Abstract not available. / Thesis (Ph.D.)-University of Durban-Westville, 1997.

This study examines the status of isiZulu from the perspective of English L1, isiZulu L1 learners and educators at former House of Delegates high schools in the greater Durban area. South Africa's Language in Education Policy appears to be very progressive because it identifies 11 official languages of the Constitution. Although isiZulu has been accorded official status in the Constitution it continues to remain peripheral to English and Afrikaans at many schools. In order to research the topic of this study a combination of quantitative and qualitative research designs were used. A questionnaire, which is a quantitative data collection technique, was used to conduct a language survey. A semi-structured interview, which is a qualitative data collection technique, was used to complement data collected from the closed-ended questions. Grade 10,11 and 12 learners returned 371 copies of the questionnaires. Educators returned 51 copies of questionnaires. An important finding of this study was that the majority of isiZulu L1 learners use isiZulu as their home language while English L1 learners use English as their home language. On the issue of which two languages learners and educators prefer as subjects of study, a majority of isiZulu L1learners and educators opted for English and isiZulu, while majority of English L1 learners opted for English and Afrikaans. Although a majority of isiZulu L1 learners stated that they use isiZulu extensively when .communicating with their parents, older people, siblings and their peers outside the classroom, a significant percentage of these learners stated that they are not allowed to use isiZulu in the classroom. The majority of isiZulu L1 and English L1 learners however, stated that they wanted their educators to use English in the classroom because English is regarded as an international language with enormous economic advantages. Although isiZulu L1 learners have considerable regard for English in their education there is also strong support for their home language because the majority of these learners are in favour of bilingual education, which they regard as being important to their academic progress. Another important finding was that the majority of English L1, isiZulu L1 learners and educators have a positive attitude towards isiZulu which they would like to learn if it is offered, albeit optionally. On the basis of the findings the following recommendations are made • The role of governing bodies needs to be revisited • Review of language policy • Government support • Pre- service and in-service educator training • The provision of books and education material in indigenous African languages. It is fervently hoped that the above recommendations will contribute towards the elevation of the status of isiZulu at former House of Delegates high schools in the greater Durban area. / Thesis (M.A.) - University of Durban-Westville, 2003.

Thesis (MA)-- Stellenbosch University, 2001. / ENGLISH ABSTRACT: Dictionaries have to be compiled in accordance with specific target users and dictionary goals. User orientation is, however, not the only criterion for measuring the success of a dictionary. Present-day lexicography requires the evaluation of the accessibility of dictionaries. The ease with which macro- and microstructural information is located and retrieved determines the quality and accessibility of the presentation. User orientated and accessible learner's dictionaries can contribute substantially to the improvement of communication in a multilingual South Africa with different groups of language learners. In a learner's dictionary the information should be presented in such a way that it can be retrieved without problems. The metalexicography makes provision for guide structures that facilitate access to information in the dictionary. The external, internal and meta-access structures are functional structures that increase the retrievability of information and help the user to reach the information he/she is looking for, as swiftly as possible. During the planning of a dictionary, the lexicographer must draw up a dictionary plan with a detailed explanation of the external and internal access structure. Such a dictionary plan contributes to a consistent application of lexicographical decisions. Decisions regarding the access structures must also be explained and illustrated in the front text in order for learners to acquire dictionary skills and become effective dictionary users. / AFRIKAANSE OPSOMMING: Woordeboeke moet saamgestel word met inagneming van 'n spesifieke teikengroep en woordeboekdoel. Gebruikersgerigtheid is egter nie die enigste kriteria waaraan die sukses van 'n woordeboek gemeet word nie. In die hedendaagse leksikografie word die toeganklikheid van 'n woordeboek ook gemeet en beoordeel. Die gemak waarmee makro- en mikrostrukturele inligting opgespoor en ontsluit word, bepaal dus die kwaliteit en die toeganklikheid van die aanbieding. Binne 'n multitalige Suid-Afrika, met verskillende groepe taalaanleerders, kan aanleerderwoordeboeke wat op spesifieke gebruikers gerig is en toeganklik is, 'n wesenlike bydrae lewer tot die bevordering van kommunikasie. In 'n aanleerderwoordeboek moet inligting op so 'n manier aangebied word dat dit probleemloos herwin kan word. Die metaleksikografie maak voorsiening vir gidsstrukture wat toegang tot inligting in die woordeboek vergemaklik. Die eksterne, interne en metatoegangstrukture is funksionele struktuurelemente wat die herwinbaarheid van inligting verhoog en die gebruiker help om so vinnig as moontlik by die verlangde inligting uit te kom Die leksikograaf moet tydens die beplanning van 'n aanleerderwoordeboek 'n woordeboekplan opstel waarin onder andere die eksterne en interne toegangstruktuur uiteengesit word. So 'n woordeboekplan dra by tot 'n konsekwente toepassing van stelselbesluite. Besluite oor die toegangstruktuur moet ook in die toeligting beskryf en gei1lustreer word, sodat aanleerders woordeboekontsluitingsvaardighede kan verwerf en effektiewe woordeboekgebruikers kan word.

