Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: China‘s rise as an economic superpower has had important consequences for its relations with African countries over the past 10-15 years. Not only were these relations thoroughly reviewed and significantly increased, but China also adopted a new cooperation policy that its administration describes as being based on mutual benefits and win-win economic collaboration. However, there is a sceptical public opinion in Africa and also in some developed countries about China‘s current engagement with African countries, and in particular with countries from the sub-Saharan region. In fact, China is frequently accused of acting as a new colonizing power and of increasing its relations with African countries simply as a strategy to achieve higher power-politics status and to structure a new global economic order. The present study addresses the question of whether China‘s official discourse about its relations with sub-Saharan African countries from 2000 to 2010 contains any grounds for the sceptical public opinion mentioned above. In more concrete terms, the main objective of the study is to determine from a linguistic perspective, and more specifically from a critical discourse analysis point of view, whether there are any overt or covert messages of power and ideology in China‘s discourse to sub-Saharan African countries which could justify the sceptical public opinion about China‘s current engagement in this part of the continent . The texts representing China‘s discourse about its relations with sub-Saharan African countries that are examined for this study comprise official speeches, statements, and other related official documents delivered by Chinese officials in the period 2000-2010, and published in English on the websites of various institutions, including China‘s official websites. These texts are examined from within the framework of the Discourse-Historical Approach (DHA) as set out by, specifically, Wodak (2001a). The texts are analysed using the DHA three-dimensional procedure consisting of (i) identifying the Content(s) and Topic(s) of the specific discourse, (ii) investigating the discursive strategies used in the specific texts, and (iii) analysing the linguistic means and the specific context-dependent linguistic realizations. On the one hand, the analysis of the Discourse Topics indicates that the relations between China and sub-Saharan African countries are grounded in China‘s pluralist approach to international affairs. From this perspective, then, it could be argued that China‘s current engagement in sub-Saharan Africa does not warrant the sceptical public opinion mentioned earlier. On the other hand, however, the analysis of the discursive strategies used to represent China and sub-Saharan African countries, indicates that such sceptisism is likely warranted. The relations between China and African countries have predominantly been investigated from economic and political perspectives. However, the manner in which these relations are expressed, implied, negotiated, interpreted, distributed, etc. in discourse has not yet received any systematic attention. The present study was therefore undertaken to contribute, from a linguistic perspective, to the knowledge of and the debate about China‘s current engagement in Africa. / AFRIKAANSE OPSOMMING: China se opgang as ‘n ekonomiese supermoondheid het belangrike gevolge gehad vir sy betrekkinge met Afrikalande oor die afgelope 10-15 jaar. China het hierdie betrekkinge deeglik hersien en beduidend uitgebrei, en het daarby ook ‘n nuwe samewerkingsbeleid aanvaar wat volgens sy administrasie gegrond is op wedersydse voordele en wen-wen ekonomiese samewerking. Daar is nietemin ‘n skeptiese openbare mening in Afrika en ook in sommige ontwikkelde lande oor China se huidige verbintenis met Afrikalande, en in die besonder met lande van die sub-Sahara streek. Trouens, China word gereeld daarvan beskuldig dat hy optree soos ‘n nuwe koloniale moondheid, en dat sy verhoogde betrekkinge met Afrikalande bloot ‘n strategie is om groter magspolitieke status te bekom en om ‘n nuwe globale ekonomiese struktuur daar te stel. Die huidige studie fokus op die vraag of China se amptelike diskoers oor sy betrekkinge met sub-Sahara Afrikalande vanaf 2000 tot 2010 enige gronde bied vir die genoemde skeptiese openbare mening. In meer konkrete terme, is die hoofoogmerk van die studie om vanuit ‘n taalwetenskaplike perspektief, en meer spesifiek vanuit die oogpunt van kritiese diskoersanalise, vas te stel of China se diskoers met sub-Sahara Afrika enige overte of koverte boodskappe van mag en ideologie bevat wat kan dien as regverdiging vir die skeptiese openbare mening oor China se huidige betrokkenheid in hierdie deel van die kontinent. In die studie word ‘n verskeidenheid tekste ontleed wat verteenwoordigend is van China se diskoers