A mini-dissertation submitted in partial fulfilment of the requirements for the Magister Educationis (M Ed) at the Cape Peninsula University of Technology, 2012 / This mini-dissertation describes the difficulties faced by educators who teach Natural Science in Grade 6 using isiXhosa mother tongue instruction. The researcher has investigated how educators dealt with Natural Science terminology when they were teaching Grade 6. The sample consisted of 10 educators from 10 schools in Gugulethu who were teaching Grade 6 Natural Science. The researcher used a focus group interview of 10 educators from 10 schools in Gugulethu. The researcher unpacked the issues of teaching Natural Science in mother tongue instruction, as it was the policy of the Western Cape Education Department (WCED). The researcher looked at the measures put in place by the WCED to pilot schools, such as resources and training of the educators. As a researcher I looked broadly and compared educational policies in other neighbouring countries, such as Mozambique and Swaziland, to South Africa. In a purposive sample, one was likely to get the opinions of one’s target population, but one was also likely to overweight subgroups in one’s population that were more readily accessible. Researcher also consulted some literature such as that of Baker, Alexander, Brock-Utne etc. In conclusion, the researcher used exploratory studies for hypothesis generation, and by researchers interested in obtaining ideas of the range of responses on ideas that people had. However, in this study the researcher used the qualitative methods, with a focus group interview, to gather data on the implementation of mother tongue instruction in a Grade 6 Natural Science classes. The findings of the study seem to indicate that learners understand better if they are taught Natural Science in isiXhosa mother tongue. Therefore, recommendations pose a number of challenges to those committed in the implementation of mother tongue instruction in the Western Cape schools.

Text in English / Abstracts in English, isiXhosa and Afrikaans / The Constitution of the Republic of South Africa, Act 108 of 1996, mandates the state to take practical and positive measures to elevate the status and the use of indigenous languages. The implementation of this pronouncement resulted in a growing demand for specialised translations in fields like technology, science, commerce, law and finance. The lack of terminology and resources such as specialised bilingual dictionaries in indigenous languages, particularly isiXhosa remains a growing concern that hinders the translation and the intellectualisation of isiXhosa. A growing number of African scholars affirm the importance of specialised dictionaries in the African languages as tools for language and terminology development so that African languages can be used in the areas of science and technology. In the light of the background above, this study explored how parallel corpora can be interrogated using a bilingual concordancer, ParaConc to extract bilingual terminology that can be used to create specialised bilingual dictionaries. A corpus-based approach was selected due to its speed, efficiency and accuracy in extracting bilingual terms in their immediate contexts. In enhancing the research outcomes, Descriptive Translations Studies (DTS) and Corpus-based translation studies (CTS) were used in a complementary manner. Because the study is interdisciplinary, the function theories of lexicography that emphasise the function and needs of users were also applied. The analysis and extraction of bilingual terminology for dictionary making was successful through the use of the following ParaConc features, namely frequencies, hot word lists, hot words, search facility and concordances (Key Word in Context), among others. The findings revealed that English-isiXhosa Parallel Corpus is a repository of translation equivalents and other information categories that can make specialised