Spelling suggestions: "subject:"zulu language"" "subject:"oulu language""
131 |
Vocation-specific isiZulu language teaching and learning for medical students at the University of KwaZulu-Natal.Matthews, Margaret Glynnis. January 2013 (has links)
Introduction
Being an effective communicator is a core competency required of all health care
practitioners. Some undergraduate medical students at the Nelson R. Mandela School of
Medicine (NRMSM), University of KwaZulu-Natal, Durban, are unable to communicate in
isiZulu, the mother tongue of nearly 80% of the 10.2 million people in the province, and the
most common home language spoken in South Africa. A one-year isiZulu course to teach
communicative competence in the language, and assessed in the first three years of the 6-year
MBChB programme, is currently offered at the first year level to medical students.
Aim
This study was conducted in 2012 to assess how isiZulu clinical communication was
perceived by a third year cohort of medical students, and whether current teaching in the
period 2010-2012 had prepared them to communicate with their patients.
Methods
An observational, cross-sectional study design was used to assess the knowledge, attitude and
practice of the study group through a self-completed questionnaire. Their knowledge of
isiZulu was assessed in a written test, and the students’ marks were compared with their
marks in 2010. Oral competence was assessed in an isiZulu history-taking station in the
objective structured clinical examination. Students’ comments on their experiences and their
recommendations were recorded. Ethics approval was obtained to conduct the study, and
informed consent was obtained from participants.
Results & Discussion
Medical students’ competence in isiZulu had improved. They were largely positive about
learning the language of their patients but seldom used the language in the clinical setting.
Many students indicated that the current teaching of isiZulu in the programme was
inadequate for their needs. Conclusion & Recommendations
Although isiZulu is taught to non-isiZulu students, this does not convert into an ability to use
the language in the clinical setting. In order for medical students to acquire a satisfactory and
safe level of communicative competence in isiZulu, and in line with the UKZN Language
Plan to emphasize language training specific to various vocational groups, it is recommended
that the teaching, learning and assessment of isiZulu language and culture be integrated into
all levels of the undergraduate medical programme in the form of vocation-specific isiZulu
for medical students. / Thesis (M.Med.Sc.)-University of KwaZulu-Natal, Durban, 2013.
|
132 |
The role of children in the Zulu folktaleDe Bruin, Annemarié 30 November 2002 (has links)
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)
|
133 |
IziNambuzane: isiZulu names for insectsCockburn, Jessica Jane, Khumalo-Seegelken, B, Villet, Martin Herrer January 2014 (has links)
We provide a tool for communicating about insects in isiZulu to facilitate research and knowledge sharing in the fields of indigenous knowledge, cultural entomology, environmental education and community extensioninvolving isiZulu speakers. A total of 213 different names for 64 insect specimens were encountered among a sample of 67 respondents in 11 communities distributed across the province of KwaZulu-Natal, South Africa. This list includes 93 names that can be considered core isiZulu vocabulary and which are widely used to identify insects that are agriculturally, medically, domestically, culturally or ecologically common or significant. Substantial variation was found regarding the names for particular insects, especially between regions, suggesting dialectal differences between isiZulu speakers. Grammatical and social variation in names was also recorded. This study highlights interdisciplinary teamwork in the field of indigenous knowledge research and the influences affecting the standardisation of South African languages for technical and scientific work.
|
134 |
The interdependence hypothesis: exploring the effects on English writing following an expository writing course in ZuluRodseth, Wendy Sue 31 January 2005 (has links)
This study explores Cummins' interdependence hypothesis in the South African context. The design is experimental, involving Zulu primary language writing instruction to explore whether skills taught in Zulu composition classes transfer into English expository writing. The intervention and control groups were drawn from two ex-Model C high schools and the focus was on measuring use of coherence and cohesion in English essays. Quantitative findings showed, although the intervention group's writing skills did not improve significantly, they did not decline. By contrast, the control group's writing skills declined significantly. A more qualitative investigation of the corpus supports the statistical findings. However, because of the limitations of this study, more research is required into Cummins' hypothesis, bilingual programmes and teaching academic writing skills in African languages. It is hoped that this research design will benefit future researchers investigate the current debate about the efficacy of bilingual and multilingual approaches to education. / Linguistics / M. A. (Applied Linguistics)
|
135 |
Malawian immigrants experiences in the acquisition of spoken isiZulu in DurbanMzoma, Shoaib 09 1900 (has links)
Text in English / One of the critical challenges associated with migration is a need to acquire a destination language, which has never been an easy experience for immigrants. This study aims at exploring and analysing experiences of Malawian immigrant labourers in their process of acquiring spoken skills of isiZulu in Durban. In order to understand the phenomenon under investigation better, this study used a qualitative research approach and adopted a phenomenological research design. The data for this study was collected using semi structured one-to-one interviews. The data were analysed using content analysis method and was approached and discussed in light of Schumann‟s (1986) Acculturation Model and frame works and a destination–language acquisition model of Chiswick and Miller (2001). Empirical findings from this study have shown that adults; just like children, are also capable of mastering a second language if they can manage both social and psychological factors that impede acquisition. / Linguistics and Modern Languages / M.A. (Linguistics)
