According to the national Education Policy Act of 1996 and the norms and standards regarding Language policy, the promotion of multilingualism was stated as a prime objective, together with strong support of either home language or dual-medium education. Although the right to choose the language of learning and teaching (LoLT) which had to be an official language(or languages) lay with the individual. Hence the study is to persuade the department of Education in KZN to include isiXhosa and Sesotho languages as home language in KZN schools curriculum. The province of KZN is attracting many people especially Xhosas and Sotho’s from Eastern Cape and from other provinces such as Free State to mention few. These people come to KZN basically to seek jobs and stay in KZN under a vast ray of reasons. The city of Durban is like Johannesburg to them-‘’eGoli’’ in old days. However, in Gauteng almost two or more official languages are accommodated in schools, either being done as home language, first additional, second additional or even a third additional language. The choice lay with the individual. The Language Policy promoting multilingualism is implemented in Gauteng, why not in KZN- because the KZN total population of 9 426 014 based on census 2001 data indicate that there is no one speaking Sesotho in KZN but only 80% of isiZulu and 2.3% isiXhosa not mentioning English and Afrikaans1. Currently according to 2011 census, isiZulu is the mother tongue of 22.7% of South Africa’s population2. Furthermore, what is indicated by these census statistics starts in KZN schools where by the curriculum is designed in more convenient manner where by all Africans in KZN do IsiZulu as home language putting aside English and Afrikaans. The importance of mother-tongue, culture as well as multilingualism as the key concepts in diverse inclusive curriculum is not manifested in KZN school curriculum. The significant of 1976 Soweto up-raising lays in the right to choose the language of learning and teaching and it is part of democracy in South Africa. There should be options of languages to choose in schools most importantly giving a mother-tongue the first choice. Unfortunately there is no choice in KZN schools with regard to Africans group. More interestingly, there is a choice to listen to radio stations namely Umhlobowenene FM which broadcast in isiXhosa and Lesedi FM broadcasting in Sesotho. Nobody can say to another why one is listening to that Xhosa or Sotho radio in KZN, simply because is one’s choice. In the same manner that SABC enabled the broadcasting Xhosa and Sotho radios in KZN, so the department of Education in KZN can include isiXhosa and Sesotho as home languages and the choice of isiZulu as an additional language not as a home language. The results of the study do not reveal the poor academic performance of Xhosas and Sotho learners in the subject of isiZulu home language in KZN. But reveal the loss of identity, culture, and one’s roots. Hence language is a primary tool to enhance self-identity, it forms a fundamental part of culture and enables one to stick to own roots and embraces the sense of origin like being a proudly South African- a rainbow nation. / Educational Studies / M.A. (Inclusive Education)

This study is on standard isiXhosa in a multilingual classroom and includes an interpretation of both urban and rurual learners’ literary texts. An attempt is made to examine a selection of isiXhosa texts in order to interprete the state of affairs of the isiXhosa language in the 21st century. Organization of the study This dissertation was organized in the following manner: Chapter one includes an introduction to the study, its aims and objectives as well as the research methodology. Since the isiXhosa language is the focal point of the study, it is discussed in some depth. In chapter two, the researcher concentrates on the Pan South African Language Board (PanSALB) "Imibono yethu". Imibono yethu is an anthology of learners' writings. The learners were invited to enter a competition by using various genres, e.g. short stories, poems, one-act dramas, rap songs, kwaito, essays, and melodic poems. The researcher wanted the learners to use whatever genre inspires them, to put it colloquially, "what turns them on!" Any aspect of the urban lifestyle could be explored within the theme of each entry and fell under the following headings: • Standard language. • Standard isiXhosa. Chapter three investigates non-standard language varieties with special reference to isiXhosa and the language policy of South Africa. In this chapter, a comparison was drawn between non-standard language and standard language. vi In chapter four, the researcher discusses the overall findings of the competition, comparing the results emanating from the Eastern Cape and Gauteng. Chapter five deals with achievement of the objectives and highlights of the research. / African Languages / M.A. (African Languages)

