Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The main goal of this study is to provide a grammatical analysis of small clauses in Afrikaans. A proper analysis of this phenomenon has not yet been attempted in the literature on Afrikaans syntax. However, within the framework of generative grammar, including the most recent versions of Minimalist Syntax, extensive research has been conducted on the small clause phenomenon for a wide range of other languages. In these studies, various types of small clause constructions have been identified. For the purpose of this study, a systematic analysis is given for seven of these small clause construction types, focusing specifically on the Afrikaans data. In order to establish whether the Afrikaans small clause constructions exhibit the same characteristics as those found in other languages, a taxonomy is given of their Dutch, English, West Flemish and Polish counterparts as described by, among others, Hoekstra (1988a, 1992), Bennis, Corver and Den Dikken (1998), Citko (2008) and Haegeman (2010). It is against this background that the characteristics of the different Afrikaans small clause constructions are described. In addition, an explication is given of the various proposals regarding the underlying structure of such constructions. Based on proposals by Oosthuizen (2013), it is argued that a small clause construction is a projection of a particular functional category, namely a defective light verb, sc-v. It is claimed that such a light verb analysis can provide an adequate account of the Afrikaans facts. / AFRIKAANSE OPSOMMING: Die hoofoogmerk van hierdie studie is om ’n grammatikale analise van beknopte sinne (“small clauses”) in Afrikaans te verskaf. ʼn Behoorlike analise van hierdie verskynsel is nog nie tevore aangebied in die literatuur oor Afrikaanse sintaksis nie. Binne die raamwerk van generatiewe grammatika, insluitend die mees onlangse versies van Minimalistiese Sintaksis, is daar egter uitgebreide navorsing gedoen oor die verskynsel van beknopte sinne in ʼn verskeidenheid ander tale. In die betrokke studies is verskeie tipes beknopte sin-konstruksies geïdentifiseer. Vir die doel van hierdie studie word ’n sistematiese analise gegee van sewe van hierdie konstruksie-tipes, met spesifieke fokus op die Afrikaanse data. Ten einde vas te stel of die Afrikaanse beknopte sin-konstruksies dieselfde eienskappe toon as dié in ander tale, word ’n taksonomie verskaf van die ooreenstemmende konstruksies in Nederlands, Engels, Wes-Vlaams en Pools, soos beskryf deur onder meer Hoekstra (1988a, 1992), Bennis, Corver en Den Dikken (1998), Citko (2008) en Haegeman (2010). Dit is teen hierdie agtergrond dat die eienskappe van die verskillende Afrikaanse beknopte sin-konstruksies beskryf word. Verder word ʼn uiteensetting gegee van verskeie voorstelle oor die onderliggende struktuur van sulke konstruksies. Gebaseer op voorstelle deur Oosthuizen (2013), word daar geargumenteer dat ’n beknopte sin-konstruksie ’n projeksie is van ’n spesifieke funksionele kategorie, naamlik ’n defektiewe ligte werkwoord, sc-v. Daar word aangevoer dat so ’n ligte werkwoord-analise ’n toereikende verklaring kan bied van die Afrikaanse feite.

Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This study investigates the manner in which the concept of communication is discursively constructed in a South African insurance company. The company recently underwent a merger which, according to the literature, should increase its awareness of communicative practices. The thesis builds on recent theoretical developments in organisational studies, more specifically, the linguistic turn. The focus falls on the way in which organisational communication is constructed by implementing the analytical tools of thematic analysis and discourse analysis. All of the participants in this study were involved with the merger that the company underwent. The sample of twenty-three participants included eighteen employees who took part in an electronic survey questionnaire and five employees who were individually interviewed. Additionally, documents concerning the merger were analysed to reveal the way in which the company’s organisational communication is constructed by managers. During the data collection, participants were questioned about their perspectives of organisational communication and organisational culture with regard to the merger. The data strongly shows that communication is generally not considered an important aspect in an organisation during the merging process. Interestingly, when participants’ attention is, however, drawn to specifically the concept of communication, a mechanistic view of communication is presented with only selected communicative practices considered as ‘communication’. The analysis further indicates changing communicative practices in the newly merged company. In conclusion, this study argues that organisations, especially in a merging context, can benefit from a greater awareness regarding the importance of organisational communication. Further linguistic research in the form of organisational studies in this regard is suggested. