Thesis (Ph. D. (Language and Education)) -- University of Limpopo, 2014 / This research study dealt with specific aspects relating to attitudes of intermediate phase learners, educators, and SGB members towards Xitsonga as medium of learning and teaching in Limpopo. The statement of the study’s problem was articulated against clearly defined contexts. As a foundational slab for the study, the thesis deemed it fit and necessary to give the background to the problem on attitudes in general and language attitude in particular. When the foundation had been laid, the statement of the problem was clearly articulated so as to open a curtain on the niche and the exact problem the thesis sought to investigate. The aim of the study was derived from the title, finetuned in the niche and focused on clearly defined objectives which informed the research lanes the whole project operated in. The significance of the research project was not a stand alone entity, but spoke to the aim and objectives. The police officer of the thesis was the theoretical framework. It directed the process by means of indicating that mother-tongue education as an ideal practice should also be considered for the post foundation phase studies also in South Africa. On its wings, was the behaviourist theory. Unlike its counterpart the mentalist theory, the former was a vehicle through which the study elicited valuable data by observing the behaviour of the target subjects in the Mopani District. Without a well-indicated scope of the study, the investigation would had been too general to address a specific niche. The distinct niche of the thesis was further uncovered and demonstrated by the evaluation of literature survey of various studies on language attitudes in the country as well as the world over. The search design of the study was also a context against which the qualitative approach was used for data gathering instruments, and sampling process. The ethical considerations were clearly outlined and applied accordingly prior and during the data collection process. The thesis would had been incomplete if relevant and up to date literature review was not done. In order to contextualise the thrust of language attitudes among the target research respondents, Chapter Two provided a brief but inclusive overview of (vi) historical data. The data were evaluated against language attitude theories, home language instruction principles, attitudes towards a sample of three dominant Limpopo official languages (that is, Xitsonga, Sepedi and Tshivenḓa), completed research studies that focused on language attitudes, language policy matters and curricula development and implications from the first post apartheid Curriculum 2005 up to the current Curriculum and Assessment Policy Statement (CAPS). The review or survey ended up with a critical evaluation of the concept of multilingualism in South African schools against language attitudes, four periods of language policy in the RSA, as well as the language phenomenon from divine creation to date. Before the fieldwork was undertaken, description was made in some detail on how the research data were collected, possible limitations to the research exercise were spelt out, coupled with counter-measures taken to ensure reliability, validity and objectivity in collecting data, and how analysis and interpretation of research data were actualised. The analysis and interpretation of the research data elicited from learners, teachers, and SGB members yielded almost similar results. The majority of all the respondents across the Mopani District (an average of 80%), displayed very strong negative attitudes towards mother-tongue instruction at Intermediate Phase level. Though learners and teachers had challenges with the use of the source language in class, they still did not favour the target language medium. Only 20% of their counterparts favoured the mother-tongue medium. The volunteer system in the composition of parent component of the SGB members was discovered by the study to be a serious challenge. This challenge does not assist the institutions they are governing to be what they should be. Almost 100% of them exposed themselves through the research tool used that they were not performing the core duties they were expected to perform save signing cheques and solving petty disputes. In conclusion, relevant and appropriate recommendations were made to affected stakeholders. They were addressed mainly to: communities, managers, teachers, government, community leaders, academics, researchers and writers on ways and means of addressing the deep-seated negative attitudes towards Xitsonga as a medium of instruction at Intermediate Phase level of the Mopani District.

Thesis (Ph.D. (Language Education)) -- University of Limpopo, 2020 / The Constitution of the Republic of South Africa (Act 108 of 1996) mandates that “the official languages of the Republic are Sepedi, Sesotho, Setswana, siSwati, Tshivenda, Xitsonga, Afrikaans, English, isiNdebele, isiXhosa and isiZulu” (Constitution of the Republic of South Africa, 1996: 4). However, only English has continued to be used as the language of teaching and communication in almost all institution of higher education. The Language Policy for Higher Education in South Africa (DBE, 2002) calls on all institutions of higher learning to develop African languages. The Bill of Rights (Constitution of the Republic of South Africa, 1996:10) asserts that “everyone has the right to receive education in the official language or languages of their choice...”. In consensus with this, the Language Policy of the University of Limpopo (1996:3) mandates the institution, to uphold the legislative provision of multilingualism as defined and laid out in Section 6 (1) of the Constitution of the Republic of South Africa (1996), the Language Policy and Plan for South Africa (2000). In addition, the National Language Policy Framework (2002), and the Ministerial Committee’s Report on the Development of Indigenous African Languages as Mediums of Instruction in Higher Education (2005). However, no practical plans to meet the mandates of these language policies have been made, except in the teaching of the language as a module. Many Xitsonga university students face challenging linguistic contexts when they enter institutions of higher learning. The purpose of this study was to investigate the perceptions of students and lecturers of the use of the Xitsonga language in teaching, learning and communication at the University of Limpopo. The Xitsonga students often codemix and codeswitch during lectures and social interactions. The researcher had to identify, describe, analyse and reflect on the kinds of learning and communication practices that emerged in this context. The investigation is an ethnographic case study of the language attitudes and behaviours of the students and lecturers at the University of Limpopo. The researcher spent time with Xitsonga students and lecturers in the School of Education and in the School of Languages and Communication Studies, where Xitsonga is offered as a module. The researcher used her class in the School of Education and observed lectures in the School of Languages and Communication Studies to develop a case, which can be used to enrich an understanding of other cases. The study was qualitative in nature within interpretivism paradigm. Research techniques namely interviews, documentary analysisvii and observations were used for data collection. Critical discourse analysis (CDA) and thick descriptions were used to analyse the data coded into themes to highlight the power play between English and the indigenous languages, with particular reference to Xitsonga. The results indicated that the environment at the University of Limpopo does not afford Xitsonga students the desire and motivation required to communicate in Xitsonga. The researcher also observed that language is only recognised for greeting purposes and cultural activities. As such, most Vatsonga students do not contribute to the development of the language. The study therefore recommends that the institution language policy be revised and implemented accordingly to cater appropriate use of the SOVENGA languages. Keywords: Language Learning, Communication, Xitsonga, Indigenous African Languages, Language Policy, Planning, Implementation and Evaluation, Motivation, Attitude, SOVENGA