Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 189-218).

Thesis (M.A.) - Carleton University, 2007. / Includes bibliographical references (p. 203-209). Also available in electronic format on the Internet.

Thesis (M.A.)--Carleton University, 1999. / Also available in electronic format on the Internet.

Thesis (Postgraduate Certificate in Research Preparation (Humanities)--Macquarie University, Dept. of Modern History, Politics and International Relations, 2009. / This thesis presented as a partial fulfilment to the requirements for the Postgraduate Certificate in Research Preparation (Humanities). Bibliography: p. 47-55.

Thesis (D. Litt. et Phil.)--University of South Africa, 2003. / Title from PDF title page (viewed on May 1, 2006). Includes bibliographical references (p. 330-346).

Thesis (Ph.D.)--Victoria University of Wellington, 2010. / Includes bibliographical references.

No description available.

abstract: ABSTRACT This study examines the language and literacy experiences of Kurdish minority children during their first year of mainstream schooling in a southeastern village in Turkey. I employed ethnographic research methods (participant observation, multi-modal data collection, interviewing, and focus groups) to investigate the language practices of the children in relation to language ideologies circulating in the wider context. I focused on the perspectives and practices of one 1st grade classroom (14 students) but also talked with seven parents, three teachers, and two administrators. A careful analysis of the data collected shows that there is a hierarchy among languages used in the community—Turkish, English, and Kurdish. The children, their parents, and their teachers all valued Turkish and English more than Kurdish. While explaining some of their reasons for this view, they discussed the status and functions of each language in society with an emphasis on their functions. My analysis also shows that, although participants devalue the Kurdish language, they still value Kurdish as a tie to their ethnic roots. Another key finding of this study is that policies that appear in teachers’ practices and the school environment seemed to be robust mediators of the language beliefs and practices of the Kurds who participated in my study. School is believed to provide opportunities for learning languages in ways that facilitate greater participation in society and increased access to prestigious jobs for Kurdish children who do not want to live in the village long-term. Related to that, one finding demonstrates that current circumstances make language choice like a life choice for Kurdish children. While Kurds who choose Turkish are often successful in school (and therefore have access to better jobs), the ones who maintain their Kurdish usually have only animal breeding or farming as employment options. I also found that although the Kurdish children that I observed subscribed to ideologies that valued Turkish and English over their native language, they did not entirely abandon their Kurdish language. Instead, they were involved in Turkish- Kurdish bilingual practices such as language broking, language sharing, and language crossing. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2015

The matter of the language policy of the SAPS and the language attitudes of police officials is a topical, but largely unexplored issue. Little progress has been made to address this issue. This thesis investigates language attitudes of SAPS constables and the impact thereof on language planning in the SAPS. This study tests the hypothesis that the absence of a language policy in the SAPS leads to a discrepancy between the constitutional provisions and language practice in the SAPS. Furthermore, this discrepancy has an impact on the language attitudes of constables in the SAPS. This poses challenges for language planning. The main aims of the study are to ascertain the current language practice in the SAPS and to investigate the language attitudes and preferences of constables. The investigation was conducted in accordance with the triangulation method, i.e. conclusions were only drawn after the data presented by the literature study and each of the empirical components were compared and verified by means of, inter alia, statistical methods. The literature review, which is an exposition of the language policy and language practice in both the SAPS and South Africa, provides the theoretical framework for the empirical study. The empirical study includes a questionnaire completed by constables and interviews with constables and other stakeholders at the helm of policy, management and training. Chapter 1 states the background, problem, hypotheses and objectives of the study. A theoretical exposition of language policy, language planning and language attitude is presented in Chapter 2. Chapter 3 contains a description of the language context of the constables with reference to the language policy, trends and practice in South Africa. The discrepancy between language policy and language practice in the SAPS is highlighted in Chapter 4. This entails a discussion on the language policy and practice in the SAPS, the training of the constables, as well as problems resulting from the current language practice in the SAPS. The empirical research design is discussed in Chapter 5. The results of the empirical research are discussed in Chapter 6, and conclusions and recommendations are stated in Chapter 7. The results show that English is the predominant language in the SAPS. The constables have a positive attitude towards English in the SAPS in spite of their poor proficiency in the language. Afrikaans is used in official situations in the SAPS, but the indigenous languages are used mostly in informal situations. The respondents reported a positive attitude towards the indigenous languages. The research also highlights the lack of language training in basic police training as well as in-service training. The use of English and Afrikaans on an interim basis in the absence of an official language policy is a contributing factor to the poor language proficiency of especially constables who are not mother tongue speakers of the languages in question. It is recommended that language training should form part of the basic police training and in-service training. The SAPS should also finalise a language policy which entails the promotion of multilingualism and development of the indigenous languages for official use. / Prof. M. Pienaar Prof. H. Kroes

Philosophiae Doctor - PhD (Linguistics,Language and Communication) / This thesis is a study of patterns of language attitudes and use among Xhosa home language speakers at the University of the Western Cape, South Africa. Speakers of Xhosa, according to Statistics South Africa 2000, form the second largest speech community in South Africa (17.9% of the total population), second only to speakers of Zulu (22.9% of the total population). The University of the Western Cape, which is situated just outside Cape Town, was originally intended to serve only the Coloured (mixed-race) population of South Africa. Coloureds form the majority group in the population of the Western Cape, one of the nine provinces of South Africa. In 1982, the university took the bold step of defying the apartheid regime, by opening its doors to students of all races. Students from all over South Africa now attend the university, but Xhosa students, drawn mainly from the provinces of the Eastern and Western Cape, form the largest language group or speech community on the campus. The thesis presents a study of the patterns of language attitudes and use with which Xhosa students enter the university, as well as patterns of change in language attitudes and use revealed by a longitudinal study of a smaller group of Xhosa students. / South Africa