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die wyse waarop die konsep van kommunikasie deur diskoers gekonstrueer word in ʼn Suid-Afrikaanse versekeringsmaatskappy. Hierdie organisasie het onlangs ʼn amalgameringsproses ondergaan wat volgens die literatuur behoort te lei tot ʼn toename in bewustheid van kommunikatiewe praktyke en veroorsaak dat die konteks ʼn kardinale element in die navorsing is. Hierdie tesis bou op onlangse teoretiese ontwikkelings in organisatoriese studies, met ‘n spesifieke fokus op diskoers en taal (die ‘linguistic turn’). Die fokus val op die manier waarop organisatoriese kommunikasie gekonstrueer word deur die analitiese metodes van tematiese analise en diskoersanalise te implementeer. Al die deelnemers in hierdie studie was betrokke by die amalgamering van die maatskappy. Die steekproef van drie-en-twintig deelnemers sluit agtien werknemers in wat aan die elektroniese opname deelgeneem het en vyf werknemers waarmee individuele onderhoude gevoer is. Dokumente aangaande die amalgamering is addisioneel geanaliseer om sodoende die wyse waarop die maatskappy se organisatoriese kommunikasie gekonstrueer word deur bestuurders, aan die lig te bring. Gedurende die data-insameling is deelnemers ondervra aangaande hulle perspektiewe op organisatoriese kommunikasie en organisatoriese kultuur ten opsigte van die amalgamering. Die data dui daarop dat kommunikasie oor die algemeen nie beskou word as ʼn belangrike aspek van ʼn organisasie tydens die amalgameringsproses nie. Tog, wanneer die deelnemers se aandag daarop gevestig word en hul gevra word om spesifiek te fokus op die konsep van kommunikasie, word ʼn meganiese uitkyk van kommunikasie voorgestel met slegs geselekteerde kommunikatiewe praktyke wat as ‘kommunikasie’ beskou word. Die analise lig verder die idee van veranderlike kommunikatiewe praktyke in die nuwe geamalgameerde maatskappy uit. Ter opsomming voer hierdie studie aan dat organisasies, veral in ʼn amalgameringskonteks, baat kan vind by ʼn groter bewustheid omtrent die belangrikheid van organisatoriese kommunikasie. Verdere linguistiese navorsing in organisatoriese studies in hierdie verband word voorgestel.

Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This PhD study investigated the organisational structure of medical communicative facilities and the related communicative experiences of health care providers and patients in HIV and AIDS care centres where there is language discordance between physicians and patients. Such discordance refers specifically to communication in contexts where patients and health care providers speak a number of different, mostly mutually unintelligible first languages (L1s) and where speakers have varying levels of proficiency in a lingua franca such as English. This study considers key moments within the organisational communication structure to assess how well the structure meets its communicative aims. The sites of care that provided empirical data in this study, were a public health clinic which is a division of a state hospital, and a privately run day care clinic both located near Maseru, the capital city of Lesotho. The participants were drawn from four categories, namely physicians, nurses, lay interpreters and patients. Data collection was done through semi-structured interviews, focus group discussions and direct observations of the study sites. The data was later transcribed interpreted and analysed according to insights gained from Organisation Theory on the one hand and Thematic Analysis and Qualitative Data Analysis on the other hand. The most important result of the study is the recognition of organisational fragmentation of care into different units which helps to facilitate communication where patients and physicians show marked language discordance. Further results illuminate several challenges that are encountered by participants in mediating and making meaning where language diversity is such that physicians’ linguistic repertoire does not match the repertoires of patients and local HCPs. The study highlights several institutional and interpersonal strategies that are used to overcome these challenges and to assure effective communication in the particular institutions. It also shows how some of these strategies fail to fully address the communicative challenges identified. The findings of this study suggest that in multilingual clinical contexts there is a need for more dedicated attention to interpreting practices, to the kinds of material distributed among patients and, more generally, to make consultative decisions on improved