Thesis (MA (African Languages))--Stellenbosch University, 2008. / This study deals with the analysis of accounts of marriages in isiXhosa. Gergen (1994) proposes the following aspects that such narratives should cover: structure of narrative account; narrative form; self-narrative: process; pragmatics of self-narrative, interknitting of narratives, and emotion. Each of the listed aspects has its own variants. The variants will be dealt with in Chapter four, where Gergen’s theory is being summarised. The proposals Gergen (1994) made are central and significant in this research, since the narratives that have been given by five Xhosa-speaking married persons will be analysed according to his theory on self-narratives. This research seeks to verify the validity of Gergen’s (1994) theory of narratives in the Xhosa context. The research has been conducted by involving five Xhosaspeaking married persons. Each person had to give his or her account of marriage in line with the topic of this research, namely, the analysis of accounts of marriage in Xhosa. After narratives had been collected, an analysis of each narrative has been done in Chapter five of this research. The analysis reveals how each narrative reflects the following: the structure of the narrative account, narrative form, selfnarrative: process, pragmatics of self-narrative, practices of self-narratives, and emotions, as suggested by Gergen (1994). Analyses vary from one narrative to another because an account of married life varies from one person to another. Bakhtin (1981) suggest that the words that narrators use are inter-individual. The understanding of social morals, values, norms, justice, and the history of the community by the narrators enables them to be intelligible in their narratives. It is therefore crucial that this study be pursued in the Xhosa language because narratives are socially embedded. The narratives in this study could assist people to think correctly about the marriages in the Xhosa context. The issue of marriage affects all people, despite language diversity, and it is therefore proper that this study be conducted in all languages. If this is not done, others may think that the findings from this research is applicable to the Xhosa-speaking community only. The analytic part of this research would help communication practitioners and language practitioners to analyse narratives in their languages in the same manner as they have been analysed from Xhosa narratives. This research analysis would assist developing communicators to grow into competent communicators.

