Philosophiae Doctor - PhD / The purpose of the current study was to examine whether pupils/students master academic literacy and if various genres are taught appropriately. In other words whether pupils/students master academic literacy in a way that would allow them to benefit from a transition into Kiswahili as a language of instruction at secondary school level and probably beyond. The study was carried out in two primary and two secondary schools in Morogoro and Mvomero Districts of Morogoro region in Tanzania. The study is essentially qualitative, and employed ethnographic design. In this regard, three methods of data collection were used namely: interviews, classroom observations and texts analysis. The study is located within the New Literacy Studies (NLS) perspective as a general interpretative theoretical framework. The analysis of data was done using Systemic Functional Linguistics (SFL), Genre analysis and Christie's Curriculum genres and macrogenres. / South Africa

The language situation in Tanzania has changed greatly since the overwhelming spread of Swahili, the national language and one of the official languages of Tanzania. Previous studies have reported that Swahili has encroached on the domains of ethnic community languages (Legère 1992, Meka- cha 1993, Yoneda 1996), and its linguistic influence can easily be recognized throughout the ethnic community languages of Tanzania, even in remote areas. This situation has been described as ‘Swahilization’ of ethnic community languages (Yoneda 2010) or ‘language drift’ (Brenzinger & Marten 2016), as opposed to a clear language shift. This study describes the influence of Swahili on Tanzanian ethnic community languages, presenting specific examples to substantiate the previous studies (e.g. Yoneda 2010, Marten & Petzell 2016, Rosendal & Mapunda 2017, among others). It shows that the language shift that Batibo (1992) expected has not taken place. Instead, people have kept their ethnic community languages, developing a new type of language use to enable meaning-making for the community in this changing world. The ongoing process in an ethnic community consists of Swahilization of their language, rather than its disappearance through a complete shift away from its use. In addition, the influence of language contact between Swahili and ethnic community languages is not a one-way effect; Swahili is also affected by the various ethnic community languages. As a result, each language is forced to undergo ‘-ization’ by the other and their differences are, not only sociolinguistically but also structurally and lexically convergent.

Thèse : Göteborg, 2000. / Bibliogr. p. 233-253.

This thesis provides an analysis of Possessor Raising (PR) in a minimalist framework. I examine four languages that exhibit PR, namely Japanese, Korean, Kinyarwanda, and Swahili. I propose that cross-linguistic variation of PR in these languages is captured by the single notion of Multiple Feature-Checking (MFC). In addition to cross-linguistic variation of surface syntax of PR, this thesis also examines a universal feature of PR, namely the relational noun restriction. PR raises an interesting problem with the mapping relation between an argument DP and its grammatical function (GF). A DP is normally associated with a unique GF (i.e., a one-to-one mapping relation), but in some cases such as passive, a DP may be associated with more than one GF, being both an underlying object and a surface subject (i.e., a one-to-many). PR also poses another type of mapping relation, namely a many-to-one relation; under PR, a possessor DP may also bear the GF of its host. In order to capture such a many-to-one relation between a DP and its GF in PR, I propose that this is an example of MFC, which is defined as follows: (i) MFC is possible only if a Formal Feature (FF) of a head (T and v) can escape deletion. (ii) MFC applies to both strong and weak FFs. In contrast to the original formulation of MFC (cf. Chomsky 1995b), which always involves overt movement of DPs and derives multiple specifiers, I argue that MFC also takes place at LF, which involves covert movement of FFs and derives multiple adjuncts of feature bundles onto a head. Given the evidence against overt movement of the subject and object in Japanese and Korean, I argue that PR in these languages is best analyzed in terms of covert MFC. I also provide an overt MFC analysis for Kinyarwanda and Swahili PR. Lastly, I discuss the relational noun restriction on PR, which holds of all PR languages. I propose that this restriction is reducible to the structural position of the possessor of a relational noun, namely its position as complement to the noun.

"Doctoral dissertation, 1996, Stockholm"--T.p. verso. / Includes bibliographical references.

This thesis provides an analysis of Possessor Raising (PR) in a minimalist framework. I examine four languages that exhibit PR, namely Japanese, Korean, Kinyarwanda, and Swahili. I propose that cross-linguistic variation of PR in these languages is captured by the single notion of Multiple Feature-Checking (MFC). In addition to cross-linguistic variation of surface syntax of PR, this thesis also examines a universal feature of PR, namely the relational noun restriction. PR raises an interesting problem with the mapping relation between an argument DP and its grammatical function (GF). A DP is normally associated with a unique GF (i.e., a one-to-one mapping relation), but in some cases such as passive, a DP may be associated with more than one GF, being both an underlying object and a surface subject (i.e., a one-to-many). PR also poses another type of mapping relation, namely a many-to-one relation; under PR, a possessor DP may also bear the GF of its host. In order to capture such a many-to-one relation between a DP and its GF in PR, I propose that this is an example of MFC, which is defined as follows: (i) MFC is possible only if a Formal Feature (FF) of a head (T and v) can escape deletion. (ii) MFC applies to both strong and weak FFs. In contrast to the original formulation of MFC (cf. Chomsky 1995b), which always involves overt movement of DPs and derives multiple specifiers, I argue that MFC also takes place at LF, which involves covert movement of FFs and derives multiple adjuncts of feature bundles onto a head. Given the evidence against overt movement of the subject and object in Japanese and Korean, I argue that PR in these languages is best analyzed in terms of covert MFC. I also provide an overt MFC analysis for Kinyarwanda and Swahili PR. Lastly, I discuss the relational noun restriction on PR, which holds of all PR languages. I propose that this restriction is reducible to the structural position of the possessor of a relational noun, namely its position as complement to the noun. / Arts, Faculty of / Linguistics, Department of / Graduate

