Please read the abstract in the 00front part of this document. See also General Summary and Opsomming after chapter 7 (pp162-165) / Dissertation (DPhil (Communication Pathology))--University of Pretoria, 2006. / Speech-Language Pathology and Audiology / Unrestricted

Chapter 1 introduces the study by means of its aim, scope, methodology and terminology. It also hosts summaries of all the folktales that are analysed in this study. Chapter 2 is a study of parenthood and its portrayal in Zulu folktales. Motherhood and fatherhood will be scrutinised separately. Chapter 3 concentrates on girl characters as siblings, brides and companions to old men. Chapter 4 analyses boy characters as herd boys, villains, tricksters and companions to old women. Chapter 5 concentrates on the status of the Zulu folktale. The influence of urbanisation, gender, and the media will receive attention. The lessons that folktales teach will be noted. Chapter 6 concludes and summarises this study and hosts recommendations on the promotion of Zulu folktales / African Languages / M.A. (African Languages)

This study investigates Outcomes-based assessment of reading isiZulu at the end of the foundation phase. Teachers are required to employ a variety of assessment methods to establish learners' strengths and weaknesses. This will ensure that teaching is organised in a way that will suit learners’ needs. It is through assessment that a teacher is able to establish whether learning is taking place or not and this helps to provide support, where necessary. Six primary schools were chosen as settings within which qualitative research was conducted. Observations and informal interviews were the main method of collecting data. Six Grade 3 teachers were observed teaching and assessing reading of isiZulu in their classrooms. The findings were divided into five themes that emerged from the data analysis, namely the language policy document, teaching of reading, assessment of reading, lack of facilities and essential support. The findings indicated that some teachers still struggled with teaching and assessment of reading in the outcomes-based approach. / Educational Studies / M. Ed. (Didactics)

Thesis in compliance with the requirements for the Doctor's Degree in Technology: Language Practice, Durban University of Technology, 2012. / This autoethnographic self study tracks my new ways of knowing in the various roles I play from daughter (passive recipient) to curriculum designer (active analytical composer). It retells my journey in the teaching profession at a school in Durban, in South Africa. The story occurs during a period when schools were racially desegregated in order to address the anti-apartheid policies that were prevalent prior to the first democratic elections in 1994. The story captures the challenges I faced during the transformation era in education and how I went about addressing two of the main challenges I faced: 1. Cultural diversity in racially desegregated schools. 2. Teaching isiZulu as an additional language as a pioneer, non- mother tongue teacher of learners with mixed abilities in an environment deprived of resources in terms of mentorship, and teacher/learner resource material. This study reveals how the challenges I experienced were, in retrospect, the disguised opportunities that led to my growth from teacher to textbook writer. It gives an account of the “behind the scenes making”, of the Maye babo! series, with a view to offer an exemplar for curriculum development. The study uses autoethnography (Ellis 2004) as a method to bring to life the teaching of isiZulu as an additional language in South Africa. It defines some of the difficulties experienced by teachers during a transformation era in education. In this study I clarify the relationship between Outcomes Based Education and the National Curriculum Statement (NCS), as well as where the Curriculum and Assessment Policy Statement (CAPS) is located within the NCS. More importantly, I use the tacit knowledge gained from intuition and experience to demonstrate how these policies can be applied in the classroom to achieve effective learning, an aspect often ignored in in-service teacher education. Readers (particularly teachers) will resonate with the experiences described in the stories, and, in so doing, gain a better understanding of themselves and their teaching practices; this might provide the much needed optimism amongst teachers, and might motivate and inspire them to grow professionally. The personal benefit in writing this thesis is that it renewed my place in the academic world, and more importantly, it has satisfied my quest for self realisation. Through personal exploration, questions such as who am I? and how did I become? reveal my evolvement. This project has been a soul satisfying and enriching journey. It is hoped that this study will in some way contribute to the transformation in education process in post liberation South Africa.