oor sy betrekkinge met sub-Sahara Afrikalande. Dié tekste sluit amptelike toesprake, verklarings en verwante dokumente van Chinese amptenare in wat gelewer is in die tydperk 2000-2010, en wat in Engels gepubliseer is op die webwerwe van verskeie instellings, insluitend China se amptelike webwerwe. Die tekste word ondersoek binne die raamwerk van die Diskoers-Historiese Benadering (DHB) soos uiteengesit in, spesifiek, Wodak (2001a). Die analise van die tekste volg die DHB se drie-dimensionele prosedure, wat die volgende inhou: (i) identifisering van die Inhoud(e) en Onderwerp(e) van die spesifieke diskoers, (ii) analise van die diskursiewe strategieë wat gebruik word in die spesifieke tekste, en (iii) analise van die talige middele en die spesifieke konteks-afhanklike talige realiserings. Aan die een kant dui die analise van die Diskoers Onderwerpe daarop dat die betrekkinge tussen China en sub-Sahara Afrikalande gebaseer is op China se pluralistiese benadering tot internasionale sake. Vanuit hierdie perspektief kan daar dus geargumenteer word dat China se huidige betrokkenheid in sub-Sahara Afrika nie gronde bied vir die skeptiese openbare mening wat hierbo genoem is nie. Aan die ander kant, egter, dui die analise van die diskursiewe strategieë wat aangewend word in die voorstelling van China en sub-Sahara Afrikalande daarop dat daar waarskynlik wel gronde is vir sulke skeptisisme. Die betrekkinge tussen China en Afrikalande is tot dusver merendeels vanuit ekonomiese en politieke perspektiewe ondersoek. Die wyse waarop sulke betrekkinge uitgedruk, geïmpliseer, onderhandel, geïnterpreteer, versprei, ens. word in diskoers, is egter nog nie sistematies ondersoek nie. Die huidige studie is gevolglik onderneem om, vanuit ‘n taalwetenskaplike perspektief, ‘n bydrae te lewer tot die kennis van en die debat oor China se huidige betrokkenheid in Afrika.

Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This dissertation reports on a study that straddles the applied linguistic fields of discourse analysis, critical discourse analysis and a sociolinguistic field recently referred to as “queer linguistics”. The study investigated the linguistic construction of gay mobilisation in South African media discourses across a period of almost 30 years. It aimed to identify characteristics of the Discourse that topicalised the gay liberation movement, considering specifically the linguistic means used in articulating on the one hand the need and the right to gay liberation, and on the other hand the public opposition to acknowledging gay rights. It invoked a social theory identified as ‘framing theory’ in analysing the different kinds of views, attitudes, social positions and arguments motivating for or agitating against the institution and protection of gay rights in post-apartheid South Africa. The project takes Critical Discourse Analysis (CDA), particularly its applications in considering features and functions of media discourses, as its primary theoretical framework. First, following the insistence of the Discourse-historical approach put forward by Wodak (1990), it gives an overview of the social and historical context against which the recognition of gay rights in South Africa developed. It follows the analytic methodology suggested by van Dijk (1985) in considering issues of ‘language and power’, and the ways in which the access of elites to media attention is drawn on to support and give credence to particular ideologies. Supplementary to the application of CDA methods, an analytic approach from the fields of Social Movement Theory and Collective Action Framing is introduced to make sense of the discursive strategies implemented in the Discourse thematically tied to the South African gay liberation movement, particularly from the early 1980s up to 2006. This period was marked by the movement’s pursuit of social mobilization. Attention went to the ways in which arguments for and against gay rights were instantiated in the media using a variety of different frames. Such analysis could disclose the extent to which the "anti-apartheid" master frame was utilised by actors of the gay liberation movement. Based on their circulation demographics, two local South African weekly newspapers, City Press and Mail & Guardian, were screened in order to identify articles and letters to the editor relevant to the gay liberation discourse. The full complement of published items topicalising homosexuality directly and indirectly were collected as two corpora in order to assess the ways in which they contributed to public discourses of gay liberation. Two analytic exercises were done: first, the content of the full data-set was “tagged” and categorised according to the textual nature of the newspaper item, and the kinds of frames used in its presentation; second, a number of articles and letters were selected from the corpora for detailed analysis