Thesis (D. Phil.)--University of the Western Cape, 2009. / Includes bibliographical references (leaves 254-276).

<p>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.</p>

<p>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.</p>

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 aim of this article is to deal with reduplication in Swahili. In phase I, we pay attention to the process of reduplication as such, i.e., we try to define this phenomenon and we determine the scope of our study. The core of phase II is constituted by the examination of formal properties of reduplication in Swahili. Phase III contains the investigation of the phenomenon in question from the functional perspective. In the next phase, we concentrate on the so-called `pseudoreduplication` since we are convinced that this feature of Swahili morphology is quite important in relation to reduplication. The last phase is devouted to the analysis of a set of concrete examples from a work of fiction which illustrates the issues discussed in previous phases. Although this study is intended to be an intralanguage one, we do not restrain omselves from occassional interlanguage comparisons since it is our belief that any contrastive comparison can contribute to a better understanding of the phenomenon concerned. The synchronic point of view is applied throughout the whole study.

Recently we have seen the appearance of an interesting and provocative book on the Swahili. This book, by Ali Amin Mazrui and Ibrahim Noor Shariff (1994), takes a serious look at the question of Swahili identity and origins. This paper has at least two goals. One is to help define the nature of the debate about origins, and in so doing I will explicate and critique the Mazrui and Shariff hypothesis. The second is to reiterate the theme of the study of Swahili by Derek Nurse and the present author (1993), entitled Swahili and Sabaki · A Linguistic History (hereafter N&H). The linking of Swahili and Sabaki in the title was deliberate: the history of Swahili is inextricably intertwined with that of Sabaki and we cannot speak of the former without direct reference to the latter. The paper is divided into several sections. The first reviews the position taken by Mazrui and Shariff, the second discusses the view of N&H, implicit in their work on Sabaki, that Swahili is an integrated development from its Afiican heritage, the Sabaki languages. Finally, a critique of the Mazrui and Shariff hypothesis will conclude the paper.

Kiswahili has many ways to express different relations that may hold between two events occurring at the same time. In this paper I examine and contrast the meanings of two types of verbal forms: those with the class 16 relative concord marker -po- and those with the tense marker -ki-. All examples are taken from a single small novel. I conclude that forms with PO tell us where or, more frequently, when something else occurred, whereas events presented in the KI-tense describe the situation existing at the time of some other event (`situative´). When that other event is non-factual the situation presented in the KI-tense expresses a condition. Elsewhere, the situation presented in the KI-tense may be backgrounded (in the discourse analysis sense of the term), but it may also be the main event that is hidden behind a more superficial situation (pace Contini-Morava 1989).

Swahili has a larger inventory of (more or less \"basic\") colour terms than most Bantu languages. The aim of this article is to present this colour terminology and to point out semantic, syntactic and morphological divergences. We also look at the etymology of the various colour terms and try to establish a chronology of the growth (and decline?) of Swahili colour terminology.

In this paper I discuss the distribution of the so-called stem marker -ku- in Swahili, which is found with some, mostly monosyllabic verbs when used with certain tense morphemes. After introducing the data, I show that there are three potential analyses to explain the data, which I discuss in turn. Two of these analyses are phonological in nature and relate the distribution of -ku- to stress assignment. The first stress related analysis, which I call the `prevent-stress`rule is popular in textbooks and teaching manuals of Swahili (e.g. Ashton 1944, Russell 1996, Maw 1999), but turns out to be wrong. According to the second, more satisfactory stress rule, first proposed by Meinhof (1910a, 1910b, 1933), -ku- is deleted throughout except in stressed syllables and before vowels. While this analysis provides a sufficient diachronic account of the distribution of -ku-, I provide an alternative synchronic analysis, according to which the distribution of -ku- results from a number of alternative lexical entries for the relevant verbs.

Kiswahili hat ein doppeltes System der nominalen Klassifikation. Das erste System ist das aus dem Bantu (Niger-Congo) bekannte System der konkordierenden nominalen und \"pronominalen\" Präfixe; das zweite, jüngere System gründet sich auf das Bedeutungsmerkmal [belebt]. Die grammatische Kategorie NUMERUS (SINGULAR::PLURAL) gilt nur im zweiten System; innerhalb des ersten Systems ist die Bildung der Nominalpaare, z .B. mtulwatu, ein derivationeller Prozeß und bezieht Konkordanz sich ausschlieBlich auf die Kategorie KLASSE.