Many educational researchers (e.g. Jansen 2001) argue that not enough is known about how teachers view their careers and identities as teachers and how they adapt to new educational policies and teaching situations. Researchers (e.g. Woods and Jeffrey 2002) have argued that a consideration of identity issues is of crucial importance when investigating the experiences of teachers in any institutional setting. The purpose of this research study is to investigate the impact of working in an international school context on the identities of English-speaking teachers at the International English School (IES) in Italy. The research aims to identify the issues of identity experienced in the new institutional context, to examine the identity work and strategies engaged in by the teachers and to analyse what kind of reconstruction of their identities has taken place. Three main theoretical perspectives have informed the research. Firstly, poststructuralist theories critique an essentialist view of identity as universal or stable and argue that it is socially constructed and open to continual change. This view of identity works with an understanding that the research participants construct identity rather than report on a pre-existing identity. Secondly, critical theory emphasises the political nature of identity and that it is always linked to power relations in particular sites of practice. Thirdly, theories and research on 'teacher identity' and 'teacher strategy' from the field of education have been drawn on. Three studies from the sociology of education provide a fine-grained analysis of how teacher strategies operate in particular sites of practice and show how strategies are always linked to issues of identity. Insights from the literature on international education suggest that cross-cultural issues are key for teachers relocating to an international school context. Qualitative research methods were chosen. The case study was the main method used: the International English School (IES) formed the case with seven English-speaking teachers at the school as the research participants. Mapping, interviewing and field observation were used to collect the data. The research participants constructed maps of themselves at IES as well as of their career history, and in-depth interviews were conducted. Finally, an on-site field visit took place at the school and included lesson observation of each research participant. The data was analysed thematically using grounded theory. The findings show that the research participants' experiences at IES affected their identities in profound ways and that they experienced a fragmentation of identity. In order to respond to the issues of identity they experienced, the teachers engaged in identity work and particular strategies which allowed them to reinforce or reconstruct their identity as teachers. Each teacher experienced a reconstruction of his or her teacher identity differently. However, the majority of the teachers maintained their vision of education and the teacher identity they wished to subscribe to, although these would have to be realised outside the school. None of the teachers was prepared to invest their long-term commitment or careers in the school. The reconstruction ignored both the international and intercultural factors. None of the teachers defined themselves as international teachers with an international career path and the majority of teachers did not become significantly more interculturally literate through their experiences at IES. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

No abstract available. / Thesis (M.A.)-University of KwaZulu-Natal, 2006.