that would illustrate the use of the various strategies and frames found to characterise the Discourse. The first more quantitative analysis provided an overview of patterns, trends and editorial practices typically used in the media representations. The second more qualitative analysis provided insight into the finer details of media presention of ideas aimed at affecting the knowledge and attitudes of the intended and imagined readers. The findings of these analyses were presented in terms of quantifiable results as well as detailed descriptions. In broad strokes, the quantifiable findings showed that the Mail & Guardian corpus was significantly more outspoken in advocating for gay rights than the City Press corpus, and that both publications frequently framed homosexuality in terms of “tolerance”, “religion” and “rights”. The quantifiable findings also showed that in their discourses of gay tolerance and gay rights, both the City Press and the Mail & Guardian made significant use of frames typically and widely used by the media in the discourse of political change at the time. The detailed analyses investigated the textual reproduction of the authors’ ideologies, drawing attention to their regular reliance on certain types of arguments used for and against gay rights in the selected newspapers. / AFRIKAANSE OPSOMMING: Hierdie proefskrif lewer verslag oor ‘n studie wat die toegepaste taalwetenskapterreine van diskoersanalise en kritiese diskoersanalise asook ‘n sosiolinguistiese terrein wat sedert onlangs “queer-taalwetenskap” genoem word, betrek. In die studie word daar ondersoek ingestel na die linguistiese konstruksie van gaymobilisering in Suid-Afrikaanse mediadiskoerse wat oor ‘n tydperk van bykans 30 jaar strek. Die doel van die studie was om eienskappe van die Diskoers wat die gaybevrydingsbeweging topikaliseer te identifiseer, met inagname van spesifiek die taalkundige middele gebruik tydens die artikulering van die behoefte aan en die reg tot gaybevryding aan die een kant en die openbare weerstand teen die erkenning van gayregte aan die ander kant. Die analises van die verskillende standpunte, gesindhede, sosiale posisies en argumente ten gunste van of teen die instelling en beskerming van gayregte in post-apartheid Suid-Afrika beroep hulself op ‘n sosiale teorie wat as “ramingsteorie” (Engels: framing theory) geïdentifiseer is. Die projek neem kritiese diskoersanalise as hoof teoretiese raamwerk aan, veral kritiese diskoersanalise se toepassings in die oorweging van kenmerke en funksies van mediadiskoerse. Eerstens, deur die aandrang van die Diskoers-historiese benadering voorgestel deur Wodak (1990) te volg, word daar ‘n oorsig oor die sosiale en historiese konteks gegee waarin die erkenning van gayregte in Suid-Afrika ontwikkel het. Die analitiese metodologie voorgestel deur van Dijk (1985) word gebruik tydens die oorweging van kwessies rakende “taal en mag” asook wyses waarop sogenaamde “elites” se toegang tot media-aandag betrek word om geloofwaardigheid aan bepaalde ideologieë te verleen. Aanvullend tot die toepassing van kritiese diskoersanalise-metodes word ‘n analitiese benadering uit die terreine van Sosiale Bewegingsteorie en Kollektiewe Ramingsteorie betrek om sin te maak uit die diskursiewe strategieë wat (spesifiek van die vroeë 1980s tot 2006) geïmplementeer is in die Diskoers wat tematies aan die Suid-Afrikaanse gaybevrydingsbeweging verbind is. Hierdie tydperk is gekenmerk deur die beweging se nastrewing van sosiale mobilisering. Aandag is verleen aan die wyses waarop argumente ten guste van en teen gayregte geïnstansieer is in die media deur gebruik te maak van ‘n verskeidenheid rame. Só ‘n analise kan die mate waarin die “anti-apartheid” meesterraam deur spelers in die gaybevrydingsbeweging gebruik is, onthul. Gebaseer op hul oplaagdemografie is bydraes in twee Suid-Afrikaanse weeklikse koerante, City Press en Mail & Guardian gesif om artikels en briewe aan die redakteur relevant tot die gaybevrydingsdiskoers te identifiseer. Die vol getal gepubliseerde items wat homoseksualiteit direk en/of indirek topikaliseer, is as twee korpusse versamel om sodoende die wyses te ondersoek waarop hulle bydra tot openbare diskoerse van gaybevryding. Twee analitiese oefeninge is uitgevoer: eerstens is die inhoud van die volledige datastel geëtiketteer en gekategoriseer op grond van die teks-aard van die koerantitem en die tipe rame wat in die item se aanbieding gebruik is; tweedens is ‘n aantal artikels en briewe uit die korpusse geselekteer vir gedetailleerde analise wat die gebruik van verskeie strategieë en rame sou illustreer wat bevind is om kenmerkend van die Diskoers te wees. Die eerste, meer kwantitatiewe analise het ‘n oorsig gegee oor patrone, tendense en redaksionele praktyke wat tipies in die mediavoorstellings gebruik is. Die tweede, meer kwalitatiewe analise het insig gegee in die fyner