|
136 |
Malawian immigrants experiences in the acquisition of spoken isiZulu in DurbanMzoma, Shoaib 09 1900 (has links)
Text in English / One of the critical challenges associated with migration is a need to acquire a destination language, which has never been an easy experience for immigrants. This study aims at exploring and analysing experiences of Malawian immigrant labourers in their process of acquiring spoken skills of isiZulu in Durban. In order to understand the phenomenon under investigation better, this study used a qualitative research approach and adopted a phenomenological research design. The data for this study was collected using semi structured one-to-one interviews. The data were analysed using content analysis method and was approached and discussed in light of Schumann‟s (1986) Acculturation Model and frame works and a destination–language acquisition model of Chiswick and Miller (2001). Empirical findings from this study have shown that adults; just like children, are also capable of mastering a second language if they can manage both social and psychological factors that impede acquisition. / Linguistics and Modern Languages / M. A. (Linguistics)
|
137 |
The interdependence hypothesis: exploring the effects on English writing following an expository writing course in ZuluRodseth, Wendy Sue 31 January 2005 (has links)
This study explores Cummins' interdependence hypothesis in the South African context. The design is experimental, involving Zulu primary language writing instruction to explore whether skills taught in Zulu composition classes transfer into English expository writing. The intervention and control groups were drawn from two ex-Model C high schools and the focus was on measuring use of coherence and cohesion in English essays. Quantitative findings showed, although the intervention group's writing skills did not improve significantly, they did not decline. By contrast, the control group's writing skills declined significantly. A more qualitative investigation of the corpus supports the statistical findings. However, because of the limitations of this study, more research is required into Cummins' hypothesis, bilingual programmes and teaching academic writing skills in African languages. It is hoped that this research design will benefit future researchers investigate the current debate about the efficacy of bilingual and multilingual approaches to education. / Linguistics and Modern Languages / M. A. (Applied Linguistics)
|
138 |
An investigation of the use of Zulu as the language of learning and teaching in foundation phase of schools in Gauteng East districtZikalala, Ntombintombi Alice 18 September 2014 (has links)
According to the South African Schools Act no 86 or 1994, school governing bodies determine the official language used as Language of Learning and Teaching (LoLT) in public schools. Black community primary schools use home language in the Foundation Phase, and switch to English from the fourth grade. This study investigates Zulu as LoLT in the Foundation Phase in selected township primary schools in Gauteng East District. A qualitative inquiry used semi-structured interviews to collect data from Grade Three teachers. Findings were that educators welcomed use of learner’s Home Language as LoLT; due to diverse linguistic backgrounds of teachers and learners, Zulu was not used effectively in classrooms; code switching to English was prevalent; parent involvement was poor due to parents’ lack of Zulu proficiency and learning and teaching materials were mainly in English. The review of school language policies and the provision of multiple medium classes to accommodate language diversity were recommended. / Educational Studies / M. Ed. (Early Childhood Development)
|
139 |
IsiZulu traditional healers’ perspective of ukuhlonipha in contextNene, Jabulani Owen 31 January 2014 (has links)
Traditional healers are one among professionals that are viewed as the most significant people in African Society. They are accorded the highest esteem because of the role they play in saving people’s lives and promoting cultural aspects such as ukuhlonipha amasiko in isiZulu. It should be remembered that this word ukuhlonipha which means to respect, is used across cultures to maintain peace within family and society. It all depends on which culture promotes it more than others. It is sociolinguistic truism that ukuhlonipha is essentially linked to the ubuntu philosophy of African people. However, traditional healers more than other people follow ukuhlonipha culture in numerous ways, especially when they meet, being consulted and during traditional ceremonies. They serve and promote what in IsiZulu is known as ukuhlonipha, which to the uninitiated and sometimes even to the scholars of this philosophy is a mystery. It is for this reason and others that people view them as the soul of society.
This study looks at relevant sociolinguistic theories especially the politeness theory to analyze most of the hlonipha features shown by traditional healers, apprentice and people during consultation. / African Languages / M.A. (African Languages)
|
140 |
An investigation of the use of Zulu as the language of learning and teaching in foundation phase of schools in Gauteng East districtZikalala, Ntombintombi Alice 18 September 2014 (has links)
According to the South African Schools Act no 86 or 1994, school governing bodies determine the official language used as Language of Learning and Teaching (LoLT) in public schools. Black community primary schools use home language in the Foundation Phase, and switch to English from the fourth grade. This study investigates Zulu as LoLT in the Foundation Phase in selected township primary schools in Gauteng East District. A qualitative inquiry used semi-structured interviews to collect data from Grade Three teachers. Findings were that educators welcomed use of learner’s Home Language as LoLT; due to diverse linguistic backgrounds of teachers and learners, Zulu was not used effectively in classrooms; code switching to English was prevalent; parent involvement was poor due to parents’ lack of Zulu proficiency and learning and teaching materials were mainly in English. The review of school language policies and the provision of multiple medium classes to accommodate language diversity were recommended. / Educational Studies / M. Ed. (Early Childhood Development)
|
Page generated in 0.0523 seconds