systems to put in place in order to facilitate communication related to quality health care. / AFRIKAANSE OPSOMMING: Hierdie PhD-studie het die organisatoriese struktuur van mediese kommunikatiewe geleenthede en die verwante ervarings van beroepsmense in gesondheidsorg van pasiënte in HIV-versorgingsentra ondersoek, waar die taalvaardighede van dokters en pasiënte nie gesinchroniseer is nie. Die taaldissonansie verwys spesifiek na kommunikasie in kontekste waar pasiënte en beroepsmense in gesondheidsorg 'n verskeidenheid tale praat wat meestal onderling onverstaan-bare eerste tale (T1e) is van sprekers met ongelyke vlakke van vaardigheid in 'n lingua franca soos Engels. Die studie vestig aandag op sleutelmomente binne die struktuur van die kommunikasie van die organisasie om vas te stel hoe goed die bepaalde struktuur sy kommunikatiewe doelstellinge verwesenlik. Die terreine van gesondheidsorg wat empiriese data vir hierdie navorsing voorsien het, was 'n openbare kliniek wat verbonde is aan 'n staatshospitaal, en 'n privaat dagsorgkliniek wat albei naby Maseru, die hoofstad van Lesotho, geleë is. Die deelnemers behoort aan vier kategorieë, naamlik dokters, verpleegpersoneel, leke-vertalers/-tolke en pasiënte. Data insameling is gedoen deur middel van semigestruktureerde onderhoude, fokus groepbesprekings and direkte waarrneming by die betrokke instansies. Die data is later getranskribeer, geinterpreteer en geanaliseer volgens insigte uit Organisasie Teorie aan die een kant en Tematiese Analise en Kwalitatiewe Data Analise aan die ander kant. Die belangrikste bevinding van die studie is herkenning van die organisatoriese fragmentering van die sorg in verskillende eenhede wat help om kommunikasie te fasiliteer binne ‘n konteks waar pasiënte en dokters merkbare taaldissonansie vertoon. Verdere bevindinge werp lig op verskeie uitdagings wat deelnemers ervaar in die bemiddeling en skep van betekenis waar taaldiversiteit sodanig is dat die talige repertoires van die mediese praktisyns nie aangepas is by die talige repertoires van die pasiënte of plaaslike mediese beamptes nie. Die studie vestig aandag op verskeie institusionele en interpersoonlike strategieë wat gebruik word om uitdagings te oorkom en om effektiewe kommunikasie binne die betrokke instansies te verseker. Dit wys ook hoe sommige van hierdie strategieë misluk in die aanspreek van bepaalde kommunikatiewe uitdagings. Die bevindinge bevestig dat in die omgewing van ‘n veeltalige kliniek daar ‘n behoefte is aan meer toegewyde aandag aan tolkingspraktyke, aan die soort materiaal wat onder pasiënte versprei word, en in meer algemene terme, aan die neem van besluite gegrond op konsultasie sodat verbeterde stelsels geimplimenteer kan word om kommunikasie wat verband hou met goeie kwaliteit gesondheidsorg, te help bedien. / The African Doctoral Academy for financial support

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: In this dissertation I report on an ethnographic survey study undertaken on bi-/multilingual education in ten primary schools in Uganda. The primary aim of this study was to explore how teachers understand and manage the process of transitioning from mother tongue (MT) education to English as a language of learning and teaching (LoLT). In this study I used a multi-method approach involving questionnaires, classroom observations, follow-up interviews and note taking. Data was analysed using a theme-based triangulation approach, one in which insights gleaned from different sources are checked against each other, so as to build a fuller, richer and more accurate account of the phenomenon under study. This data was gathered firstly from teachers and classes in the first three years of formal schooling (P1 to P3) in order to understand the nature of multilingualism in the initial years of primary schooling and how teachers use MT instruction in preparation for transition to English-medium education that occurs at the end of these three years. Secondly, data from P4 and P5 classes and teachers was gathered so as to examine the manner in which teachers handle transition from MT instruction in P4 and then shift into the use of English as LoLT in P5. The study has identified discrepancies between de jure and de facto language policy that exist at different levels: within schools, between government and private schools in implementing the language-in-education policy, and, ultimately, between the assumptions teachers have of the linguistic diversity of learners and the actual linguistic repertoires possessed by the learners upon school entry. Moreover, the study has revealed that it is unrealistic to expect that transfer of skills from MT to English can take place after only three years of teaching English and MT as subjects and using MT as LoLT. Against such a backdrop, teachers operate under circumstances that are not supportive