besonderhede van mediavoorstelling van idees wat daarop gemik is om die kennis en gesindhede van die bedoelde en denkbeeldige lesers te affekteer. Die bevindinge van hierdie analises is in terme van kwantifiseerbare resultate asook gedetailleerde beskrywings aangebied. In breë trekke het die kwantifiseerbare bevindinge daarop gedui dat die Mail & Guardian-korpus beduidend meer uitgesproke as die City Press-korpus was in die bepleiting van gayregte, en dat beide koerante gereeld homoseksualiteit in terme van “toleransie”, “godsdiens” en “regte” geraam het. Die kwantifiseerbare bevindinge het ook aangetoon dat beide City Press en Mail & Guardian beduidend van rame gebruik gemaak het wat tipies en wyd in daardie stadium deur die media gebruik is in die diskoers van politieke verandering. Die gedetailleerde analises het ondersoek ingestel na die tekstuele reproduksie van die skrywers se ideologieë, en spesifiek die aandag gevestig op hul gereelde staatmaking op sekere tipes argumente wat in die geselekteerde koerante vir en teen gayregte gebruik is.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The study investigates the acquisition of vocabulary and passive constructions by 11 four-year-old children simultaneously acquiring South African English, Afrikaans and isiXhosa in low socio-economic status areas in South Africa, with specific focus on the role that input plays in this process. Input is measured in terms of quantity of exposure (at the time of testing and cumulatively over time) and in terms of quality (as determined by the proficiency levels of the speaker(s) providing the input). Results revealed a significant positive correlation between input and proficiency levels in the case of all three the trilinguals’ languages. The interaction between these variables seems to be narrower at lower levels of input, and the effect of reduced quantity of exposure stronger in the case of lexical development than in grammatical development. The proficiency levels of the early developing trilinguals are furthermore compared to those of 10 age-matched monolingual controls for each language. Trilinguals are found to be monolingual-like in their lexical development in the language to which, on average, they have been exposed most over time, i.e. isiXhosa. Thus, as previously found for bilingual development, necessarily reduced quantity of exposure does not hinder lexical development in the input dominant language. Whilst the trilinguals lag behind monolinguals significantly in terms of lexical development in their languages of less exposure, no developmental delay is found in their acquisition of the passive, regardless of the language of testing. This is despite their lower lexical proficiency in English and Afrikaans and their lesser amount of exposure to all three their languages. Although the passive is considered a typically later-developing construction type across languages, research has shown it to be acquired earlier in Bantu languages (of which isiXhosa is an example) than in Germanic languages such as English and Dutch (from which Afrikaans stems). Consequently, the fact that the trilinguals do not exhibit delay in their acquisition of the passive, despite sometimes drastically reduced levels of input, is interpreted as evidence of cross-linguistic bootstrapping: trilinguals seem to be transferring their knowledge of the passive in isiXhosa to English and Afrikaans, enabling the earlier acquisition of this construction in the latter two languages. The study is the first on the trilingual acquisition of English, Afrikaans and isiXhosa by young children, and will hopefully encourage additional research on multilingual language acquisition within the African context. / AFRIKKANSE OPSOMMING: Die studie ondersoek die verwerwing van woordeskat en passiefkonstruksies deur 11 vierjarige kinders wat in lae sosio-ekonomiese areas in Suid-Afrika gelyktydig Suid-Afrikaanse Engels, Afrikaans en isiXhosa verwerf. Die fokus van die studie is op die rol van toevoer in hierdie spesifieke verwerwingsproses. Toevoer word gemeet in terme van hoeveelheid blootstelling (ten tyde van toetsing en kumulatief oor tyd heen) en in terme van kwaliteit (soos bepaal deur die vaardigheidsvlakke van die persone wat die toevoer verskaf). Die resultate toon ’n beduidende positiewe verhouding tussen toevoer en vaardigheidsvlakke in geval van al drie die drietalige kinders se tale. Die interaksie tussen hierdie veranderlikes blyk nouer te wees by laer vlakke van toevoer, en die effek van afname in hoeveelheid toevoer sterker in geval van leksikale teenoor grammatikale ontwikkeling. Die vaardigheidsvlakke van die jong ontwikkelende drietalige kinders is verder ook vergelyk met, in die geval van elkeen van die afsonderlike tale, díé van 10 eentalige sprekers van soortgelyke ouderdom. Die drietalige kinders vertoon soos eentaliges in terme van leksikale