dictionaries more user-friendly and multifunctional. The frequency lists were revealed as an effective method of selecting headwords for inclusion in a dictionary. The results also unraveled the complex functions of bilingual concordances where information on collocations and multiword units, sense distinction and usage examples could be easily identifiable proving that this approach is more efficient than the traditional method. The study contributes to the knowledge on corpus-based lexicography, standardisation of finance terminology resource development and making of user-friendly dictionaries that are tailor-made for different needs of users. / Umgaqo-siseko weli loMzantsi Afrika ukhululele uRhulumente ukuba athabathe amanyathelo abonakalayo ekuphuhliseni nasekuphuculeni iilwimi zesiNtu. Esi sindululo sibangele ukwanda kokuguqulelwa kwamaxwebhu angezobuchwepheshe, inzululwazi, umthetho, ezemali noqoqosho angesiNgesi eguqulelwa kwiilwimi ebezifudula zingasiwe-so ezinjengesiXhosa. Ukunqongophala kwesigama kunye nezichazi-magama kube yingxaki enkulu ekuguquleleni ngakumbi izichazi-magama ezilwimi-mbini eziqulethe isigama esikhethekileyo. Iingcali ezininzi ziyangqinelana ukuba olu hlobo lwezi zichazi-magama luyimfuneko kuba ludlala iindima enkulu ekuphuhlisweni kweelwimi zesiNtu, ekuyileni isigama, nasekusetyenzisweni kwazo kumabakala obunzululwazi nobuchwepheshe. Olu phando ke luvavanya ukusetyenziswa kwekhophasi equlethe amaxwebhu esiNgesi neenguqulelo zawo zesiXhosa njengovimba wokudimbaza isigama sezemali esinokunceda ekuqulunqweni kwesichazi-magama esilwimi-mbini. Isizathu esibangele ukukhetha le ndlela yophando esebenzisa ikhompyutha kukuba iyakhawuleza, ulwazi oluthathwe kwikhophasi luchanekile, yaye isigama kwikhophasi singqamana ngqo nomxholo wamaxwebhu nto leyo eyenza kube lula ukufumana iintsingiselo nemizekelo ephilayo. Ukutyebisa olu phando indlela yekhophasi iye yaxhaswa zezinye iindlela zophando ezityunjiweyo: ufundo lwenguguqulelo oluchazayo (DTS) kunye neendlela zokuguqulela ezijoliswe kumsebenzi nakuhlobo lwabasebenzisi zinguqulelo ezo. Kanti ke ziqwalaselwe neenkqubo zophando lobhalo-zichazi-magama eziinjongo zokuqulunqa izichazi-magama ezesebenzisekayo neziluncedo kuninzi lwabasebenzisi zichazi-magama ngakumbi kwisizwe esisebenzisa iilwimi ezininzi. Ukuhlalutya nokudimbaza isigama kwikhophasi kolu phando kusetyenziswe isixhobo sekhompyutha esilungiselelwe ikhophasi enelwiimi ezimbini nangaphezulu ebizwa ngokuba yiParaConc. Iziphumo zolu phando zibonise mhlophe ukuba ikhophasi eneenguqulelo nguvimba weendidi ngendidi zamagama nolwazi olunokuphucula izichazi-magama zeli xesha. Kaloku abaguquleli basebenzise amaqhinga ngamaqhinga ukunika iinguqulelo bekhokelwa yimigomo nemithetho yoguqulelo enxuse abasebenzisi bamaxwebhu aguqulelweyo. Ubuchule beParaConc bokukwazi ukuhlela amagama ngokwendlela afumaneka ngayo kunye neenkcukacha zamanani budandalazise indlela eyiyo yokukhetha imichazwa enokungena kwisichazi-magama. Iziphumo zikwabonakalise iintlaninge yolwazi olufumaneka kwiKWIC, lwazi olo olungelula ukulufumana xa usebenzisa undlela-ndala wokwakha isichazi-magama. Esi sifundo esihlanganyele uGuqulelo olusekelwe kwiKhophasi noQulunqo-zichazi-magama zobuchwepheshe luya kuba negalelo elingathethekiyo kwindlela yokwakha izichazi-magama kwilwiimi zeSintu ngokubanzi nancakasana kwisiXhosa, nto leyo eya kothula umthwalo kubaqulunqi-zichazi-magama. Ukwakha nokuqulunqa izichazi-magama ezilwimi-mbini zezemali kuya kwandisa imithombo yesigama esinqongopheleyo kananjalo sivelise izichazi-magama eziluncedo kwisininzi sabantu. / Die Grondwet van die Republiek van Suid-Afrika, Wet 108 van 1996, gee aan die staat die mandaat om praktiese en positiewe maatreëls te tref om die status en gebruik van inheemse tale te verhoog. Die implementering van hierdie uitspraak het gelei tot ’n toenemende vraag na gespesialiseerde vertalings in domeine soos tegnologie, wetenskap, handel, regte en finansies. Die gebrek aan terminologie en