of effective policy implementation. In addition, there is a big gap between teacher training and the demands placed on teachers in the classroom in terms of language practices. Moreover, teachers have mixed feelings about MT education, and some are unreservedly negative about it. Teachers’ indifference to MT education is partly caused by the fact that MTs are not examined at the end of primary school and that all examination papers are set in English. Furthermore, it has emerged that Uganda’s pre-primary education system complicates the successful implementation of the language-in-education policy, as it is not monitored by the government, is not compulsory nor available to all Ugandan children, and universally is offered only in English. The findings of this study inform helpful recommendations pertaining to the language-ineducation policy and the education system of Uganda. Firstly, there is a need to compile countrywide community and/or school linguistic profiles so as to come up with a wellinformed and practical language policy. Secondly, current language-in-education policy ought to be decentralised as there are urban schools which are not multilingual (as is assumed by the government) and thus are able to implement MT education. Thirdly, the MT education programme of Uganda ought to be changed from an early-exit to a late-exit model in order to afford a longer time for developing proficiency in English before English becomes the LoLT. Fourthly, government ought to make pre-primary schooling compulsory, and MT should be the LoLT at this level so that all Ugandan children have an opportunity to learn through their MTs. Finally, if the use of MT, both as a subject and as a LoLT, is to be enforced in schools, the language of examination and/or the examination of MTs will have to be reconsidered. In summary, several reasons have been identified for the mentioned discrepancies between de jure and de facto language-in-education policy in Uganda. This policy was implemented in an attempt to improve the low literacy levels of Ugandan learners. It therefore appears as if the policy and its implementation will need revision before this achievable aim can be realised as there is great difficulty on the teachers’ side not only in the understanding but also in managing the process of transitioning from MT education to English as LoLT. / AFRIKAANSE OPSOMMING: In hierdie proefskrif lewer ek verslag oor ‘n etnografiese opname van twee meertaligheid wat in 10 laerskole in Oeganda uitgevoer is. Die hoof doel van die studie was om vas te stel hoe onderwysers die oorgang van moedertaalonderrig na Engels as taal van onderrig en leer (TLO) verstaan en bestuur. Ek het ‘n veelvuldige metode-benadering in hierdie studie gevolg en gebruik gemaak van vraelyste, klaskamerwaarnemings, opvolgonderhoude en veldnotas. Data is geanaliseer deur gebruik te maak van ‘n tema-gebaseerde trianguleringsbenadering, een waarin insigte verkry uit verskillende bronne teen mekaar geverifieer is om sodoende ‘n voller, ryker en meer akkurate verklaring vir die studieverskynsel te gee. Hierdie data is eerstens onder onderwysers en leerders in die eerste drie jaar van formele skoolonderring (P1 tot P3) ingesamel om vas te stel (i) wat die aard van veeltaligheid in die beginjare van laerskool is en (ii) hoe onderwysers moedertaal (MT) gebruik om leerders voor te berei vir die oorgang na Engels-medium onderrig wat aan die einde van hierdie drie jaar geskied. Data is tweedens onder P4- en P5-onderwysers en in P4- en P5-klaskamers ingesamel om sodoede die wyse te ondersoek waarop onderwysers die oorgang van MT-onderrig in P4 en die skuif na die gebruik van Engels as TLO in P5 hanteer. Die studie het diskrepansies tussen de jure- en de facto-taalbeleid op verskeie vlakke geïdentifiseer: binne skole, tussen die regering en privaatskole in die implementering van die taal-in-onderwys-beleid, en ook tussen die aannames wat onderwysers oor die talige diversiteit van leerders het en die werklike talige repertoires waarmee hierdie leerders die skoolsisteem betree. Die studie het verder getoon dat dit onrealisties is om te verwag dat oordrag van vaardighede van MT na Engels kan plaasvind ná slegs drie jaar van (i) Engels en MT as vakke en (ii) gebruik van MT as TLO. Teen hierdie agtergrond werk onderwysers onder omstandighede wat nie effektiewe beleidsimplementering ondersteun nie. Daar is ook ‘n groot gaping tussen onderwyseropleiding en die eise wat aan onderwysers in die klaskamer gestel word in terme van taalpraktyke. Verder het onderwysers gemengde gevoelens oor MTonderrig, en sommiges is sonder voorbehoud negatief daaroor. Onderwysers se onverskilligheid teenoor MT-onderrig word gedeeltelik meegebring deur die feit dat MTe nie aan die einde van laerskool geëksamineer word nie en dat alle eksamenvraestelle in Engels opgestel word. Dit het ook