1994. Although the school generally achieves a 100% pass rate in the subject Sesotho sa Lebowa, marks are generally low despite the fact that the learners are supposedly first language speakers of Sesotho sa Lebowa. The aim of this study is to investigate the reasons for the poor quality of these results. Matriculation results over the past four years attest to the fact that something needs to be done in order to reverse the negative trend of these results. / Linguistics and Modern Languages / M.A. (Sociolinguistics)

Mental health care in South Africa has long been governed by inequalities (Foster & Swartz, 1997). During apartheid, those who did not speak English and Afrikaans could not access mental health services in the same way as those who did (Foster & Swartz, 1997). One main reason for this is the majority of mental health practitioners could not, and were not required to speak languages other than English and Afrikaans (Swartz, 1991). The South African mental health literature suggests that language and communication must be prioritised if there is to be an improvement in mental health care services for those individuals who do not speak English and Afrikaans (Bantjes, 1999; Drennan & Swartz, 1999; Swartz & Drennan, 2000; Swartz & MacGregor, 2002). Drawing on Prasad's (2002) interpretation of Gadamer's critical hermeneutic theory and utilising thematic networks analysis (Attride-Stirling, 2001), this study investigated the process of translated clinical assessment interviews within a psychiatric hospital in the Eastern Cape Province within South Africa. Results of the study revealed that contextual factors, issues concerning linguistic and cultural heritage, clinicians' role expectations regarding translators' role performance, as well as relational dynamics regarding individual levels of control and influence within the translation triad, all impacted on the effectiveness of communication, translation and service provision. These fmdings are supported by literature on the theory and practice of translation that identifies these issues as prominent (Robinson, 2003). Specific recommendations regarding the formalisation of translation practices within the hospital setting, as well as the familiari~ation of clinical practitioners and psychiatric nurses with the intricacies of translation processes are offered.

This research investigated the feasibility of South African translations of Dewey Decimal Classification (DDC). The study provides an introductory overview of DDC throughout the world, followed by its use in South Africa. The introduction highlights shortcomings and possible solutions – of which translations seem to be the most ideal. This research involved a critical analysis of the literature on DDC translations, a documentary analysis and technology-based research in the form of Google translations and evaluation of parts of Abridged Edition 15 of DDC. The critical analysis of the literature and the documentary analysis identified problems relating to translations, how translations deal with shortcomings in DDC, the fact that no literature exists on multilingual translations, and the process of translations (including the fact that this is an expensive endeavour). It also revealed information about sponsorship and the mixed translation model. The technology-based research, using Google Translate for translations of parts of Abridged Edition 15 and the subsequent evaluation of these translations indicated that Google translations were comprehensive and needed minimum editorial effort. Further to this it paved the way for describing a possible workflow for South African translations and indicated that the parts already translated as well as further Google translations can expedite the translation process. A model for South African translations, based on only the cost of the Pansoft translation software was proposed. The mixed model approach, where some languages are used as main languages (schedules, Relative Index terms and the like) and others for Relative Index terms only, was deemed the most appropriate in the South African context. This led to the conclusion that DDC translations into ten of the official South African languages are indeed feasible. The research supports translations that keep the integrity of DDC intact, with possible expansions based on literary arrant. It is important, though, to get the support of the South African library community and authoritative bodies such as the National Library of South Africa and/or the Library and Information Association of South Africa (LIASA) to negotiate and sign a contract for these translations. / Information Science / D. Litt. et Phil. (Information Science)

