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MOTHER TONGUE EDUCATION IN OFFICIAL MINORITY LANGUAGES OF ZIMBABWE: A LANGUAGE MANAGEMENT CRITIQUENdlovu, Eventhough 18 July 2013 (has links)
In January 2002, the government of Zimbabwe officially declared six official minority languages, namely, Kalanga, Nambya, Shangani, Sotho, Tonga and Venda as languages of instruction and subjects in primary schools in the areas where they are spoken as mother tongues. The government had planned for these languages to be introduced to a grade per year until they could be taught at grade 7 level by 2005 (Secretaryâs Circular Number 1 of 2002). Three of these languages (Venda, Tonga and Kalanga) under the auspices of the Venda, Tonga and Kalanga Association (VETOKA) were pioneers in advocating and lobbying for the introduction of marginalised local languages in education in the early 1980s.
However, Kalanga and Venda have remained behind, despite having been the pioneers of this initiative. Long after 2005, only Tonga emerged as the first language to be examined in grade 7 in 2011. In current studies in language planning, policy and management, there have been strong suggestions that bottom-up approaches may be more successful than top-down approaches. Bottom-up approaches are said to be the most promising in terms of community commitment and sustainability (Alexander, 1992; Baldauf, 1994; 2005; 2008; Kaplan and Baldauf, 1997; Webb, 2002; 2009; 2010; Mwaniki, 2004; 2010b; Benson, 2005; Trudell, 2006; Lewis and Trudell, 2008; Liddicoat and Baldauf, 2008; Baldauf, Li & Zhao, 2008; Hatoss, 2008). The delay in the implementation of the 2002 policy development and success story of Tonga raises the questions: âWhy this delay? Why was Tonga first?â
This study therefore examines the possible causes for the delay in the implementation of the 2002 policy development and the conditions and factors that led to the success story of Tonga. It is expected that an understanding of these causes could help explain the delay in the implementation of the other three languages and similar initiatives elsewhere. It is also hoped that this study will enhance our understanding of the dynamics of bottom-up approaches to language planning. In evaluating and examining the implementation of the 2002 policy development and conditions and factors that led to the success story of Tonga, I adopted the Language Management Approach (LMA) proposed by Mwaniki (2004). The LMA is used alongside Kaplan & Baldaufâs (1997; 2003) seven areas of policy development for language-in-education policy implementation; the ethnolinguistic vitality model advanced by Giles, Bourhis & Taylor (1977) as well as Webbâs (2010) factors and conditions that determine the success and failure of bottom-up and top-down policies.
These three frameworks interrelate and overlap with one another, and also with some of the language management variables, methodologies and strategies. It emerged that the delay in the implementation of the 2002 policy development was due to the failure to secure and deploy the language management variables, methodologies and strategies at an optimal level. The failure to timeously develop the seven areas of policy development for language-in-education policy implementation also accounts for the delay.
On the one hand, the Tonga group owes its success to the deployment of some of the language management variables, methodologies and strategies and the development of some of the seven areas of policy development for language-in-education policy implementation. The ethnolinguistic vitality of the three language groups in question and the conditions and factors that determine the success or failure of bottom-up and top-down policies also contributed to the delay in the implementation of the 2002 policy development. The success story of Tonga is as a result of the Tonga groupâs ethnolinguistic vitality and some of the conditions and factors that determine the success and failure of bottom-up and top-down policies.
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DIE ROL VAN TAALAKTIVISME BY DIE HERWAARDERING VAN MOEDERTAALONDERRIG IN SUID-AFRIKAANSE SKOLESnayers, Johny Henry 17 May 2013 (has links)
The Constitutional Assembly accepted a new democratic constitution for the Republic of
South Africa on 8 May 1996. The Constitution makes provision for a fair amount of
clauses regarding language issues. Among other it makes provision for eleven official
languages that reflect the multicultural nature of our society. The National Government
presents their position on language in education in the 1996 South African Bill of Rights.
