A dissertation submitted in fulfilment of the requirements for the Degree of Master of Arts in Communication Science, University of Zululand, 2005. / In this thesis the researcher examines language policy and language practice in large organisations, with specific reference to departmental practice at the eThekwini Municipality. The eThekwini Municipality is one of South Africa's largest municipalities that are tasked with the provision of (and ensuring universal access to) essential services that are affordable to local communities, for example, water, electricity and sanitation. The eThekwini municipality was chosen on the basis of its commitment to equity and the development of its employees' potential through training and development programmes. The study, is conducted within the parameters of the new Constitution's multilingual language policy of South Africa, the Skills Development Act of 1998 and the Employment Equity Act of 1998. In Section 6: C, the Constitution states that the state must take practical measures to elevate the status of the indigenous languages and in Section 9: 3, the state may not discriminate against anyone on the grounds of language and colour. The study argues that in order to ensure equity, all South African languages must be used for the promotion of multilmgualism and the advancement of African languages, which were previously ignored by the apartheid government. The broad issues that the study examined include language policy and practice, languages used in organisations and the dominance of English in organisational communication.

論文(哲學碩士)--香港中文大學硏究院敎育學部,1994. / 參考文獻: leaves 243-252 / 王淑儀. / 鳴謝 --- p.iv / 圖表 --- p.iii / 撮要 --- p.v / Chapter 第一章 --- 問題說明 --- p.1 / Chapter 第二章 --- 文獻評述 --- p.6 / Chapter (一） --- 「國家」本質的討論 --- p.6 / Chapter (二） --- 「國家」理論的探討 --- p.8 / Chapter (三） --- 教育政策與國家理論 --- p.27 / Chapter 第三章 --- 研究架構、問題與研究方法 --- p.34 / Chapter (一） --- 研究架構 --- p.34 / Chapter (二） --- 研究問題 --- p.41 / Chapter (三） --- 硏究方法 --- p.44 / Chapter 第四章 --- 英文教育政策的轉變與確立 --- p.47 / Chapter (I) --- 英文教育政策的轉變 --- p.47 / Chapter (II) --- 英文教育政策的確立 --- p.52 / Chapter (III) --- 1878年英文教育政策的轉變原因 --- p.55 / Chapter (IV) --- 英文教育政策的確立-- 香港大學在1912年成立的原因 --- p.87 / Chapter (V) --- 總结 --- p.99 / Chapter 第五章 --- 中文教育政策的轉變（I) -- 1913年教育條例 --- p.104 / Chapter (I) --- 1913年前中文學校的情況 --- p.104 / Chapter (II) --- 1913年教育條例的內容 --- p.104 / Chapter (III) --- 1913年教育條例出現的原因 --- p.111 / Chapter (IV --- )總结 --- p.130 / Chapter 第六章 --- 中文教育政策的轉變（II) -- 殖民地政府分別於1926年成立官立漢文中學 及1927年於香港大學設立中文糸 --- p.136 / Chapter (I) --- 官立漢文中學及港大中文糸成立的經過 --- p.136 / Chapter (II) --- 官立漢文中學及港大中文糸成立的原因 --- p.141 / Chapter (III) --- 總结 / Chapter 第七章 --- 中文教育政策的轉變（III) - - 1935年公佈《賓尼報告書》 --- p.170 / Chapter (I) --- 1935殖民地政府公佈《賓尼報告書》-- 強調初等教育 --- p.178 / Chapter (II) --- 1935殖民地政府公佈《賓尼報告書》-- 強調初等教育的原因 --- p.182 / Chapter (III) --- 總结 --- p.199 / Chapter 第八章 --- 總结 / Chapter (一） --- 中英教育政策的轉變 --- p.203 / Chapter (二） --- 研究意義 --- p.207 / Chapter (三） --- 研究限制 --- p.212 / 註釋 --- p.215 / 中文參考書目及論文 --- p.243 / 英文參考書目及論文 --- p.246

Thesis (Ph. D. (Education)) -- University of Limpopo, 2000 / Refer to document

Thesis (M.A. (Translation studies and Linguistics)) --University of Limpopo, 2010 / The aim of this study is to analyse the language policy adopted by Mopani District. The study has discovered that although the Constitution of South Africa (1996) grants official recognition to all eleven languages, the Mopani District uses largely English and Afrikaans in its official communication. The study further reveals that although the majority of the residents of the district are Sepedi and Xitsonga speakers, they still prefer English to their own languages. In other words, most people in the district still harbour negative attitudes towards African languages. Lastly, the study recommends that Sepedi and Xitsonga should also be accorded the respect that they deser ve, if the district is to achieve its full potential in terms of social, economic and educational development.

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 256-262).