ontwikkeling in die taal waaraan hulle gemiddeld die meeste blootgestel is oor tyd heen, d.i. isiXhosa. Dus, soos vantevore bevind vir tweetalige ontwikkeling, vertraag noodwendig verminderde hoeveelhede toevoer nie leksikale ontwikkeling in die toevoer-dominante taal nie. Alhoewel die drietaliges in geval van hulle tale van minder blootstelling beduidend stadiger leksikale ontwikkeling toon as die eentaliges, is daar geen blyke van vertraagde ontwikkeling in terme van hulle verwerwing van die passief nie, ongeag die taal van toetsing ̶ dít ten spyte van hulle laer leksikale vaardigheidsvlakke in Engels en Afrikaans en verminderde toevoer in al drie tale. Die passief word oor tale heen beskou as ’n tipies laat-ontwikkelende konstruksietipe, maar navorsing het bewys dat dit tog vroeër verwerf word in Bantoetale (waarvan isiXhosa ’n voorbeeld is) as in Germaanse tale soos Engels en Nederlands (die taal waarin Afrikaans sy oorsprong het). Die feit dat die drietaliges nie vertraagde ontwikkeling toon in hulle verwerwing van die passief nie, ten spyte van soms drasties verminderde toevoer, word gevolglik beskou as bewyse van kruis-linguistiese ondersteuning (“bootstrapping”): die drietaliges blyk hulle kennis van die passief in isiXhosa oor te dra na Engels en Afrikaans, wat sodoende die verwerwing van hierdie konstruksie in laasgenoemde twee tale bespoedig. Die studie is die eerste oor die drietalige verwerwing van Engels, Afrikaans en isiXhosa deur jong kinders, en die hoop is dat dit sal lei tot verdere navorsing oor veeltalige taalverwerwing binne die Afrika-konteks.

This thesis focuses on the form and content of contributions of young children during news-time, a recurrent literacy event in pre-primary and junior primary schools in KwaZulu-Natal, South Africa. Using the methods of Critical Discourse Analysis and both Traditional and Critical Ethnography, the researcher infers the emic categories (or norms) which guide the participants' conduct at news-time. The study reveals, inter alia, how uniform the teachers, norms for news-time behaviour are, and how assiduously they promote them. It also reveals how incompatible, in most instances, the teachers' norms are with those of their pupils; outlines the ideological strategies teachers use to discourage/silence literacy practices they disapprove of; and draws attention to the hurt feelings, self-doubt and alienation on the part of pupils that these strategies foster. On the basis of such findings the researcher argues that news-time literacy as reflected in the teachers' core norms, embeds and helps to consolidate asymmetrical teacher-pupil (and expert-other) power relations; the hegemony of expository literacy (for which newstime literacy is a fore-runner); and the hegemony of various Anglo-, Western, middle-class values and interests. Consistent with the call of critical ethnographers for ethnographies that focus on the influence of macro-contextual factors on social conduct, he suggests that central features of the South African education system under apartheid (such as the eschewal of diversity, belief in prescriptive rules of correctness, authoritarianism, exclusivism, et al) are compatible with and perhaps help further to explain the norms which the teachers promote during news-time. Finally, the researcher explores the implications as well as an application of this research for the teaching/learning of literacy in early education in the "new" - democratic - South Africa. He calls for consciousness-raising on the part of teachers and teacher-trainers regarding the form and function of news-time, in the context of a broad understanding of literacy, ideology and power. He argues that teachers need to acquire richer analytical and interpretative abilities than are evinced in his study, and suggests both content and a method by which they may be developed. He also argues for awareness-raising of alternative pedagogical options, which he outlines. Lastly, he argues that teachers need to acquire multilingual and multicultural proficiencies. As regards applications, the researcher makes two proposals for an emancipatory micro-literacy policy at the preprimary and junior primary levels of schooling. At the heart of the first are four considerations, two of which involve "literacy as teaching the 'cultures of power' and literacy as practice in acknowledging and fostering diversity" (Pennycook 1996:164). The remaining two relate to compatibility with the spirit of the National Language Policy and parity with the "orientations" that underlie the National Language Policy. The second, and more modest of these two proposals, recognises the likelihood, on the one hand, of resistance on the part of those with vested interests in the status quo, and the influence, on the other, of other potentially significant contextual factors. / Thesis (Ph.D.)-University of Natal, Durban, 1999.