It seems clear that the Department of Education emphasises the development of
multilingualism within the framework of additive bilingual education. Schools are
strongly recommended to offer at least two languages of instruction as from Grade 1, one
of which should be the home language of the learner.
Aside from these positive goals, the opposite seems to happen in practice. Even more
complaints arise, especially from the ranks of minority languages (Afrikaans and African
languages) that their languages are marginalised as languages of instruction. A positive
development is that more voices are heard in support of language teaching, especially in
communities that have traditionally been seen as being in favour of English teaching.
This re-evaluation of the role of mother tongue teaching could be contributed to certain
language activist initiatives since 1994.
This study investigates the role of language activism in the movement back to mother
tongue education in South Africa after the establishment of a democratic language
dispensation in the country. The perception is investigated that communities are apathetic
towards language rights issues in education brought about by political and other pressure
groups that want to retain the status quo regarding the promotion of English as medium
of instruction at the expense of minority languages. This is done by determining: (a) how
widespread the phenomenon of language activism in South Africa occurs, (b) the forms
(if any) of language activism among the different language communities, (c) whether
there is indeed a re-evaluation of mother tongue teaching and (d) what role (if any)
language activism plays in the restoration of mother tongue education. Chapter 2 provides an outline of the theoretical background of the study. It provides an
overview of the literature on language activism as phenomenon (and its role within the
field of language planning) and how it manifests in mother tongue struggles around the
world, especially with regard to education. Various definitions of language planning as an
inclusive process, and not only as a top-down action, are investigated. The role that
communities play in influencing language policy is investigated on the basis of various
definitions in the literature regarding language rights activism. Employing the tools of
language activism, as developed by Martel and later Lubbe and Du Plessis are
investigated. At the end of the chapter the conclusion is reached that interaction between
governments and community organisations plays a vital role in preserving and
developing the cultural and linguistic heritage of any community.
Chapter 3 provides an overview of the qualitative research design and methodology used
in the study. For the purposes of this study a literature, documents and empirical study
was done which involved analysing the press clippings. This provides an outline of the
methods followed to obtain information from the literature (both nationally and
internationally), relevant documents and media records selected for the purpose of the
study. It also outlines the strategies followed in order to ensure the validity and reliability.
The study is done on the basis of the typology of the instruments of language activism
introduced by Martel (1999) and further developed by Lubbe et al. (2004) and Du Plessis
(2006). The typology distinguishes between the main instruments of language activism
used by language activists and presents an appreciation of which tools would be more
successful. The analysis was done on the basis of the definitions of language activism and
the social movement theory as discussed in Chapter 2.
Chapter 4 provides an historical background to language planning and language policy
development in South Africa. The chapter highlights the main moments within the
political context of language policy development. An attempt is made to present the role
of language activism in South Africa by studying the relevant literature. Studies on
language activism and mother tongue education as well as official documents on language in education are used. The period 1652 (the beginning of the Colonial period)
until 1994 (the democratisation period) is covered.
In Chapter 5 the findings regarding the media analysis for the period 1994 to 2005 are
discussed. This is followed by a critical analysis and interpretation of the findings in
order to determine the role language activism played in the re-evaluation of mother
tongue education in South Africa. The conclusion is reached that language activism did
take place within the South African community. Also that the two main traditions of
language activism still figure, but there are signs from both sides of the spectrum that
there is a willingness to cooperate inclusively to a greater democratic education system.
In the last chapter a summary is presented of the findings in the various chapters. A
synthesis of the findings is presented with regard to the problem statements outlined in
Chapter 3. Conclusions are made based on the findings and recommendations are then
made regarding further investigations into problem areas and possible solutions.
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Communication policy and practice : the case of the Ethekwini MunicipalityHadebe, Vusumuzi Collin January 2005 (has links)
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.