Thesis (MA)--University of Stellenbosch, 2005. / This study concerns the genre analysis of five texts (articles) in isiXhosa from Bona Magazine using genre theoretic approach. / ENGLISH ABSTRACT: This study concerns the genre analysis of five texts (articles) in isiXhosa from Bona Magazine using genre theoretic approach. They all analyse genre of social community leaders using the theory of Grabe & Kaplan. (1996) All five articles re attached as appendices at the end of this assignment. The chapters 2 and 3 present an overview of different views expressed by different linguistics and researchers in relation to the genre theoretic approach and how these theories are applied in analyses. The views of Bhatia (1993) are also used in that he promotes the use of language in text when people communicate either in written or verbal format. Bhatia emphasizes the use of text linguistic properties and insights in the culture of participants to ensure that communication purpose is reached. Among other things, he invokes text structure, lexical choices, cohesion and coherence of text, content and theme are analyzed. This study investigates the social cognitive and linguistic choices and how they influence writing and reading. The purpose and meaning of the text is depicted as very important in the analysis of written text. (Bhatia; 1993) The first part of chapter 4 deals with the theory of Grabe & Kaplan (1996), which emphasizes the use of ethnography of writing. The ethnography of writing according to Grabe & Kaplan (1996) entails the answers to the following basic questions: Who is writing? To whom? For what purpose? Why? When? And how? The answers to these questions are to be formed in the analysis of the articles on Grabe & Kaplan's views on the relationship between ethnography of writing and lexicon of writing skills are also analyzed. The study also includes Halliday's (1984) views. Educating children in their home language environment makes them to learn better as they write in their own language and about the things they know. Lastly there is a short discussion about the relationship between the new genre approach and Outcomes-Based Education. (OBE) The similarities they share in connection with aims, goals and purposes as language teaching approached are touched upon. / AFRIKAANSE OPSOMMING: Hierdie studie hou verband met die genre analise van vyf tekste (artikels) in Xhosa uit die Bona tydskrif. Die analises handel oor die genre van sosiale gemeenskapsleiers binne die raamwerk van Grabe en Kaplan (1996). AI vyf die artikels is in In Appendix aangeheg aan die einde van hierdie werkstuk. Hoofstukke 2 en 3 bied In oorsig aan van verskillende sieninge van linguiste t.o.v. die genre-teoretiese benadering en die aanwending van die teoretiese uitgangspunte in analises van tekste. Die sieninge van Bhatia (1993) word ook ingespan m.b.t. die kommunikasie tussen mense. Bhatia wend tekslinguistiese eienskappe aan asook sosiale en kulturele insigte in die ondersoek van hoe kommunikatiewe doelstelling bereik word. Hy gebruik o.a. tekslinguistiese kenmerke, leksikale keuses, kohesie en koherensie, en tematiese realiserings in die teks. Die doelstelling van die teks is uiters belangrik volgens die betekenis wat Bhatia in die teks ondersoek. Die eerste gedeelte van hoofstuk 4 handel oor Grabe en Kaplan (1996) se model van tekskonstruksie en die etnografie van skryf. Die onderrig van leerders is beter as hulle in hulle huistaal skryf en leer. Die studie beskou die onderliggende uitgangspunte van Kurrikulum 2005 m.b.t. die genre benadering tot die onderrig van Xhosa / ISICATSHULWA Olu fundo luphanda ngohlalutyo ngohlobo Iwejenri kumabali esiXhosa afumaneka kwimagazini iBona kusetyenziswa ulwimi IwesiXhosa. La ngamabali amahlanu angeenkokheli zoluntu, nazakuhlalutywa ngokweembono zikaGrabe noKaplan (1996). Kuqalwe ngokushwankathela iinkcazo zohlobo Iwejenri, neembono zabaphononongi neengcali ezahlukeneyo malunga nolu hlobo lutsha lokuhlalutya. Kucaciswa imbono kaBhatia (1993) mlunga nokuphononongwa kwendlela yokusetyenziswa kolwimi xa kunxityelelwana, kwiitekisi ezithethwayo nezibhaliweyo. Oku kucaciswa ngokupheleleyo xa kuhlalutywa la mabali mahlanu angenkokheli zolunu. Phakathi kwezinto ezijongwayo xa kuhlalutywa nobhalo Iwamabali; lulwakhiwo Iweetekisi, ngumxholo, lukhetho Iwamagama, lunamathelwano nonxulumano. Kwakhona indlela umbhali ayiphuhlisa ngayo intsingiselo yetekisi yakhe ukuze injongo yakhe izaliseke. Indlela ezisetyenziswa ngayo iimpawu eziziparametha eziyimbono ka Grabe noKaplan (1996) xa kuhlalutywa la mabali angenkokheli zoluntu. Xa kuthethwa ngezi mpawu, kuxelwa ukuphendulwa kwemibuzo yobhalo ethi; ngubani umbhali? Ubhala ntoni? Ubhalela bani? Yintoni injongo yakhe? Kutheni ebhala nje? Ezi mpawu azaneli knceda umbhali ukuba abhale kakuhle koko zinceda nomfundi ukuba ahlalutye kakhuhle okubhaliweyo. Kwakhona imbono kaHaliday ethi xa kusetyenziswa ulwimi makusetyenziswe izinto nemizekelo engentlalo nenkcubeko yabantu. Lilonke yena ugxininisa ukufakwa kwenkcubeko kwimfundo yabantwana. Uyixhasa lembono yakhe ngokuthi abafundi baqonda lula xa befunda ngolwimi Iwabo nange nkcubeko yabo nangezinto ezibangqongileyo. Le mbono iyahambelana nokufundisa ngohlobo Iwejenri yona imkhululayo umntwana ukuba azifundele ngokwengqondo angadityaniswa nomnye. Kwakhona kolu fundo kuthelekiswe uhlobo Iwejenri nohlobo olusetyenziswayo kwizikolo zethu olujonge iziphumo uhlobo Iwe O. B. E. Kujongwa nendlela ezinxulumene ngayo, ngenxa yokufana kweenjongo zazo kwaneziphumo kubantwana abafundiswayo kusetyenziswa zona.

According to the national Education Policy Act of 1996 and the norms and standards regarding Language policy, the promotion of multilingualism was stated as a prime objective, together with strong support of either home language or dual-medium education. Although the right to choose the language of learning and teaching (LoLT) which had to be an official language(or languages) lay with the individual. Hence the study is to persuade the department of Education in KZN to include isiXhosa and Sesotho languages as home language in KZN schools curriculum. The province of KZN is attracting many people especially Xhosas and Sotho’s from Eastern Cape and from other provinces such as Free State to mention few. These people come to KZN basically to seek jobs and stay in KZN under a vast ray of reasons. The city of Durban is like Johannesburg to them-‘’eGoli’’ in old days. However, in Gauteng almost two or more official languages are accommodated in schools, either being done as home language, first additional, second additional or even a third additional language. The choice lay with the individual. The Language Policy promoting multilingualism is implemented in Gauteng, why not in KZN- because the KZN total population of 9 426 014 based on census 2001 data indicate that there is no one speaking Sesotho in KZN but only 80% of isiZulu and 2.3% isiXhosa not mentioning English and Afrikaans1. Currently according to 2011 census, isiZulu is the mother tongue of 22.7% of South Africa’s population2. Furthermore, what is indicated by these census statistics starts in KZN schools where by the curriculum is designed in more convenient manner where by all Africans in KZN do IsiZulu as home language putting aside English and Afrikaans. The importance of mother-tongue, culture as well as multilingualism as the key concepts in diverse inclusive curriculum is not manifested in KZN school curriculum. The significant of 1976 Soweto up-raising lays in the right to choose the language of learning and teaching and it is part of democracy in South Africa. There should be options of languages to choose in schools most importantly giving a mother-tongue the first choice. Unfortunately there is no choice in KZN schools with regard to Africans group. More interestingly, there is a choice to listen to radio stations namely Umhlobowenene FM which broadcast in isiXhosa and Lesedi FM broadcasting in Sesotho. Nobody can say to another why one is listening to that Xhosa or Sotho radio in KZN, simply because is one’s choice. In the same manner that SABC enabled the broadcasting Xhosa and Sotho radios in KZN, so the department of Education in KZN can include isiXhosa and Sesotho as home languages and the choice of isiZulu as an additional language not as a home language. The results of the study do not reveal the poor academic performance of Xhosas and Sotho learners in the subject of isiZulu home language in KZN. But reveal the loss of identity, culture, and one’s roots. Hence language is a primary tool to enhance self-identity, it forms a fundamental part of culture and enables one to stick to own roots and embraces the sense of origin like being a proudly South African- a rainbow nation. / Educational Studies / M. A. (Inclusive Education)