This study investigates into the psychodynamic interpretation of ten selected Gouro tales, that is the way in which the mind (psycho) and the action (dynamic body movement) of a Gouro storyteller translate into a performance. Because the tales are initially selected from the Gouro tale repertoire, the study focuses critically on the transcription of the tales into the Gouro language, which has no standardized written form yet, and translates the tales into English. In this thesis three levels of translation are addressed: (1) An inter-lingual level of translation which is the translation of the Gouro tales into English, (2) An oral-literate level of translation, which undertakes the writing down of the Gouro language which currently has no standardised written form, (3) An inter-modal level of translation, which focuses on the translation of an oral performance mode into a written mode in terms of the particular issues addressing the 'putting of the tale performance on the page'. The central theory accounting for the writing down of the Gouro tales in the Gouro language, the translation of the Gouro tales, and their psychodynamic interpretation is the theory of 'Human expression' as identified by the French anthropologist Marcel Jousse under the psycho-physiological laws of 'Mimism, Rhythmism, Bilateralism, and Formulism .' Jousse's theory of 'Human expression' underpins essentially what he calls the 'Oral-style expression', such as it is witnessed amongst the Gouro whose language is still essentially oral. The principles of the Oral style expression are thus applied to the orally performed Gouro tale texts to delineate the tales' dynamic mnemonic contents. In other words, the interpretation and analysis of the Gouro tales aim at identifying the very narrative elements that make possible the memorizing of a story, its recall, and its reliable transmission, such as it is the case in societies with the absence of writing. The products of this study are a suggested work-in-progress for a standardised written form of the Gouro language, and the documentation of the Gouro tradition which is fast disappearing to make it relevant and available to researchers. / Thesis (Ph.D) - University of KwaZulu-Natal, Durban, 2004.

Abstract not available. / Thesis (Ph.D.) - University of Durban-Westville, 1991.

This research investigates the translatability of English Academic Discourse into isiZulu with specific reference to the discourse of Mathematics. The focus is on the translation processes and strategies used in the translations to maintain the core meaning of concepts. The reason for the research is that African-language speaking learners experience problems in understanding and using crucial academic concepts in English and the language that contextualizes them. The research thus analyses translated texts from the mathematics and mathematical literacy learning areas selected from a Multilingual Teachers’ Resource Book written for learners at the GET Level (Grade 7-9) in order to explore the process of translation by examining the isiZulu translated texts (target texts) of English source texts, and their subsequent back-translations. The main focus is on the quality of the translation and the strategies translators use in order to retain the core meaning of the original text, especially when languages are non-cognate. The study found that although formal equivalence between non-cognate languages is difficult to achieve, functional or near-equivalence is not always appropriate either, especially in specialized discourses of a scientific or technical nature. The solution lies in building up the technical discourse in the African Languages. This research also explores possible limitations in the translator-training offered for bilingual translators of English and isiZulu and leads to recommendations as to what the translator-training should focus on in the long term. Findings from this research should contribute to the language policy debate on isiZulu as a viable medium of instruction as well as to the process of terminology development. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

A quantitative study on the merits of using the learner's mother-tongue (instead of English) as a medium of instruction. This investigation attempts to find out how many schools and parents in KwaMakhutha implement (or know about) the Language in Education Policy in 1997 (LiEP). / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2006.

The operative term in the title is "Wakuff'. It is an Arabic term, commonly used in the Muslim World, with pious implications deep-rooted in the sacred texts. (The Holy Qur'an and the Hadith). A Wakuff is an endowment in perpetuity. The Hajee Ahmed Mahomed Lockhat Wakuff was created in 1933 (in Durban, South Africa). The objective of the Wakuff, as stated by the founder, the late Hajee Ahmed Mahomed Lockhat, was to "Create a fund for charitable, educational and religious purposes in the Union of South Africa....." The purpose of this thesis is to examine the role of the Hajee Ahmed Mahomed Lockhat Wakuff in the promotion of Arabic / Islamic Studies. Thus the various learning institutions funded by the Wakuff are identified as well as those institutions that have received assistance directly from the Wakuff, or under the auspices of Islamic Educational Organisation of Southern Africa (IEOSA), the "nerve-centre" of the Islamic educational activities of the Wakuff. In the discussion, the involvement of the Wakuff in the promotion of Arabic / Islamic Studies at the international level is also examined. The South African Muslim community has its own unique social, economic and cultural milieu and the objectives of the Hajee Ahmed Mahomed Lockhat Wakuff have ensured that its' activities are interwoven with the entire religious life and the social economy of Muslims. / Thesis (M.A) - University of Durban-Westville, 2004.