This thesis has a dual focus viz. language attitudes and code-switching behaviour of facilitators and learners in the Key Learning Area of Language, Literacy and Communication (LLC), in the senior phase (more specifically Grades 8 and 9), Outcomes-Based Education (OBE) classroom. The schools that form the basis of this study are an Afrikaans medium school (comprising predominantly Afrikaans native language (NL) speakers); an English medium school (comprising both English NL and Zulu NL speakers); and a school that claims to be an English medium school, but where, in reality, the language of learning and teaching (for its predominantly Zulu NL speakers) is English-Zulu CS. These schools were specifically selected because the linguistic ethos of each is distinctly different from each other and because each may be distinguished as exNED1, exHOD2 and exDET3 schools as a result of the separatist principles of the government prior to 1994. This study, firstly, investigates the attitudes of school stake-holders viz. educators, subject advisors, parent component of the school governing body (SGB) and Grade 8 and 9 learners, toward the three principal languages i.e. English, Afrikaans and isiZulu, offered for study at Kwazulu Natal (KZN) schools, more specifically in Port Shepstone, the lower south coast of KZN. It also investigates the attitudes of the school stake-holders toward code-switching (CS). The methods I employed in collecting the data for determining attitudes toward the three languages and CS between these languages are questionnaires and interviews. An analysis of the data reveals that, for the participants of this research: (i) English is the most prestigious and coveted language and is the preferred medium of instruction for English NL and Zulu NL speakers; (ii) Afrikaans and Zulu are both perceived as "low-languages" but are greatly valued by their respective indigenous speakers mostly because they endow them with a sense of identity; and (iii) Zulu is the preferred additional language by English NL speakers. In addition, an analysis of the data reveals that the participants have mixed attitudes toward CS: (i) a few see code-switching as a degenerative form of linguistic behaviour that hinders learning; (ii) a few perceive it positively with the view that it fulfills a variety of functions in both informal and formal domains; and (iii) most attach a neutral value to it, in that, depending on the 'wheres' and 'whys' and how often it is used, code-switching can either promote or hinder learning. This study shows that most of the participants of this study hold neutral views toward CS thus indicating a shift in attitudes toward this form of linguistic behaviour i.e. from mostly negative to neutral views. Secondly, in investigating whether CS is used in the LLC English (LLCE) [Ll], LLCE [L2], and LLC Afrikaans (LLCA) [L2] classrooms by means of lesson recordings, the data reveals that: (i) the facilitator of the LLCE [Ll] classroom of the English medium school does not make use of CS in her classroom but that the Zulu speaking learners use CS during group-work; (ii) the facilitator and learners of LLCE [L2] of the Afrikaans medium school do not make use of CS because it is proscribed at the school; (iii) the Zulu NL facilitator and learners of LLCE [L2] make use of English-Zulu CS; and (iv) the English NL speaking facilitators and learners of LLCA [L2] use Afrikaans-English CS, and the Zulu NL speaking facilitators and learners of LLCA [L2] use Afrikaans-English-Zulu CS as the medium of teaching and learning. This study also examines the forms and functions of English-Zulu CS, Afrikaans-English CS and Afrikaans-English-Zulu CS by bilingual and multilingual teachers and learners. An analysis of data obtained from lesson recordings reveals that the facilitators and learners engage in various forms of CS behaviour in their teaching and discussing, respectively. These forms are: intersentential switching, intrasentential switching, lexical switching and tag switching. Through an analysis of data obtained from the lesson recordings, this research also reveals that the use of CS fulfills social, psychological and pedagogical functions. Code-switching therefore claims a legitimate place as a teaching and learning agent in the LLC, senior phase, OBE classroom. As such, I argue that CS is not demonstrative of language incompetence, nor is it necessarily an interlanguage but a linguistic code that may be employed as a powerful teaching and learning resource by those who have the linguistic repertoire to do so. Finally, I explore the implications of this research for principals, teachers and SGB members, L2 teachers and teaching, and teaching methodology. I suggest that there is a need for the education role-players to engage in consciousness raising as the language policy documents clearly accord CS official status, particularly in the OBE curriculum, and more importantly, because CS is a reality in the classroom. In addition, I suggest that by employing CS in the teaching of languages, learning is enhanced, language communicative competence is promoted, and the achievement of the specific outcomes outlined for LLC by OBE curriculum are facilitated. Furthermore, in exploring the implications for methodology, I argue that CS can be used consciously, as a technique for teaching and learning. Lastly, I suggest that if the Department of Education is committed to promoting multilingualism among its learners, then it should make the necessary financial resources available to schools. / Thesis (Ph.D.)-University of Natal, Durban, 2003.