hulpbronne soos gespesialiseerde woordeboeke in inheemse tale, veral Xhosa, wek toenemende kommer wat die vertaling en die intellektualisering van Xhosa belemmer. ’n Toenemende aantal vakkundiges in Afrika beklemtoon die belangrikheid van gespesialiseerde woordeboeke in die Afrikatale as instrumente vir taal- en terminologie-ontwikkeling sodat Afrikatale gebruik kan word in die areas van wetenskap en tegnologie. In die lig van die voorafgaande agtergrond het hierdie studie ondersoek ingestel na hoe parallelle korpora deursoek kan word deur ’n tweetalige konkordanser (ParaConc) te gebruik om tweetalige terminologie te ontgin wat gebruik kan word in die onwikkeling van tweetalige gespesialiseerde woordeboeke. ’n Korpusgebaseerde benadering is gekies vir die spoed, doeltreffendheid en akkuraatheid waarmee dit tweetalige terme uit hulle onmiddellike kontekste kan onttrek. Beskrywende Vertaalstudies (DTS) en Korpusgebaseerde Vertaalstudies (CTS) is op ’n aanvullende wyse gebruik om die navorsingsuitkomste te verbeter. Aangesien die studie interdissiplinêr is, is die funksieteorieë van leksikografie wat die funksie en behoeftes van gebruikers beklemtoon, ook toegepas. Die analise en ontginning van tweetalige terminologie om woordeboeke te ontwikkel was suksesvol deur, onder andere, gebruik te maak van die volgende ParaConc-eienskappe, naamlik, frekwensies, hotword-lyste, hot words, die soekfunksie en konkordansies (Sleutelwoord-in-Konteks). Die bevindings toon dat ’n Engels-Xhosa Parallelle Korpus ’n bron van vertaalekwivalente en ander inligtingskategorieë is wat gespesialiseerde woordeboeke meer gebruikersvriendelik en multifunksioneel kan maak. Die frekwensielyste is geïdentifiseer as ’n doeltreffende metode om hoofwoorde te selekteer wat opgeneem kan word in ’n woordeboek. Die bevindings het ook die komplekse funksies van tweetalige konkordansers ontknoop waar inligting oor kollokasies en veelvuldigewoord-eenhede, betekenisonderskeiding en gebruiksvoorbeelde maklik identifiseer kon word wat aandui dat hierdie metode viii doeltreffender is as die tradisionele metode. Die studie dra by tot die kennisveld van korpusgebaseerde leksikografie, standaardisering van finansiële terminologie, hulpbronontwikkeling en die ontwikkeling van gebruikersvriendelike woordeboeke wat doelgemaak is vir verskillende behoeftes van gebruikers. / Linguistics and Modern Languages / D. Litt. et Phil. (Linguistics (Translation Studies))

This study looks at language policy and practice at two Eastern Cape schools. It further explores the link between language learning and teaching. Language implementation strategies were the main focus of this study. The Language-in-education policy of the Republic of South Africa (1997) promotes the use of all nine African languages, which have been afforded the status of official languages. This study looks at the language teaching practices at two Grahamstown primary schools, where isiXhosa and Afrikaans have been used as media of instruction. Qualitative methods were used, and the study took the form of interpretive case studies. / Thuto e, e ikaelela go tshegetsa patlisiso e e ka ga gore dipuo tsa Selegae tsa Seaforika mo Aforikaborwa di tshwanelwa ke go tsewa ka maemo le mokgwa o o lekanang go ya ka Molaotheo wa Aforikaborwa. Ka jalo, e tlaa utolola,e ribilole ditsela le go batla malepa a puso ya Aforikaborwa e ka fitlhelelang setšhaba se se kwa magaeng, se bokgoni jwa kitso ya Seesimane bo leng kwa tlase mo go bona. Bothata ke gore Aforikaborwa e laolwa bogolo ke tiriso e e kwa godimo ya Seesimane mme puso e tshwanelwa ke gore e tlose dikgoreletsi tse di leng teng ga jaana tsa puo. E bowe gape e thibele go se lekalekaneng ga botshelo ka kakaretso mo loagong go go tlholwang ke go sa lekalekaneng ga kitso ya dipuo mo setšhabeng ka kakaretso. Ditshwanelo mo puong fela jaaka ditshwanelo dingwe le dingwe tsa botho, di tshwanelwa ke go sireletswa, jaaka di akareditswe mo Molaotheo o mošwa wa temokerasi wa Aforikaborwa.