geblyk dat Oeganda se voorskoolse onderwyssisteem die suksesvolle implementering van die taal-in-onderwys-beleid kompliseer, aangesien hierdie vlak van onderwysg nie deur die regering gemonitor word nie, nie verpligtend of toeganklik vir alle Oegandese kinders is nie en universeel in slegs Engels aangebied word. Die bevindinge van hierdie studie maak nuttige aanbevelings moontlik aangaande die taal-inonderwys- beleid en die onderwyssisteem in Oeganda. Eerstens is daar ‘n behoefte aan die opstel van ‘n landswye taalprofiel van gemeenskappe en skole sou ‘n goed-ingeligte en prakties uitvoerbare taalbeleid daargestel wou word. Tweedens behoort die huidige taal-inonderwys- beleid gesentraliseer te word, aangesien sommige stedelike skole (in teenstelling met wat deur die regering aangeneem word) nie veeltalig is nie en dus wel daartoe in staat is om MT-onderrig te implementeer. Derdens behoort die MT-onderrigprogram in Oeganda verander te word van een waarin leerders MT-onderrig vroeg verlaat tot een waarin hulle MT-onderrig laat verlaat, sodat daar meer tyd is vir die verwerwing van Engelse taalvaardighede voordat Engels die TLO word. Vierdens behoort die regering preprimêre onderwys verpligtend te maak en behoort MT die TLO op hierdie vlak te wees sodat alle Oegandese kinders die geleentheid het om deur middel van hul MTe te leer. Laastens, as die gebruik van MT (as ‘n vak sowel as as TLO) in skole verplig gaan word, behoort die taal van eksaminering herbesin te word en/of die eksaminering van MTe heroorweeg te word. Opsommenderwys: Daar is verskeie redes geïdentifiseer vir die genoemde diskrepansies tussen die de jure- en de facto- taal-in-onderwys beleid in Oeganda. Hierdie beleid is ingestel in ‘n poging om die lae geletterdheidsvlakke van Oegandese leerders aan te spreek. Dit blyk dat die beleid en die implementering daarvan hersien sal moet word voordat hierdie haalbare doelwit gerealiseer sal kan word, want onderwysers vind dit merkbaar moeilik nie net om die huidige beleid te verstaan nie maar ook om die proses van oorgang van MT-onderrig na Engels as TLO te bestuur. / Ekisengejje (Luganda) Mu kiwakano kino, njogera ku kunoonyereza okwesigamizibwa ku kwekaliriza ekibinja ky’abantu ab’awamu n’engeri gye bakwatamu ebyenjigiriza nnanniminnyingi mu masomero ga pulayimale kkumi mu Uganda. Ekigendererwa ky’okunoonyereza kuno ekikulu kyali okwekaliriza engeri abasomesa gye bategeeramu ne gye bakwatamu enseetuka y’okuva mu kusomera mu lulimi oluzaaliranwa okudda mu Lungereza. Mu kunoonyereza kuno, nakozesa enseetuka mpendannyingi omuli olukalala lw’ebibuuzo, okwekaliriza okw’omu kibiina, okubuuza ebibuuzo eby’akamwa n’okuwandiika ebyekalirizibwa. Ebiwe byakenenulirwa mu miramwa nga giggyibwa mu ebyo ebyakuηηaanyizibwa mu mpenda ez’enjawulo. Enkola eno yeeyambisa ebyakukuηηaanyizibwa mu mpenda ez’enjawulo nga buli kimu kikkuutiriza kinnaakyo ne kiba nti ekijjo ekinoonyeerezebwako omuntu akitebya mu ngeri enzijuvu era engagga obulungi. Okusooka, ebiwe byakuηηaanyizibwa okuva mu basomesa ne mu bibiina ebisookerwako ebisatu (P1 okutuuka ku P3) n’ekigendererwa ky’okutegeera ennimi eziri mu myaka egisooka egya pulayimale n’engeri abasomesa gye batandikamu okusomesereza mu nnimi enzaaliranwa nga bateekateeka abayizi okubazza mu kuyigira mu Lungereza. Okuyigira mu Lungereza kutandika okubaawo ng’emyaka esatu egisooka giweddeko. Ebibiina, P4 ne P5 nabyo byatunuulirwa n’ekigendererwa ky’okwekaliriza engeri abasomesa gye bakwatamu enseetuka y’okuggya abayizi mu kuyigira mu nnimi enzaaliranwa mu P4 okubazza mu kuyigira mu Lungereza mu P5. Okunoonyereza kuno kuzudde empungu wakati w’enteekera y’ebyennimi eragirwa n’ekozesebwa ku mitendera egy’enjawulo: Empungu esooka eri mu kussa mu nkola enteekera y’ebyennimi mu byenjigiriza wakati w’amasomero ga gavumenti n’ag’obwannannyini ate ne wakati w’ebyo abasomesa bye bakkiririzaamu ku nnimi abayizi ze boogera n’ennimi abayizi bo ze boogera nga tebannayingira masomero. Mu ngeri y’emu okunoonyereza kuno kukizudde nti si kya bwenkyanya okusuubira abayizi okuzza mu Lungereza ebyo bye bayigidde emyaka esatu mu nnini enzaaliranwa nga mu myaka gye gimu egyo Olungereza n’olulimi oluzaaliranwa babadde baziyiga ng’amasomo. Mu mbeera efaanana bw’etyo, abasomesa bakolera mu mbeera etabasobozesa kutuukiriza nteekera ya bya nnimi mu byenjigiriza. Mu ngeri y’emu, waliwo empungu nnene wakati w’obutendeke abasomesa bwe balina n’ebyo ebibasuubirwamu okukola mu kibiina nga beeyambisa olulimi. Si ekyo kyokka, abasomesa si batangaavu ku kusomeseza mu nnimi enzaaliranwa, era n’abamu boogera kaati nga bwe batawagira nkola eno. Endowooza y’abasomesa ku kusomeseza mu nnimi enzaaliranwa yeesigamiziddwa ku kuba nti ennimi enzaaliranwa tezibuuzibwa ku nkomerero ya pulayimale ate era n’okuba nti ebibuuzo byonna ku nkomerero ya pulayimale bibuuzibwa mu Lungereza. Ng’oggyeeko ekyo, kyeyolese mu kunoonyereza