This thesis reports on a comparison of four genres of scientific writing: the research article, university textbook, popular science article and science books for children. The comparison is based on a functional linguistic analysis of what are taken to be exemplary texts from these genres and focuses on the levels of register (or context of situation), genre (or context of culture) and ideology (loosely used to mean power relations reflected in and achieved through discourse). The textbooks and research article examined are found to be similar in register but distinct at the level of genre. Allowing for the difference in age of the readers. the study also finds broad similarity between textbooks and science hooks for children at both the levels of register and genre. Differences between popular science texts and the other three genres are particularly marked at the interpersonal level, and can be explained in terms of the popular science texts in the study being primarily news genres. Specifically, two of the popular texts in the study are issues reports (characterised by White 1997 as 'the discoveries of some authorised source'), while one is an opinion piece. The basis of the examination of ideological differences between the four genres is from the perspective of how each genre establishes objectivity, what each regards as constituting a fact, and power relations between reader and writer. Research science achieves objectivity by universalising propositions by removing association with people, time and place (Latour and Woolgar 1979). The research article functions to persuade readers (who represent the powerful research community) to accept knowledge claims (Myers ) 989). This persuasion must be accomplished through an appearance of objectivity through removal of human participants and without the more usual interpersonal devices such as attltudinal texis. Propositions become fact when they are accepted, and cited as uncontroversial by the research community. Like the research article, textbooks appear objective by removal of association with people. However, by contrast with research articles, writers of textbooks are more powerful than their readers are. Textbook writers, in summarising all information accepted as fact by the research community, are representative and mouthpiece of that powerful community. In privileging facts (scientists' ideas) over scientists themselves, textbooks extend the power differential noted by Myers (1989) between research community and individual researcher. Textbooks reify the fact and further bury the individual, containing only generic references to scientists. Science books for children, like textbooks, contain only generic references to scientists. They do, however, try to engage readers through illustrations and by identifying readers with scientists. Popular science texts are distinct from the other three genres in establishing writer objectivity through the journalistic means of attributing ideas and utterances to authoritative human participants in the text. Popular texts, because they report on findings that the research community has not yet endorsed as fact, are distinct from research articles and textbooks in representing findings as provisional and even controversial, and thus provide an insight into science as a social activity that is absent from the other genres. This research finds little evidence that popular science represents a simpler or more accessible form than textbooks. Indeed the similarity in register and genre between textbooks and science books for children calls into question the commonly-held conception of factual texts as inherently more difficult than forms such as narrative. This research indicates that research articles and textbooks are target forms for tertiary students and students in the later years of secondary school. Motivated by this, the researcher suggests that importing features of popular science writing into textbooks would be counter-productive. Instead she suggests a greater role for popular science texts themselves at secondary and at tertiary level. In providing an insight into scientists as people and the social nature of how facts are established, popular science texts can go some way to dispelling the mystique of science as authoritative and difficult. / Thesis (Ph.D.)-University of Natal, Durban, 2001.