This study aims at eliciting opinions and beliefs of isiXhosa-speaking students to revealtheir attitudes toward various languages of learning and teaching (LOLT) issues at RhodesUniversity, and to determine the influence of a number of variables (such as age, gender,schooling background, level of study and field of study) on these attitudes. Another aim of the study is to compare the findings of this research to the recent findings on isiXhosaspeaking students’ language attitudes at the University of the Western Cape (Dyers 1999) and the University of Fort Hare (Dalvit 2004). Qualitative and quantitative methods were used: data was gathered using a survey that employed a questionnaire and interviews (individual and focus group). The questionnaire data is analysed through using percentage scores as well as mean values coupled with Chi-square tests, while the interviews are analysed qualitatively to further confirm the results of the quantitative analysis. Results are also compared with other recent surveys at South African universities. The results reveal that respondents had a generally positive attitude toward English as LOLT, based mainly on instrumental motivations. More importantly, there was a positive attitude toward the use of isiXhosa alongside English. The motivations for the use of isiXhosa were both instrumental and integrative in nature. The majority of respondents who supported a bilingual arrangement did not, however, believe that a fully-fledged bilingual policy would be practical, mainly because of the multilingual nature of Rhodes University. They felt, however, that providing English and isiXhosa exam question-papers, bilingual tutor support and isiXhosa definitions of discipline-specific technical terms would facilitate learning. Most of the variables mentioned above had an influence on the relevant language attitudes, often confirming the findings of other studies. For instance, schooling background greatly influenced the language attitudes of respondents. Those from previously advantaged English-only schools showed very positive attitudes toward an English-only policy, while most respondents from formerly disadvantaged DET bilingual schools were favourably disposed toward a bilingual policy of English and isiXhosa at Rhodes University. A comparison of the findings of this study with those of recent findings on isiXhosa students’ language attitudes at other universities reveals that respondents at the University of Fort Hare were most favourable toward a bilingual policy, those at the University of the Western Cape were to some extent favourable toward a bilingual arrangement, while respondents at Rhodes University were least favourable toward a bilingual policy.

This article presents and discusses the results of a survey of a sample of Xhosa-speaking students at the University of Fort Hare regarding their attitudes towards the possible introduction of Xhosa as a medium of instruction at this institution. The research takes into account, among other things, the students' attitudes towards English and Xhosa and their opinions and beliefs about the introduction of dual-mediumship and its possible consequences. The survey was conducted with questionnaires and interviews and the results were first analysed as a whole, and then split into different categories according to gender, year of study, subject studied etc. This analysis indicates that while English is recognised as the dominant language in South Africa and, more specifically, in the domain of education, some categories of respondents acknowledge the usefulness of Xhosa as an additional medium of instruction. This survey clearly shows that it would make little sense to present Xhosa-speaking students at Fort Hare with a rigid choice between the existing English-medium and a dual-medium (English and Xhosa) policy and that more nuanced options would need to be offered. For example, respondents seem to consider the use of Xhosa as a medium of instruction more appropriate in the first years of study, for selected subjects and in some domains within the academic context rather than others. This study can be fruitfully compared with similar research carried out at other South African institutions. Moreover, the results of the present research can be used to inform future decisions regarding language policy at the University of Fort Hare.