There is a considerable body of literature on the challenges faced by learners who speak an African language at home but who are taught through the medium of English. Less research has focused, however, on contexts where isiXhosa-speaking learners have Afrikaans as their Language of Learning and Teaching (LoLT), especially in Foundation Phase classrooms where teachers may not speak their learners’ home language. Such learners face the triple challenge of simultaneously learning a second language, learning to read in that language, and also learning new content and concepts through it. Using a multiple case study design, this investigation explores the mathematics teaching practices of Afrikaans-speaking Grade 3 teachers teaching isiXhosa-speaking learners through the medium of Afrikaans. Separate contextual profiles of the teaching practices of the participating teachers at the three schools are presented. Data were derived from school, classroom, and lesson observations (at least five complete mathematics lessons of each teacher), plus interviews with the teachers and with their school principals. By drawing on Vygotskian sociocultural theory and the interactive model of second language acquisition, this study highlighted the teaching practices of the three teachers as they mediated their learners’ mathematical conceptual development. An inductive data analysis approach was used to isolate recurring themes and patterns. Four main themes were identified: structuring of teaching and learning, facilitating of interaction, language use and implementation of mediating strategies. Analysis of the data shows that all three teachers’ language use displayed high levels of modified input, and high levels of context-embedded support. The levels of scaffolded learner talk were, however, found to be much lower than the levels of teacher talk, especially as far as academic registers were concerned. The teachers’ mediation strategies also displayed high levels of teacher-directed input which, on the whole, did not provide optimal opportunities for learners to develop independent levels of academic discourse. The study highlights the need for further research to inform teacher education and development with regard to more effective support structures to assist teachers with the sorts of challenges outlined above.

There are many inequities that exist in health-care that stem from culture related communication misunderstandings. In most cases where doctors and patients from different cultural and linguistic background interact, doctors use medical language which is different from everyday language used by patients. Patients enter this communication context with anxiety because they depend on the physicians to give them accurate information concerning their health, but they do not always understand all the terms used by physicians to inform them about their conditions. In some cases interpreters are used but their expertise is often inadequate and the interpreting of the patient’s statements to the health staff is also prone to distortion by interpreter / doctor because of the lack of proper understanding of the messages / languages. This may result in a deterioration of the patient’s health condition and unavoidable complications.

Information and Communication Technology (ICT) projects are being initiated and deployed in marginalized areas to help improve the standard of living for community members. This has lead to a new field, which is responsible for information processing and knowledge development in rural areas, called Information and Communication Technology for Development (ICT4D). An ICT4D projects has been implemented in a marginalized area called Dwesa; this is a rural area situated in the wild coast of the former homelandof Transkei, in the Eastern Cape Province of South Africa. In this rural community there are e-Service projects which have been developed and deployed to support the already existent ICT infrastructure. Some of these projects include the e-Commerce platform, e-Judiciary service, e-Health and e-Government portal. Although these projects are deployed in this area, community members face a language and literacy barrier because these services are typically accessed through English textual interfaces. This becomes a challenge because their language of communication is isiXhosa and some of the community members are illiterate. Most of the rural areas consist of illiterate people who cannot read and write isiXhosa but can only speak the language. This problem of illiteracy in rural areas affects both the youth and the elderly. This research seeks to design, develop and implement software modules that can be used to convert isiXhosa text into natural sounding isiXhosa speech. Such an application is called a Text-to-Speech (TTS) system. The main objective of this research is to improve ICT4D eServices’ usability through the development of an isiXhosa Text-to-Speech system. This research is undertaken within the context of Siyakhula Living Lab (SLL), an ICT4D intervention towards improving the lives of rural communities of South Africa in an attempt to bridge the digital divide. Thedeveloped TTS modules were subsequently tested to determine their applicability to improve eServices usability. The results show acceptable levels of usability as having produced audio utterances for the isiXhosa Text-To-Speech system for marginalized areas.