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SPOKEN / SIGN LANGUAGE AS A CRITERION FOR SCHOOL READINESS AMONG DEAF PRE- SCHOOLERS .De Klerk, Nicolene Lynette 27 August 2004 (has links)
INTRODUCTION
Although the controversy surrounding the medium of education for deaf individuals rages on, language professionals including educators are now realising that literacy is the single most important factor in determining the successful education of the deaf child. The medium of education selected, should thus ultimately foster literacy skills. Supporters of oralism (referring to the principal that Deaf people should learn to commnicate by speech and lipreading without the use of Sign Language) claim that with recent technological advances eg cochlear implants, the ability of even the profoundly deaf child to obtain spoken language fluency, has never been better. Oralists maintain that because the majority of the population is comprised of hearing individuals, educators are morally obliged to enforce the teaching of society�s dominant language as first priority as it is only by acquiring spoken language that the deaf child will be able to fully integrate himself in society (Gregory, Hartley, 1991).
In contrast, supporters of a signed language as a medium of education argue that signed language is the best language model that is within the biological grasp of the deaf child � it is easily and naturally acquired (Lane, Hoffmeister & Bahan 1996). When used as a medium of education a signed language can impart new knowledge to the learner as well as knowledge about other languages. With first language proficiency in signed language the acquisition of second language skills i.e. literacy skills is facilitated. Deaf high school graduates (if they graduate at all) have literacy skills equivalent to roughly a third or fourth grade level. (Holcomb, Peyton & Kreeft 1992). This frightning statistic holds true for the deaf population of South Africa.
Poor literacy skills resulted in the Deaf being trapped in a vicious circle of powerlessness, dependence and marginality, consequently depriving them of their dignity and rightful place in society (Carver, 1990). Recent researchers are of the opinion that the Deaf share similar language backgrounds and literacy challenges to other minority groups and that poor literacy skills can possibly be attributed to linguistic, cultural and educational factors. Hence the importance of determining the best language medium for the deaf child to receive his education. Deaf literacy is an attainable goal. What now needs to be determined is whether a signed language or a spoken language as a medium of pre-school education is the catalyst for initiating and facilitating literacy skills, which will ultimately enable the Deaf to reclaim their power, independence, dignity and rightful place in society, thus enabling them to actively contribute towards the economic and social growth of the country.
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MOEDERTAALONDERRIG AS MODERATOR BY DIE VERBAND TUSSEN INTELLIGENSIEKWOSIENT AN AKADEMIESE PRESTASIE.Louwrens, Louise 27 August 2004 (has links)
SUMMARY
The primary purpose of this research was to determine what role mother-tongue teaching plays in the relationship between intelligence and academic performance. At present, English enjoys both national and international status, and as a result of this, this language is sometimes the only language in which the majority of South Africans want their children educated. Parents believe that their children need to have a command of English in order to be able to cope with international demands that they may be faced with in the future and that skill in the English language will offer their children access to training, work opportunities and economic freedom.
The teaching language in our schools is a matter of great concern as well as a source of conflict between different language groups. Internationally it is accepted that mother-tongue teaching is the most effective form of teaching. The Constitution also stipulates that every person is entitled to receive teaching in the language of his choice, where this is practicable. Researchers recommend that a learner should use his mother tongue as medium of education from the commencement of the school career and that this should continue for as long as it is practically possible. Mother-tongue teaching would then at least be present during the commencement phase of the school career.
In the light of all of the above, the purpose of this study was to determine whether learners who are taught in their mother tongue perform better academically than those who receive teaching in their second language. Intelligence is a factor that could have an effect upon the latter. During this study the emphasis was therefore mainly placed on the relationship between academic performance and intelligence. Academic performance is usually expressed as a percentage and in the school it is expected that learners with a high intelligence also attain high achievements. Although there are several factors that play a role in academic performance, intellectual ability is the single most important contributing factor in academic performance. Language, however, plays an important role in the intellectual development of the child. The literature indicates a close relationship between language and thoughts. Language and intelligence are inter-dependent. A learner�s verbal ability is mainly developed by his verbal assimilation, because concepts are taught to the learner through his verbal comprehension. Therefore, the better his verbal comprehension, the better he will conceptualise and the better he will use his abilities. If a learner experiences language problems, this will have a direct influence on his abilities. With regard to this latter statement, the assumption can be made that if a learner experiences problems in the second language it will negatively influence his abilities and more specifically his academic performance.