Includes bibliographical references (leaves 185-194) / Underpinned by the premise that any text can be studied as a translation provided it is identified as such, this study theoretically uses Descriptive Translation Studies (DTS) to investigate English-Swahili healthcare texts. The aim of the study was to: identify, describe and analyse linguistic and cultural aspects in the texts; identify, describe, and analyse translation strategies used in the texts; and describe and analyse the use of illustrations in the texts. The study made use of Kruger and Wallmach’s (1997) analytical framework. The Tertium Comparationis of the study was descriptive terms, cohesive devices, translation strategies, division of texts, illustrations, text titles, and taboo words. On the linguistic aspects, the study’s main findings were: that the English texts use more descriptive terms than the Swahili texts; Swahili texts have a higher frequency use of references because it contains a number of derivational and inflectional morphemes; substitution is sparingly used whereas ellipsis is almost non-existent in Swahili texts in spite of its presence in the source texts; additive and causal conjunctions were the most prevalent in the texts; and inasmuch as there were no significant differences in the use of lexical cohesion in the ST and TT, Swahili texts were found to be more cohesive due to the slightly higher number of lexical items. Regarding the cultural aspects, it was found that translators use euphemism in the translation of words considered taboo and this informed the conclusion that there reigns the euphemism norm in Swahili texts. It equally emerged that strategies used to overcome non-lexicalisation include: use of pure loan words, use of pure loan words preceded by explanation, use of indigenised loan words, use of omission and translation by a more general word. On the other hand, translators used strategies of substitution, use of general words, paraphrasing and cultural substitution to translate words considered taboo. In addition, the study found that illustrations are used in more less the same way both in the ST and TT save for some slight modifications that are done in order to align them with the target culture expectations. Furthermore, the study theoretically effectuated four norms: explicitation norm, explicitness norm, euphemism norm, and illustration norm / Linguistics and Modern Languages / D. Litt.et Phil. (Linguistics)

DISSERTATION ABSTRACT Marko J. Mwipopo Doctor of Philosophy Department of Education Studies June 2016 Title: Secondary School Graduates’ Personal Experiences in the Context of English-only Language of Instruction Within and Outside the School Setting in Tanzania This dissertation documents the experiences of secondary school graduates in Tanzania who were instructed primarily through the English language. The study specifically examines the extent to which the English language facilitated or impeded the participants’ learning. This issue is important because Tanzania’s main educational goal at the secondary level is to build an egalitarian nation under the Education for Self Reliance (ESR) philosophy, advocated by J. K. Nyerere in 1967. The study employs symbolic interactionism as its primary method and utilizes frameworks and ideas from such fields as indigenous education and bilingual education. Works of scholars such as Frantz Fanon guided my work. The main focus of the study was to determine how Tanzanians see the language of instruction policy as relating to opportunity among students in secondary schools, i.e., whether Tanzanians frame the Swahili language as a problem, a resource, a right, or some other way, and how these language issues influence the cultural, economic, and political life of Tanzanians. Do Tanzanians see the Swahili language as a source of unity or divisiveness, as a means to some particular goals, or as a cause that needs to be fought for? This dissertation consists of five chapters. Chapter I includes a brief description of the historical background of Tanzania and emphasizes ESR, the principle and core philosophy guiding Tanzanian education after independence. Chapter II is a literature review and an examination of the design of contemporary Tanzanian education and the problems and challenges faced by that system. Chapter III covers research methods used in my research, including an explanation of setting and context, analysis, and interpretation. Chapter IV presents findings of the study, including thematically grouped quotes and my interpretation of the quotes, grouped according to the three main views on Swahili and English languages. Chapter V bridges the research questions to the findings and reflects on the implications of the study and related literature for educational practice and policy in Tanzania.

The political and economic problems of language policy in modern Africa have continued to remind us of the unforgettable historical fact of European colonialism. Today there are two major regions of Africa known as Anglo-phone and Franco-phone Africa. Much as many African leaders would have wished to discard the language of the former colonial power and substitute an indigenous language, this was problematic because in many cases there was not a single widely-spoken local language In some cases any attempt to raise the status of one indigenous language into a national language might have provoked wasteful inter-ethnic conflict.

The Department of Linguistics and African Languages, in which Kiswahili is a central subject, was established in the Faculty of Arts at the University College of Nairobi in 1969. Since then, at least five more departments which are devoted to the teaching and study of the Kiswahili language and literature have been established in various Kenyan universities (see below). Most of these departments run post-graduate programmes leading to MA. and PhD - degrees. As a result, considerable research activity related to both the Kiswahili language and literature has been going on. This is evident from the dissertations that have been written and that continue to be written every year.