Histories give little attention to language dominance in school and community -- to the fact that the past one-hundred years of "One People, One Language, One School" attitudes, policies, and goals in Anglo-American schools and communities have brought with them the demise of Native-American languages, the disappearance of linguistic differences due to immigrant origin, the disvalue or stereotype of linguistic patterns derived from regional and ethnic variation, and the insistence on English as a mark of linguistic and intellectual virtue. Telling Stories (0ut of School) of Mother Tongue, God's Tongue, and the Queen's Tongue: An Ethnography in Canada gives attention to one such history. Told in Mennonite perspective and framed in Manitoba schools between 1890 and 1990, Telling Stories (Out of School) begins with tales of English-speaking Canadian insistence on and German-speaking Mennonite resistance to English-only language education policies in public and private schools serving a Mennonite speech community in southern Manitoba. The research problem links itself historically to a series of language education acts passed by the Manitoba Legislature, adjudicated by the Manitoba Attorney General, the Canadian Supreme Court, and the British Privy Council, and enforced by the Manitoba Department of Education -- all between 1890 and 1920. These English-only policies, deemed an expedient response to the question of how to unify English Canadians, French-Canadians, Aboriginals, and immigrants, abrogated the language education rights of all linguistic minorities. English prevailed in Manitoba schools until the 1960s. After the mid-1960s, though, the Canadian Parliament in concert with the Manitoba Legislature, the Manitoba Department of Education, and local public school districts re-affirmed Canada's English-French legacy as well as its multilingual, multicultural heritage with yet another series of language and language education acts -- the Canadian Official Languages Act of 1969, the Canadian Constitution Act of 1982, and the Canadian Multicultural Act of 1988. Today, the Canadian "Cultural Mosaic," or "Multiculturalism within a Bilingual Framework," dispels the "Melting Pot" myth borrowed from the United States at the turn of the century. And, the 1990 right to "language education choice" in Manitoba's system of public schools denies the 1890 rule of "One People, One Language, One School." To trace historical and recent developments in a Mennonite speech community associated with these policies, and subsequently with the contact of English, High German, and Low German” outside the classroom," the ethnographer -- an insider-outsider -- synthesizes the Hymes-type work in ethnographies of speaking and the Milroy-type work in language and social networks to examine the Ferguson-coined phenomenon of diglossia and the Fishman-extended relationship between societal diglossia and individual Bilingualism. Interviews with fifty-seven speakers, treated as a sequence of ethno-acts and ethno-events, are guided by the general question of sociolinguistic research -- who uses what language with whom, when, where, and why? Using Hymes mnemonic code of SPEAKING leads to the description of a shared history and a shared way of speaking as well as to insights into linguistic continuity, change, and compartmentalization. Telling Stories (Out of School) ends; with tales of an ethnic revival in Mennonite schools and community today -- with new voices speaking Low German High German, and English. While the present ethnography of a Mennonite speech community in Canada, framed in Manitoba schools between 1890 and 1990, should be regarded as impressionistic and preliminary, the fact remains -- language dominance does do something to the life of language in a community as does language education policy that attempts to "start where the child is ... linguisticallly."

published_or_final_version / abstract / toc / English Studies / Master / Master of Arts

The study contributes to the growing body of research that examines the meanings and practices of literacy in community settings. While the study sheds some light on the history of community-based literacy learning, it is also a project in rhetorical analysis. It traces the influence of public discourse and beliefs about literacy on the teaching of English to non-native speakers, focusing on the Progressive Era (1890-1920), a time of major social and educational change. Turn-of-the-century educators and members of the public believed that literacy was in a state of decline, and immigrants were often blamed. Public debate about literacy was marked by an acute sense of crisis exacerbated by economic unease and rapid social and political change. In this atmosphere of change and anxiety, the public called on English teachers to assimilate immigrants by bringing them in line with cultural norms, teaching them patriotism, and preparing them to be efficient workers. In response to public pressure, some educators embraced a vision of a monolingual society and adopted a pedagogy of assimilation. As Americanization programs emerged in large numbers in the 1910s, the goals and curricula often reflected this vision. However, not all educators embraced the assimilation model. Some educators and immigrant writers argued for the need for a pedagogy rooted in students' community lives and individual needs, with the potential to contribute toward a more democratic society for all.

This study examines the availability of translated material into foreign languages, more specifically into French, at tourist destinations in South Africa. The Cradle of Humankind is chosen to carry out a case study and to show the lack of material available in languages other than English and the subsequent need for the development of a foreign-language policy. This study attempts to show the way forward by translating Maropeng’s miniguidebook into French based on a prior analysis of the original English text following Nord’s translation-relevant text analysis model. Furthermore, this study is not an end in itself but a step toward a better representation of official South African languages as an integral part of language policies throughout the country, as suggested by the Constitution.

This thesis examines one of the most important areas through which a state can affect the vitality of a minority language community: the use of minority languages in the public administration. The study begins with an examination of the European Union Framework with regard to the protection of minority languages in the light of the Treaty of Lisbon and the Charter of Nice. It analyses the relevant Council of Europe Treaties, and in particular the European Charter for Regional or Minority Languages in so far as they deal with the protection of minority languages in the public administration and public institutions. The thesis also assesses the CoE and EU Frameworks for the protection of minority languages. The national and regional legislation of Italy (Valle d’Aosta, Trentino Alto Adige, Friuli Venezia Giulia, Sardinia and Sicily), Spain (Catalonia, Basque Autonomous Community, Navarra, Galicia, Balearic Islands and Valencia) and UK (Wales, Scotland and Northern Ireland) are scrutinized to compare the different approaches adopted for the protection of minority languages. This analysis is focused on the crucial sectors of the public administration and public institutions which have both a high symbolic value and significant levels of inter-action with the minority language-speaking populations. The similarities and differences between the Italian, Spanish and the UK legislation in this field are examined, such gaps as exist between the aims of the legislation and reality are identified, as are the difficulties in the implementation of this form of legislation in the public administration.