kuno nti okusoma kwa nnasale mu Uganda kukaluubiriza okussa mu nkola enteekera y’eby’ennimi mu byenjigiriza kubanga eddaala ly’okusoma lino terirondoolwa gavumenti, si lya buwaze ate era abaana bonna mu Uganda tebafuna mukisa kusoma nnasale, n’ekirala nti okutwaliza awamu ebisomesebwa ku ddaala lino biba mu Lungereza. Ebizuuliddwa mu kunoonyereza kuno bisonga ku bisembebwa ebiyinza okuyamba mu kutereeza enteekera y’eby’ennimi mu byenjigiriza ko n’omuyungiro gw’ebyenjigiriza gwonna mu Uganda. Okusooka, kyetaagisa okukuηηaanya ennimi ezoogerebwa mu bitundu ne/oba mu masomero ne kiyamba mu kussa mu nkola enteekera y’eby’ennimi mu ngeri entangaavu. Eky’okubiri, kisaana obuyinza bw’enteekera y’eby’ennimi mu byenjigiriza eriwo kati buzzibweko wansi kubanga waliwo amasomero g’omu bibuga agataliimu nnimi nnyingi (nga gavumenti yo bw’ekitwala) era nga bwe gatyo gasobola okussa mu nkola enteekera y’eby’ennimi mu byenjigiriza. Eky’okusatu, enteekateeka y’okusomeseza mu nnimi enzaaliranwa eya Uganda esaana eyongezebwe okuva ku myaka 3 etuuke ku myaka 6 okutuuka ku 8. Ebbanga eryo eggwanvu liyamba omuyizi okukaza Olungereza n’oluvannyuma asobole okuluyigiramu. Eky’okuna, gavumenti esaana efuule okusoma kwa nnasale okw’obuwaze era ennimi enzaaliranwa zisaana zibeere olulimi oluyigirwamu ku ddaala lino kibeere nti abaana bonna mu Uganda bafuna omukisa okuyigira mu nnimi zaabwe enzaaliranwa. N’ekisembayo, bwe kiba nti okukozesa ennimi enzaaliranwa mu masomero ng’olulimi oluyigirwamu ate era ng’essomo kinaagobererwa mu masomero, olulimi olubuulizibwamu ebibuuzo ne/oba okubuuzibwako ebibuuzo bisaana bifiibweko nate. Mu bufunze, ensonga nnyingiko ezinokoddwayo ng’ezireetawo empungu wakati w’enteekera y’eby’ennimi mu byenjigiriza n’ebyo ebikolebwa mu masomero mu Uganda. Enteekera eno yassibwa mu nkola n’ekigendererwa ky’okwongera ku mutindo gw’okuyiga okusoma n’okuwandiika mu bayizi b’omu Uganda. Wabula ate kifanana okuba nti enteekera eno n’engeri gy’essibwa mu nkola bijja kwetaaga okuddamu okufiibwako olwo ekigendererwa ekyabiteekerwa kiryoke kituukibweko. Kino kiri bwe kityo kubanga waliwo enkalubira ya maanyi mu basomesa mu kutegeera ne mu nkwajja y’okuteekateeka abayizi okubaseetula

Naming is a very important tool used among various African cultures to convey certain messages, either to an individual, family members or a community. Naming of various objects is linked with the socio-political factors of countries where anthroponyms and toponyms are found. It is for this reason that onomastics (the study of names) can never be isolated from studying the dynamics of various societies, the behaviour and the psychology of different individuals. While names can unite communities, they can also serve as a dividing tool in various communities. It is from names that one can learn the various cultures that have been present in a particular place, and have an understanding and the appreciation of the history of a place. Onomastics is multidisciplinary in nature. It can be approached from different perspectives. These include linguistic, historical, sociological, philosophical, economical and other perspectives. Chapter two focuses on the linguistic and semantic aspects of names. It explores onomastic definitions and the comparison between the meaning of Euro-western and African names. In Chapter two an argument is presented on the morphological structure of Zulu and/or Xhosa names for boys and girls. In this Chapter the orthography of place names is also discussed. The importance of standardising names for purposes of having one name for one entity and asserting the country's history and heritage cannot be overemphasised. As indicated above that onomastics can also be approached from a historic approach, Chapter 3 looks at the changing political scenario in South Africa that has had an impact on the culture of indigenous people, their identity and the existence of Euro-western names among them. The arrival of white people in South Africa contaminated the indigenous culture and the African belief systems. The traditional belief system of the indigenous people is discussed in Chapter three together with the advent of Christianity. Chapter four looks at the sociological approach in onomastics. Names of any nature exist in a society. These names reflect the social dynamics of the societies where they are found. The society plays a major role in influencing the choice of names given to individuals and entities. These names have different functions in societies. The different functions that names have in various communities are also discussed. In Chapter four the significance of anthroponyms and toponyms is discussed. Various types of names are also looked at. Political changes witnessed in the country play a major role in transforming the country whether economically, culturally or socially. The impact of political changes