The purpose of this research was to investigate strategies employed by primary teachers to support the non-isiXhosa speaking learners of Mthatha Education District. This was the researcher’s observation and concern emanating from the difficulties displayed by her non-isiXhosa speaking learners, as the medium of instruction in these schools is not their mother tongue. The language of learning and teaching (LOLT) is isiXhosa in the school where the research was conducted. The school is composed of non-isiXhosa speaking and isiXhosa speaking learners. The research sought to address the following questions: 1 What strategies are employed by Mthatha district teachers to support non- isiXhosa speaking learners? 2 What challenges do Mthatha teachers face in supporting the non-isiXhosa speaking learners? 3 How do Mthatha teachers overcome the challenges they face in supporting the non-isiXhosa speaking learners? The qualitative design approach was used in this study. The study was a case study of one Mthatha primary school. Face-to-face interviews were used to collect the data from the six female teachers who teach from Grade 1 to Grade 6 and one male teacher who is the principal of the selected school, and who teaches English and Life Orientation from Grade 7 to Grade 9. The interviews were tape-recorded. The data collection process began after all the ethical consideration requirements were fulfilled and approved by the relevant stakeholders of the research. The thematic approach was adopted as data analysis of the study was guided by the responses given to the questions asked of interviewed teachers. The research showed the following results which surfaced from the data provided by the respondents: (i) Teachers employed few teaching strategies to support the non-isiXhosa speaking learners in their multilingual classroom. The interviewed teachers expressed their challenges as stemming from the large numbers of learners in their classrooms; (ii) IsiXhosa as a language of learning and teaching was a challenge for the non-isiXhosa speaking learners. (iii) Absenteeism and indiscipline by non-isiXhosa speaking learners (iv) Limited or non-involvement of parents in the education of children The data also showed that there was limited support to empower teachers to deal with multilingual classrooms. The study made the following and other recommendations based on the results: teachers should use many teaching strategies in linguistically diverse classrooms. The school management teams (SMTs) should admit learners in relation to the number of teachers available in a school. It is also recommended that schools implement the language policy as it relates to the learners in each classroom. The DoE should increase parental involvement in the education of their children and also provide professional support to teachers.

Completely couched in and steered by the qualitative research method, this study examines the linguistic constraints on the code-switching of the bilingual Shona-Xhosa speakers in Cape Town. The views of the key research participants obtained through participant observation, interviews and questionnaires were heavily relied on. The motivations for the code-switching of the bilingual Shona-Xhosa speakers in Cape Town were explored in this study, including the Shona-Xhosa interlink. Myers-Scotton‟s Markedness theory was scrutinized to discern the assorted social variables motivating the bilingual speakers to code-switch in Cape Town while the Matrix Language Frame Model was used to determine that Shona is the base language and isiXhosa is the embedded language in the Shona-Xhosa code-switching in Cape Town. Diverse linguistic constraints were examined in the context of the Shona-Xhosa code-switching and their universality was disputed. Similarities between Shona and Xhosa were unearthed and the researcher recommends that further Shona-Xhosa studies be pursued. / African Languages / M.A. (African Languages)

This study is on standard isiXhosa in a multilingual classroom and includes an interpretation of both urban and rurual learners’ literary texts. An attempt is made to examine a selection of isiXhosa texts in order to interprete the state of affairs of the isiXhosa language in the 21st century. Organization of the study This dissertation was organized in the following manner: Chapter one includes an introduction to the study, its aims and objectives as well as the research methodology. Since the isiXhosa language is the focal point of the study, it is discussed in some depth. In chapter two, the researcher concentrates on the Pan South African Language Board (PanSALB) "Imibono yethu". Imibono yethu is an anthology of learners' writings. The learners were invited to enter a competition by using various genres, e.g. short stories, poems, one-act dramas, rap songs, kwaito, essays, and melodic poems. The researcher wanted the learners to use whatever genre inspires them, to put it colloquially, "what turns them on!" Any aspect of the urban lifestyle could be explored within the theme of each entry and fell under the following headings: • Standard language. • Standard isiXhosa. Chapter three investigates non-standard language varieties with special reference to isiXhosa and the language policy of South Africa. In this chapter, a comparison was drawn between non-standard language and standard language. vi In chapter four, the researcher discusses the overall findings of the competition, comparing the results emanating from the Eastern Cape and Gauteng. Chapter five deals with achievement of the objectives and highlights of the research. / African Languages / M.A. (African Languages)