The research group for this study consisted of 138 Grade 2 learners (from schools in Bloemfontein). All of the Grade 2 learners from these two schools were involved, but for various reasons not everyone took part in the research project. The selection of the schools was done on the grounds of the teaching language used and the distribution of non-mother-tongue speakers in these schools.
The intelligence of the learners was determined by means of the Group Test for seven to eight-year-olds. Their academic performance was determined by the latest results in Literacy and Numeracy and the average percentage of these two subjects was used as an indication of the average academic performance of the learners.
The results indicated that mother-tongue teaching was certainly a moderator in the relationship between intelligence and academic performance of the Grade 2 learners in the study. The learners who received mother-tongue teaching tended to perform better academically than those who did not receive mother-tongue teaching. These results were confirmed by the literature and indicate that learners succeed up to 6% better when taught in their mother tongue.
The results of the study show that parents should be careful if they wish to have their children taught in a second language in the commencement phase of education.
Key words: Mother-tongue teaching, second language teaching, commencement phase of education, intelligence, academic performance.
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DRUNKENNESS, PROSTITUTION AND IMMODEST APPEARANCES IN HEBREW BIBLICAL NARRATIVE, SECOND TEMPLE WRITINGS AND EARLY RABBINIC LITERATURE: A LITERARY AND RHETORICAL STUDYKohn, Eli 25 September 2007 (has links)
A number of narratives in the Hebrew Bible deal with seemingly inappropriate behaviors
such as drunkenness and prostitution. These stories include, Noah's drunkenness after the
flood in Genesis 9:18-29, Lot's drinking of wine with his two daughters in Genesis 19:31-
38 and the narrative of Judah and Tamar in Genesis 38:1-30. The unseemly aspects of
these stories are the more puzzling because the major protagonists are often characters
who are portrayed as models of righteous behavior. Noah, for example, is the only
character in the Bible who is referred to as a righteous ( צ××ק ) man (Genesis 6:9 and
Genesis 7:1). Yet, after he leaves the ark after the flood, his first action is to plant a
vineyard and to get drunk. The biblical narrative does not dwell on Noah's inappropriate
behavior. Similarly, in Genesis 19:31-38, the Bible describes the actions of Lot and his
two daughters after the destruction of Sodom. The two daughters make their father drunk
and commit incest with him so that they can conceive children. In this narrative, the act
of drunkenness is compounded by the sin of incest. Yet this provocative biblical narrative
is elliptical in style giving no judgment of their behavior. The story of Judah and Tamar
in Genesis 38:1-30 is also a puzzling moral narrative. Tamar intentionally deceives her
father-in law by impersonating a prostitute and Judah engages a woman who he considers
to be a prostitute. Moreover, he and his daughter-in-law commit what appears to be
incest. This seemingly inappropriate behavior on the part of royal ancestors creates an
intolerable tension within the narrative that calls upon the reader for meaningful
resolution.
These provocative and perplexing biblical narratives invite and even demand
interpretation. This study explores how ancient interpreters provided new meanings to
these ancient texts. Despite their varied cultural and historical backgrounds, this study
details how these interpreters shared common perceptions about the underlying
hermeneutic principles of biblical interpretation. These include the ideas that the Bible is
a cryptic document, that scripture is fundamentally a relevant text and that the Bible is
harmonious and divinely inspired. While the narrative features, themes and canonical contexts of these three biblical stories
guided early Jewish interpreters to some natural conclusions, this study shows how these
interpreters also made hermeneutic decisions at critical junctures in the biblical narrative
and sometimes reconfigured the story's plot and characters to correspond with their
understanding of its central message. Their elaborations and clarifications therefore
restricted and channeled the meaning of the biblical narrative in distinctive directions.
The study focuses on the literary and rhetorical strategies and received exegetical
traditions that influenced the interpreters' understandings of the narrative. The striking
differences between the treatments also stem from the very active nature of the
interpreters' engagement with the biblical narrative, which included reshaping the
narrative into forms capable of expressing the values and ideals of different types of
ancient Judaism.
