The use of the mother tongue (MT) as a medium of instruction in schools is still a problematic subject of debate in South Africa and the continent at large. In most African countries, English remains the medium of instruction (MoI). This structured research sought to highlight the pros and cons of using mother tongue instruction in schools, specifically Northern Sotho, which is spoken by one of the ethnic groups in South Africa. Currently, in South Africa, children receive mother tongue education from grade one to three. In this study, the researcher argues that mother tongue should be used from grade one to twelve. For this study, the researcher relied on extant literature on mother tongue education. The concept of Cognitive Academic Language Proficiency (CALP) by Cummins (2001) was used to guide this study. The argument for mother tongue education is premised on the fact that it is crucial for the success and progress of children at school. As an example, studies have shown that children who are taught in their mother tongue such as Afrikaans and English, which remain the defacto mediums of instruction in the schools in South Africa, and French, German, Mandarin, etc. in other countries, excel in school and understand subjects such as Maths and Science better. / Ngangišano ya tšhomišo ya polelo ya gae bjalo ka polelo yeo e šomišwago go ruta dikolong e sa le taba ye bothata dinageng tše ntši le mo Afrika Borwa. Dikolong tše ntši mo dinageng tše, Seisemane ke leleme leo le sa šomišwago bjalo ka leleme la go ruta. Tlhamo ya nyakišišo ye e nyaka go gateletša bohlokwa bja go šomiša polelo ya gae bjalo ka polelo yeo e ka šomišwago dikolong, kudukudu Northern Sotho yeo e bolelwago ke ye nngwe ya dihlopha tša MaAfrika Borwa. Gonabjale mo Afrika Borwa, bana ba rutwa ka leleme la gae go tloga go mphato wa 1-3. Mo thutong ye, monyakišiši o nganga gore polelo ya gae e swanetše go šomišwa go tloga go mphato wa pele go fihlela go wa masomepedi. Thutong ye, monyakišiši o ipotile ka dingwalo tšeo di ngwadilwego ka ga thuto ya polelo ya gae. Kakanyo ya “Cognitive Academic Language Proficiency (CALP)” yeo e tlilego ka Cummins (2001) e tla šomišwa go tlhahla thuto ye. Ngangišano ka ga thuto ya leleme la gae e theilwe godimo ga nnete ya gore le bohlokwa kudukudu go katlego le tšwelopele ya bana sekolong. Bjalo ka mohlala, dithuto di bontšhitše gore bana bao ba rutwago ka leleme la gae bjalo ka leleme la SeAfrikaanse le Seisemane, ao e sa lego maleme a thuto dikolong mo Afrika Borwa, SeForentšhe, Sejeremane, SeMandarini bjalobjalo kua dinageng tše dingwe, ba dira mošomo wo mobotse sekolong gomme ba kwešiša dithuto tša go swana le Thutadipalo le Saense bokaone. / African Languages / M.A. (African Languages)

Text in English / This dissertation has examined the University Christian Movement (UCM) over its turbulent five year history from 1967 to 1972 in terms of the original hopes of the sponsoring ecumenical denominations. Contextual factors within the socio-political arena of South Africa as well as broader youth cultural influences are shown to have had a decisive influence. These factors help to explain the negative reaction from the founding churches. While this is not a thesis on Black Consciousness, nevertheless the contribution of the UCM to the rise of Black Consciousness and Black Theology is evaluated. UCM is shown to be a movement well ahead of its time as a forerunner in South Africa of Black Theology, contextual theology, feminism, modem liturgical styles, and intercommunion. As such it was held in suspicion. It suffered repressive action from the government and alienation from the churches. Constant cross referencing to other organisations such as the World Student Christian Federation, the National Union of South African Students, the South African Council of Churches, the Christian Institute, and the Sllldents Christian Association, helps to locate the UCM within the flow of contemporary history. The concluding evaluation differs markedly from the report of the Schlebusch Commission by making both critical and positive judgement from the perspective of the UCM as an ecumenical mission to students. / Christain Spirituality, Church History & Missiology / M.Th. (Missiology)

Text in English / This dissertation has examined the University Christian Movement (UCM) over its turbulent five year history from 1967 to 1972 in terms of the original hopes of the sponsoring ecumenical denominations. Contextual factors within the socio-political arena of South Africa as well as broader youth cultural influences are shown to have had a decisive influence. These factors help to explain the negative reaction from the founding churches. While this is not a thesis on Black Consciousness, nevertheless the contribution of the UCM to the rise of Black Consciousness and Black Theology is evaluated. UCM is shown to be a movement well ahead of its time as a forerunner in South Africa of Black Theology, contextual theology, feminism, modem liturgical styles, and intercommunion. As such it was held in suspicion. It suffered repressive action from the government and alienation from the churches. Constant cross referencing to other organisations such as the World Student Christian Federation, the National Union of South African Students, the South African Council of Churches, the Christian Institute, and the Sllldents Christian Association, helps to locate the UCM within the flow of contemporary history. The concluding evaluation differs markedly from the report of the Schlebusch Commission by making both critical and positive judgement from the perspective of the UCM as an ecumenical mission to students. / Christain Spirituality, Church History and Missiology / M.Th. (Missiology)

This thesis reports on the findings of a study to validate an assessment scale for writing in an Open Distance Learning (ODL) context by first-year students in their responses to English literary texts. The study involved the interrogation of an existing scale, adapted from Jacobs et al. (1981), which was being used for the Foundations in English Literary Studies (ENG1501) module at the University of South Africa. Despite the credibility of the original scale, the modified version had been used in language- and literature-based courses in the English Studies Department since 1998 and had not been updated or empirically tested in the context of the target group. Thus, the gap that this current study addressed was the need for a valid rating scale that takes into account the complexities of literature teaching and ODL in the current South African university environment. This thesis includes a review of the debate on validity and the validation of rating scales both internationally and in South Africa, the ODL environment, and the assessment of assignments based on literary texts, particularly in the multicultural South African context. The methodology included research of both a quantitative and a qualitative nature. The outcome was an empirically-validated scale that should contribute to the quest for accuracy in assessing academic writing and meet the formative and summative assessment needs of the target group / English Studies / D. Litt. et Phil. (English)