Submitted in fulfillment of the requirements of the degree of Master of Technology: Language Practice, Department of Media, Language and Communication, Durban University of Technology, Durban, South Africa, 2016. / IsiZulu is a previously marginalized language and is spoken by 78% of people in KwaZulu-Natal (South Africa.info 2012). Signed language on the other hand, is not an official language in South Africa, although it is recognised despite the profession having undergone major transformation since democracy. This study hypothesizes that isiZulu and South African Sign Language interpreters both face challenges when given interpreting assignments. This study aims to create an awareness of the needs of the isiZulu speakers and deaf people when seeking judicial assistance and also to contribute towards the provision of quality interpreting services in some of the courts in KwaZulu-Natal. With this study it is hoped to assist the Department of Justice and Constitutional Development to be able to see where they can still improve on their system. This study was conducted only in four courts, therefore, the findings cannot be generalized to be the same in all the courts in South Africa. IsiZulu kusewulimi obelucindezelwe, kanti lusetshenziswa abantu abangamaphesenti angama-78 KwaZulu-Natali (SouthAfrica.info 2012). Ulimi lwezandla ngakolunye uhlangothi, akulona ulimi olusemthethweni eNingizimu Afrika nangale koshintsho oluningi olwenziwe kusukela kwaqala intando yabantu. Lolu cwaningo lucabangela ukuthi otolika besiZulu kanye naboLimi Lwezandla babhekana nezingqinamba uma benikwe umsebenzi wokutolika. Lolu cwaningo Iuhlose ukwazisa ngezidingo zabantu abakhuluma isiZulu kanye nabangezwa uma bedinga usizo lwezomthetho kanye nokuxhasa ekunikezeleni ukutolika okusezingeni elifanele kwezinye zezinkantolo KwaZulu-Natali. Ngalolu cwaningo kuthenjwa ukuthi luzosiza uMnyango Wobulungiswa kanye nokuThuthukiswa koMthethosisekelo ukuba ubone ukuthi yikuphi la okungalungiswa khona inqubo yokwenza yawo. Lolu cwaningo lwenziwe ezinkantolo ezine kuphela, ngakho-ke okutholakele ngeke kuze kuthathwe ngokuthi kuyafana ezinkantolo zonke zaseNingizimu Afrika. / M

Thesis (MA (African Languages))--University of Stellenbosch, 2009. / This study explores the theoretical work in the articulation of the motivations and conditions for account-giving in isiZulu. In this context, accounts are similar to narratives and can be retained at the level of private reflections or written diary entries or for others to read and refer to from time to time. The account-giving process, according to Waldron (1997), is like a “life in motion” in which individual characters are portrayed as moving through their experiences, dealing with conflicts or problems in their lives and, at the same time, searching for resolutions. It is the quest to understand the major stresses in each individual’s mind that is at the core of this study. The why-questions that are the result of the daily experiences of destitution, depression, death, disability, etc. are also addressed here. Narrative accounts form the basis of moral and social events and, as such, stories have two elements through which they are explored. They are explored from the point of view of, firstly, the way in which they are told and, secondly, the way in which they are lived within a social context. These stories follow a historically or culturally based format and, to this effect, Gergen (1994) suggests narrative criteria that constitute a historically contingent narrative form. Narrative forms are linguistic tools that have important social functions to fulfil satisfactorily, such as stability narrative, progressive narrative and regressive narrative. According to Gergen (1994), self-narratives are social processes in which individuals are realised on the personal perspective or experience and, as such, their emotions are viewed as constitutive features of relationship. The self-narratives used and analysed in this study portray the contemporary culture-based elements or segments of a well-formed narrative.