and the attitudes of South Africans towards name changes are discussed in Chapter five. President Thabo Mbeki's call for an African renaissance came at the time when South Africa attained its independence. The adoption of African names was on the increase during this period. Chapter six looks at the link between changing naming patterns and the African renaissance. As an African renaissance calls for the rebirth of African culture and ways of living, xenophobic attitudes among Africans are examined. It is argued that Africa's rebirth is dependant on various issues including the respect and value that Africans give each other. Onomastics, as mentioned above can be studied using different approaches, however the limitedness of this study prevents discussion on all approaches. Onomastics is a relatively new field in South Africa, however its multidisciplinary nature and the abundance of data, invites more studies to be conducted. Chapter seven makes recommendations on some of the onomastic studies that may be conducted in future. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

No abstract available. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.

The South African Schools Act (1996) is now in place to allow the governing bodies to decide on language policies for their schools. This has come about as a means to redress the past situation whereby policies were imposed upon schools. The most affected groups of people were Africans since those policies were designed with the sole aim of undermining their home languages. The only two languages that were promoted at all cost were English and Afrikaans. These languages were also used as languages of learning and instructions. This had detrimental effects on the school results of black children as they could not cope to learn in a foreign or second language. Teachers also worked under tremendous pressure as they had to make an extra effort in trying to make learners understand difficult and new concepts. In an effort to redress these problems the new language policy under the new democratic South Africa recommends the use of a home language as a language of learning. It however remains to be investigated what attitudes the black educators have towards this policy as they are the ones who should implement it in their classrooms. This study set out to investigate the black educators' attitudes on the issue of the role of indigenous languages in education. The focus indigenous language of this study is isiZulu. This is due to the fact that the study was conducted in an isiZulu dominated area, that is in Durban in the region of KwaZulu-Natal. I wanted to ascertain what are the isiZulu-speaking teachers' attitudes on the role of isiZulu in society and in education. I investigated their attitudes on what languages should be used as languages of teaching and learning and at what levels. I also tried to understand what languages they would prefer to be offered as subjects. The data of this study were obtained mostly by means of questionnaires and verified through limited but structured interviews. The questionnaire had two sections: Respondents completed the first part of the questionnaire giving their personal details. These were needed to establish whether and to what extent they have an effect on teachers' attitudes. The rest of the questionnaire was directed at eliciting the educators' attitudes towards the role of African languages in education. This study has two main findings: First, it was found that the respondents generally favour the use of African languages in education. That is, the majority of respondents favoured the early introduction and continued use of isiZulu as a language of instruction. Second, some of their responses are self-contradictory to this attitude in that the teachers equally wanted English to be used early in education as well. Some of them envisaged a future where English will continue to dominate the lives of African people. There is a strong evidence of language shift from isiZulu to English. If the results of this study are anything to go by, then there are serious implications for the new language policy in education. The survival and success of any educational policy depends on the extent to which it is understood and embraced by the practitioners, in this case educators. Given my findings that most teachers are ambivalent about the new policy, the 'language in education' is in serious trouble. Based on collected data, it is clear that the teachers were not familiar with the new policy. The policy is likely to fail unless some intervention strategies are taken to address this problem. This made me to recommend that black educators (and parents in general) need to be given an awareness of the current language in education policy and what it attempts to redress. / Thesis (M.A.)-University of Natal, Durban, 2001.