No description available.

The use of cellphones has increased all over the world. That invites many academics to conduct research on the usage of these devices, especially by young people, since young people join Social Network Sites (Facebook, Mxit, 2go, Whatsapp) and use a shorthand language. Most studies are related to the use of English and other languages that are recognised by computer software. There are few studies, if any, that have been done in relation to the use of African Languages on these sites. This research therefore aims to seek to explore the use of African Languages, especially isiXhosa, in assessing how technology might help in language development through the usage of SNSs that learners already use to equip them with educational material in their mother tongue. This study was conducted in two high schools, Nogemane Senior Secondary School in a disadvantaged and remote rural community with limited access to additional educational material such as magazines, newspapers, and television. The school also lacks basic study materials such as textbooks from the Education Department and they have no access to a library and laboratory. They also only have very few subjects to choose from. Nombulelo Senior Secondary School is in Grahamstown. This school has good infrastructure and learners have access to different technological devices and they can access libraries. What is common between learners in both schools is that they are all doing isiXhosa as a first language and are using SNSs to interact with each other. This study has found that learners enjoy using SNSs rather than reading the printed books. Furthermore, they enjoy and prefer interacting in isiXhosa in their conversations. Learners also use the web to post and show their creative writing, regardless of the shorthand form writing they use on the SNSs. This study has found that learners are not well equipped with basic isiXhosa skills when reaching the FET phase. They lack the understanding of standard isiXhosa idioms and proverbs. That clearly means that they are equipped in the more modern forms of literature rather than the traditional oral forms. IsiXhosa teachers also see SNSs as the better platform to engage with learners and they suggest that there must be a section in the subjects at school that teaches about cyber bullying and being safe online. This thesis also presents examples of new and contemporary forms of SNS-speak that are used by learners in both the rural and urban schools. This study is more concerned with SNSs for literacy development and to assess whether the shorthand writing has negative or positive effects in writing isiXhosa. This is done against the backdrop of a literature review which explores new literacies, computer mediated communication, social identity models as well as language policy and planning.