This study investigates Outcomes-based assessment of reading isiZulu at the end of the foundation phase. Teachers are required to employ a variety of assessment methods to establish learners' strengths and weaknesses. This will ensure that teaching is organised in a way that will suit learners’ needs. It is through assessment that a teacher is able to establish whether learning is taking place or not and this helps to provide support, where necessary. Six primary schools were chosen as settings within which qualitative research was conducted. Observations and informal interviews were the main method of collecting data. Six Grade 3 teachers were observed teaching and assessing reading of isiZulu in their classrooms. The findings were divided into five themes that emerged from the data analysis, namely the language policy document, teaching of reading, assessment of reading, lack of facilities and essential support. The findings indicated that some teachers still struggled with teaching and assessment of reading in the outcomes-based approach. / Educational Studies / M. Ed. (Didactics)

This study provides an overview of the socio-cultural functions and motivations of English-IsiZulu code-switching among speakers at Inanda, Ntuzuma and KwaMashu (INK) in Durban. Following Myres-Scotton (1993a), code-switching is defined as the mixing of different codes by speakers in the same conversation and this switch may take place at any level of language differentiation (languages, dialects, registers). Code-switching has become a universal phenomenon among bilingual speakers in most communities in South Africa. Not until recently code-switching/mixing was seen as evidence of “internal mental confusion, the inability to separate two languages sufficiently to warrant the description of true bilingualism” (Lipski, 1982:191). However, in this study, it is argued that code-switching is not only a manifestation of mental confusion but a versatile process involving an enormous amount of expertise in both languages involved and a socially and culturally motivated phenomenon. It is also argued that spoken word corpora is an important aspect in maintaining language vitality through the study of code-switching and other related linguistic phenomenon. This study therefore seeks to explore the socio-cultural functions of code-switching through an analysis of transcriptions derived from naturally occurring voice recorded instances of IsiZulu-English code-switching. It also seeks to explain why IsiZulu speakers code-switch a lot by looking at the history of the IsiZulu language contact with English, the socio-cultural factors as well as the linguistic factors that contribute to the predominance of code-switching among IsiZulu-English bilinguals. Further, it seeks to demonstrate the significance of spoken word corpora in the study and intellectualization of indigenous languages in South Africa. The research approach in this study is situated in the phenomenological paradigm. Both the qualitative and quantitative methodology have been employed. Data for this particular study was gathered through voice recordings of naturally occurring conversations, semi-structured interviews and participant observation. Voice recorded conversations were transcribed and analyzed both qualitatively and quantitatively under three broad categories; the socio-cultural functions of code-switching, the socio-cultural motivational factors of code-switching and finally the frequency of codeswitches, code-mixes, adopted items and loan shifts based on a corpus designed for this particular study. The Myers-Scotton (1993b; 1998) Markedness Model has been employed as the main backbone theory in the analysis of the socio-cultural functions and motivations of code-switching. The Markedness Model is considered to be a useful tool in which to analyze code-switching because it accounts for the speaker’s socio-psychological motivations when code-switching (Myers- Scotton 1993b:75). Heller’s (1992, 1995) Ideological-political model has also been used as a supplementary model in this study. In order to understand the role and significance of code-switching, it is essential to understand not only its distribution in the Community, but, more importantly, how that distribution is tied to the way groups control both the distribution of access to valued resources and the way in which that value is assigned (Heller 1992:139-140) . / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2012.

The aim of this study is to explore the relationship between media, language and gender stereotypes. It assumes that language usage in mass media creates and reproduces gender inequalities. Its main objectives are firstly, to randomly select terms for Zulu women from the chosen TV case study, Kwakhalanyonini. Secondly, selected terms will be analyzed, using the 'transvaluative analysis technique', in order to explain their meaning and hierarchy. This having been done, an attempt will be made to show how the usage of these terms reflect gender stereotypes, by locating women into subordinate positions. A question may well be asked; why Zulu language? I am a native Zulu speaker, with Zulu speaking parents. / Thesis (M.A.)-University of Natal, Durban, 1996.

Abstract not available. / Thesis (M.Ed.) - University of Natal, Durban, 2000.