The study aims to investigate the extent to which isiZulu is promoted as a subject in the / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2008.

This dissertation is an investigation of the status and the extent to which the Arabic language is put to use in the Durban Metropolitan Area in the KwaZulu-Natal Province of South Africa. A quantitative socio-linguistic overview of the Arabic language at the grassroots level is the main aim of this study. The study examines the Arabic language by placing it against a wide frame of reference and compels the researcher to place it in a broader comparative perspective with other dominant languages in Durban. As we have reached a decade of explicit vocabulary development in linguistics, it seems appropriate to reflect on the power of language to express modern discourse in demonstrating the parameters in which the Arabic language is maintained in Durban. When South Africa became a fully independent democratic state in 1994, all languages were liberated. The challenge for Arabic language practice and policy makes for a wider frame of reference for the promotion of the Arabic language in emancipation. The phenomenon that is relevant to the study is researched for the particular situation under investigation. Within this framework the data collection techniques, namely, interviewing, observation and questionnaires were used to gather information. While the secondary data was taken from research done by Arabic scholars and Arabic language promoters, the primary data was gathered from residents of Durban. The primary data was then analyzed and the extent to which the Arabic language is put to use is presented. / Thesis (M.A.) - University of KwaZulu-Natal, Durban, 2007.

This dissertation is an investigation into the 'Standard English' debate in South Africa using South African Indian English (SAlE) as a case study. I examine the 'Standard English' debate from both a sociolinguistic and a syntactic point of view. Since English underwent a process of standardization in the eighteenth century, the concept of 'Standard English' has influenced peoples' attitudes towards different varieties of English and the speakers of those varieties. 'Standard English' has, since this time, been used as a yardstick against which other varieties of English have been judged. In South Africa, where during the apartheid era, language as well as skin colour and ethnicity were used as a basis for discrimination, the 'Standard English' debate and the standard language ideology need to be explored in order to draw attention to areas of potential discrimination. Through an extended review of the literature on the 'Standard English' Debate and a particular focus on South African Indian English, as well as interviews with South African Indian participants, I investigate how the 'Standard English' debate is, more often than not, a debate about ideology, power and inequality, rather than simply about 'good' or 'correct' language usage. I argue that language attitudes are, in many cases, attitudes towards speakers, making them a potential vehicle for discrimination and prejudice. I examine the social history of the South African Indian community and SAIE and argue that the unique history of the South African Indian community has affected the development of SAlE and attitudes towards its speakers, and the attitudes of speakers of SAlE toward their own variety. Furthermore, I explore how this history has affected the syntactic structure of SAlE and provide, through a syntactic analysis of South African Indian English wh-questions, evidence for the fact that these constructions are formed on the basis of a systematic and rule-governed grammar that is different to that of 'Standard English', but is not, as a result of this difference, incorrect. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2007.

The main focus of hip hop music is on the beats and the lyrics. Hip hop lyrics. performed as 'rap' (fast poetic rhymes) address topics such as self-portrayal, roots, life, location, time and space. From its beginnings, hip hop music in KwaZulu-Natal has been bilingual with artists performing in isiZulu and English. In addition, expressions from isiTsotsi or other forms of youth language are used in performances as well as on records and mixtapes. Therefore, hip hop music from KwaZulu-Natal offers excellent material for the analysis of the relation between language choice and construction of identity amongst urban youth. This treatise investigates this matter, taking the question of ethnicity in post-apartheid South Africa into account. Five artists who rap and perform predominantly in isiZulu provide their lyrics for the sociolinguistic analysis which takes a close look at the content and translatability of each text. Certain topics addressed in hip hop lyrics in isiZulu are languagespecific and seem to be (almost) untranslatable. These topics may be related to cultural concepts and 'common knowledge' which are based in Zulu traditions. Moreover, the analysis of the lyrics shows that isiZulu-speaking hip hop artists from KwaZulu-Natal who rap in their mother tongue merge common hip hop themes with traditional concepts of Zulu culture. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2007.