The purpose of this study was to investigate the challenges in teaching IsiXhosa home language in rural secondary schools. Learners from Grades 8 to 12 perform poorly in IsiXhosa grammar, essay writing, literature and oral work. The researcher sampled 40 learners from each of two senior secondary schools, eight parents and eight IsiXhosa subject specialists (two district based and six school based) to take part in the research. Data for this study were collected during cluster moderations in one of the secondary schools by using document analysis, interviews and questionnaires. Qualitative and quantitative methods were used by the researcher to analyse IsiXhosa results from Grade 8 to Grade 12. Analysis of documents such as mark schedules and marks for formal and informal tasks gave evidence that learners perform poorly in grammar, literature, oral work and essay writing. Scarcity or non-availability of distinctions (levels 6 and 7) in Grade 12 final exams as well as in Grades 8 to 11 proves that the language demands special attention for its teaching and learning in the secondary classroom situation; the conclusions were therefore drawn and recommendations made. / Curriculum and Instructional Studies / D. Ed. (Curriculum Design and Development)

Abstracts in English, Afrikaans and Xhosa / The purpose of this study was to explore reading barriers of Foundation Phase learners in IsiXhosa Home Language in the Lady Frere district in the Eastern Cape Province (ECP). The qualitative single case study of one Junior Secondary school in the chosen district was studied. The empirical research was done through interviews with the teachers and lesson observations. The findings suggested that there was some concern with regards to the reading ability of learners in the District. The lack of parental involvement, high turnover of teachers, lack of training and support of teachers were identified as attributing factors to reading barriers of learners. Measures to address these factors were suggested. The measures included capacity building of teachers, parents or care givers of learners, and ways of retaining teachers in schools to reduce the high turnover of staff. In conclusion, it is anticipated that the findings and recommendations of this study will provide valuable contribution to the district officials to be able to address the teaching and learning gaps and empower and support both teachers and learners in the Eastern Cape Province. / Die doel van hierdie studie was om leeshindernisse van leerders in die Grondslagfase, met Xhosa as huistaal, in die Lady Frere distrik in die Oos-Kaap Provinsie te ondersoek. Die kwalitatiewe, enkele gevallestudie het die bestudering van een Junior Sekondêre skool in die gekose distrik behels. Die empiriese navorsing is gedoen deur onderhoude met die onderwysers te voer en deur waarnemings van lesse. Die bevindings dui daarop dat daar kommer bestaan oor die leesvermoë van leerders in die distrik. Afwesige ouerbetrokkenheid, die hoë omset van onderwysers en die gebrek aan voldoende opleiding en ondersteuning aan onderwysers word identifiseer as die moontlike oorsake van leeshindernisse van leerders. Maatreëls om die faktore wat leeshindernisse veroorsaak aan te spreek, is voorgestel. Die maatreëls behels onder meer kapasiteitsbou van onderwysers, ouers of versorgers van leerders, asook maniere om onderwysers in skole te behou en sodoende die hoë personeelomset te verminder. Ten slotte, die verwagting is dat die bevindings en aanbevelings van hierdie studie ‘n waardevolle bydrae aan die distriksbeamptes sal lewer om die leemtes vir voldoende onderrig en leer te kan aanpak en sodoende beide onderwysers en leerders in die Oos- Kaap te bemagtig en te ondersteun. / Injongo yoluphando yayikukuphonononga izithintelo kufunda zamabanga aphantsi kulwimi lwasekhaya lwesiXhosa kwisithili saseCacadu kwiphondo laseMpuma-Koloni. Kwaphononongwa isifundo secala elinye elinoqeqesho kwisikiolo samabanga aphakathi kwisithili esikhethiweyo. Kwenziwa uphando olunamandla kusetyenziswa udliwanondlebe nootitshala kunye nokujonga. Iziphumo zabonisa ukuba kukho ukuxhalaba ngendlela abafundi besithili esikhethiweyo babefunda ngayo. Oko kwakudalwa kukungazibandakanyi kwabazali emfundweni yabantwana babo, ukutshintsha nokushiya kootitshala izikolo nesebe lezemfundo ngokubanzi nokunqongophala koqeqesho nenkxaso yootitshala. Kwacetyiswa amadondolo okulungisa imiba echaphazela iingxaki zokufunda . Lamadondolo ayecebisa ukuba kujongwane nemiceli mingeni eyayisele iboniwe, enje ngophuhliso lweetitsshala, abazali okanye abagcini bantwana, iindlela zokugcina abasebenzi ezikolweni, ukunciphisa ukutshintsha izikolo nokuyeka ukufundisa kootitshala. Ukuphetha, kuyabonakala ukuba iziphumo nezindululo zoluphando zizakuba negalelo elingathethekiyo kumagosa ezemfundo. Loo nto iyakuwanceda amagosa lawo akwazi ukuqaphela nokuqubisana nezikhewu ekufundeni, baphuhlise baxhase ootitshala nabantwana kwiPhondo leMpuma-Koloni. / Inclusive Education / M. Ed. (Inclusive Education)