Summaries in English and Afrikaans / This study concerns the teaching and learning of Afrikaans as a foreign language in colleges of education in the Northern Province. An empirical survey was conducted at Makhado and Shingwedzi Colleges of Education where teachers are trained for the Primary Teachers' Diploma. This study seeks to identify issues which perpetrate negative attitudes to the subject of Afrikaans, as is manifested by low student enrolment, or its absence. Apart from the fact that South Africa is proclaimed by the Constitution of the country to be both multilingual and multicultural, non-Afrikaans student teachers seem to ignore the advantages of including Afrikaans as one of the units of their linguistic flexibility. The study thus identifies the knowledge, skills and attitudes which teachers and student teachers should acquire in this foreign language during their training in order to be successful practitioners in the field. The study endeavours to inform its learners that the language should be regarded as a tool of communication, not one of politics. This knowledge is necessary as African learners tend to associate the subject Afrikaans with the apartheid era of government. Chapter two deals with theoreticar considerations which underpin the teaching of the subject of Afrikaans. The role of language policy and its planning was identified as the basis of negative attitudes towards the language. Chapter three deals with instructional issues pertaining to the teaching of the subject of Afrikaans as a foreign language. These issues include the How? and Why? of factors to be considered in the teaching of the subject with the aim of enhancing the teachers' understanding of the subject. Research is conducted on problematical areas. Chapter four concentrates on the empirical research. The research endevours to identify issues in the teaching of the subject The thesis concludes that there is a need to revisit the aims of learning the Afrikaans language and a need to concentrate on cultivating a culture of learning in the subject of Afrikaans. This can be accomplished by enriching the language through acquiring various teaching skills and addressing various needs of learners. / Hierdie studie handel oor die onderrig en leer van Afrikaans as vreemde taal in onderwyskolleges in die Noordelike Provinsie. h Empiriese studie is gedoen by die Makhado Onderwyskollege en die Shingwedzi Onderwyskollege waar onderwysers vir die Primere Onderwysdiploma opgelei word. In hierdie navorsing word getrag om die faktore wat aanleiding gee tot die lae inskrywingsyfer vir Afrikaans as vak te identifiseer. Afgesien van die feit dat die Grondwet van SuidAfrika voorsiening maak vir veeltaligheid en multikulturaliteit, ignoreer nieAfrikaanssprekende studente die voordele wat daaraan verbonde is om Afrikaans as vak by hulle studiepakket in te sluit. Die kennis; vaardighede en houdings wat onderwysers en onderwysstudente moet verwerf om Afrikaans as vreemde taal suksesvol te kan onderrig, word hier ge'identifiseer. Poging word aangewend om aan te toon dat Afrikaans as werktuig vir kommunikasie aangewend moet word en nie as h politieke werktuig nie. Hierdie kennis is noodsaaklik, aangesien leerders die taal en dus ook die vak Afrikaans, meestal assosieer met die voormalige apartheidsregering. Hoofstuk twee handel oor die teoretiese aspekte wat die grondslag van die onderrig van die vak Afrikaans vorm. Die rol wat die taalbeleid tans speel en ook in die verlede gespeel het, word ge"identifiseer as basis vir die negatiewe ingesteldhede teenoor die taal. , Hoofstuk drie handel oor onderrigaangeleenthede betreffende die vak Afrikaans as h vreemde taal. Hierdie sake sluit in die Hoe? en Waarom? van faktore wat in ag geneem word by die onderrig van die vak wanneer beoog word om die onderwyser se insig betreffende die vak te verbeter. Navorsing is gedoen oor areas wat problematies blyk te gewees het. In hoofstuk vier word die empiriese navorsing weergegee. Hierdie navorsing trag om sekere aangeleenthede betreffende die onderrig van die vak oop te dek. Die tesis volstaan daarmee dat daar 'n nood is om die doelstellings met die onderrig van Afrikaans weer eens te beskou en dat dit ook nodig is om daarop te konsentreer om die onderrig van Afrikaans op aile vlakke te bevorder. Dit kan bereik word deur die verryking van die taal deur middel van die aanleer van verskillende onderrigvaardighede en deur die behoeftes van die leerders aan te spreek. / Educational Studies / D. Ed. (Didactics)

The effect of the academic literacy intervention programme on the SATAP English scores was evaluated. This study begins as a longitudinal study in the Faculty of Science, Engineering and Technology (FSET). 120 subjects from the Electrical, Civil, Building and Mechanical departments in the FSET were randomly selected to serve as an experimental group. The research design employed a quantitative methodology. Data was collected using the Standardised Assessment Tests for Access and Placement (SATAP) English Test. The test was administered to the experimental group as a pre- test and post-test measure at the beginning of the year and at the end of the year. The SPSS statistical programme with frequency tables and graphs was utilised to analyse the data obtained. The results indicated that the difference between the pre-test scores and the post-test scores was statistically significant. The post-test scores were significantly higher than the pre-test ones. It was concluded that the academic literacy intervention programme was effective in increasing the SATAP scores and therefore addressed some of the language needs of students. / Language Education Arts and Culture / M. Ed. (Adult Education)

The effect of the academic literacy intervention programme on the SATAP English scores was evaluated. This study begins as a longitudinal study in the Faculty of Science, Engineering and Technology (FSET). 120 subjects from the Electrical, Civil, Building and Mechanical departments in the FSET were randomly selected to serve as an experimental group. The research design employed a quantitative methodology. Data was collected using the Standardised Assessment Tests for Access and Placement (SATAP) English Test. The test was administered to the experimental group as a pre- test and post-test measure at the beginning of the year and at the end of the year. The SPSS statistical programme with frequency tables and graphs was utilised to analyse the data obtained. The results indicated that the difference between the pre-test scores and the post-test scores was statistically significant. The post-test scores were significantly higher than the pre-test ones. It was concluded that the academic literacy intervention programme was effective in increasing the SATAP scores and therefore addressed some of the language needs of students. / Language Education Arts and Culture / M. Ed. (Adult Education)