This dissertation focuses on code-switching i.e. the alternate use of two languages within the same speech event, as a technique in teaching literature to Grade 10 ESL learners by bilingual teachers in comparison to English only method by an English monolingual teacher, in two schools in Port Shepstone. This study examines the forms and functions of English-Zulu code-switching by bilingual ESL teachers. Using the experimental approach, it also investigates whether there are any significant differences in scholastic achievement as measured by tests of literary works between the control group which is taught through the medium of English and the experimental group which is taught through the medium of cs. This study also examines the attitudes of monolingual and bilingual educators and bilingual learners toward CS, particularly in the domain of the school. Through an analysis of data obtained from questionnaires, interviews, lesson recordings and tests, this research reveals that even though CS does not appear to significantly contribute to scholastic achievement, it fulfills a variety of pedagogical functions. CS therefore claims a firm position in the classroom. As such, I argue that CS should not necessarily be perceived as interlanguage but as a form of linguistic code in its own right. I also demonstrate that contrary to a wealth of studies (e. g. Nyowe 1992; Gibb 1998) that show that English monolingual speakers, as well as those who employ CS in their linguistic repertoire, stigmatise the use of CS, the majority of participants of this research perceive CS as a code that is both inevitable and a valuable learning resource. Finally, I explore the implications of this research for principals, teachers and governing body members. I suggest that there is a need for these role players to engage in consciousness raising as the ANC Language Policy Document clearly accords CS an official status and more importantly, CS is a reality in the classroom. In addition, I examine the implications of CS for ESL teachers and teaching, particularly in the teaching of literature. I suggest that by employing CS in the teaching of literature teachers help learners to better interact with and interpret the literary text, and also promote communicative competence among the learners. Lastly, I explore the implications of CS for methodology. I conclude that the strategic use of CS effectively enhances English L2 acquisition. / Thesis (M.A.)-University of Natal, Durban, 2001.

The aim of this study is to investigate politeness phenomena within the Hindu sector of the South African Indian English speaking community. The study focuses on the understanding of politeness within the target community and whether this understanding has changed over the past generation. It also examines if males and females exhibit and value politeness differently. Finally the study investigates which of the existing Western/non-Western models of politeness are relevant for describing the politeness phenomena in the target community. This study is conducted through the realizations of the speech acts of requests and apologies, focusing on the variables of age, status and social distance. In order to achieve triangulation, qualitative and quantitative methods of data collection were used. These comprised interviews with cultural/religious leaders, discourse completion tasks, interviews with families and a ranking scale. My findings reveal that the understanding of politeness phenomena within the target community is more in keeping with that in other non-Western cultures than in Western cultures. Females are found to exhibit more polite behaviours than males. Further, in general the understanding of politeness over the past generation has remained more or less constant. / Thesis (M.A.)-University of Natal, Durban, 2001.

South Africa has undergone many political changes since the apartheid era. A recent one has included the adoption of a new language-in-education policy recommending, among other things, the use of African indigenous languages as languages of learning and teaching (LOLT). The country has moved into a system in which learners and schools are entitled to choose their preferred LOLT. However, there have been few concrete changes to accommodate this choice. In particular, the above language-in-education policy has not yet been adequately implemented in schools. This study investigates learners', educators' and parents' attitudes towards the use of English or /and isiZulu as the medium of learning and teaching in Durban in KwaZulu-Natal province. I ascertain if there are similarities and differences, if any, in the responses of the three groups of stakeholders from two secondary schools. I also demonstrate the implications of the attitudes of these stakeholders for the implementation of the current language-in-education policy. Lastly, I make recommendations that will assist language policy makers regarding the current language-in-education policy. The study shows that there are mixed feelings regarding the LOLT issue. It was found that the respondents largely favour the use of English as the medium of instruction, yet some of the responses are self-contradictory, in that they simultaneously want isiZulu to be used as early as grade 1 as LOLT. Most respondents still envisage a future where English will continue to have political, educational, social and economic power over isiZulu. There is thus an urgent need for the Department of Education to review the current language-in-education policy and address issues that might be hindering its implementation. The policy is likely to fail unless some intervention strategies are taken to address these problems. It is hoped that this study will help to highlight issues that can be further investigated in this area. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2004.