The study also explores how ancient interpreters and particularly the authors of early
midrashic literature, established standards of rabbinic morality by reshaping and
developing the early biblical narrative. Their interpretations of the biblical narrative may
in fact offer an assessment of what the early Rabbis considered moral behavior. While
drunkenness is clearly denounced by the Rabbis, we find much more nuanced postures
about the evils of prostitution. The introduction of exegetical motifs such as the Messiah
and Godly intervention in their interpretations ensured that these somewhat puzzling
narratives were interjected with values and religious ideals with which their readers could
identify, thereby enabling scripture to retain its normative and vital function within these
living religious communities.
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LANGUAGE PLANNING IN SOUTH AFRICA: TOWARDS A LANGUAGE MANAGEMENT APPROACH.Mwaniki, Modest Munene 30 September 2005 (has links)
The study investigates the reasons for the non- implementation of multilingual policies
and plans with special reference to South Africaâs language policy and planning
implementation scenario. The study identifies four categories of explanations for the non-implementation
of multilingual policies and plans in South Africa, namely political;
economic; sociolinguistic; and theoretic explanations. Of particular interest is the
adequacy of these explanations in explaining the non- implementation of multilingual
policies and plans in South Africa.
Chapter 1 introduces the study, discounts political, economic and sociolinguistic
explanations as inadequate in explaining the non- implementation of multilingual policies
and plans in South Africa and establishes the theoretic category as the core category to
explain the non- implementation of multilingual policies and plans in South Africa. The
chapter provides a preliminary review of language planning literature that explores the
inadequacy of language planning theory in providing approaches that can be used to
facilitate multilingual policy and planning implementation as well as statement of the
research problem and questions, the aim and objectives of the study, overview of research
methodology and outline of the thesis.
Chapter 2 provides the background to the study. The chapter discusses the macro
framework for language policy and language planning in South Africa as provided by the
Constitution. The chapter elaborates on South Africaâs constitutional language
developments as from the early 1990s and the socio-political and historical contexts that
led to the evolution of the 1993 Interim Constitution and the 1996 Constitution. The
chapter elaborates on the theoretical, ideological and discourse foundations of both the
1993 Interim Constitution and the 1996 Constitution and points out that the multilingual
dispensation envisioned by the 1996 Constitution is in tandem with the project of
transformative constitutionalism and advanced cultural politics espoused by the
Constitution. The chapter concludes by pointing out that the obligations imposed by the
Constitution with respect to language in South Africa must be fulfilled. Its attendant upon language planning actors in South Africa to formulate approaches that can be used to
facilitate multilingual policy and planning implementation based on plausible theoretical
premises.
Chapter 3 discusses the research methodology. The research method used in the study is
Grounded Theory Method. The chapter elaborates on the appropriateness of Grounded
Theory Method as a method for the development of approaches from qualitative data and
how the method was applied to the three elements of the study, namely, literature review;
the development of an alternative approach to multilingual policy and planning
implementation; and the case study.
Chapter 4 reviews literature on language planning theory and models using Eastman
(1983) framework. The review establishes the weaknesses of language planning theory
and models. These weaknesses account for the inadequacy of language planning theory
and models to provide approaches that can be used for multilingual policy and planning
implementation. The chapter concludes by discussing how the inadequacies of language
planning theory and models have contributed to the non- implementation of South
Africaâs multilingual policy and plan.
Chapter 5 develops an alternative approach to multilingual policy and planning
implementation. The study names the approach âThe Language Management Approachâ.
The approach specifies the theoretical basis for the new approach; the purpose;
impediments; the variables; and the methodologies and strategies for multilingual policy
and planning implementation.
Chapter 6 presents a case study which was used to develop some aspects of the new
approach as well as test the new approach. The case study demonstrates that the new
approach facilitates multilingual policy and planning implementation. Chapter 7 outlines
the conclusions and recommendations.
The study contributes towards the resolution of the theoretic and practical dilemmas
facing multilingual policy and planning implementation in South Africa and elsewhere.
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APPLICATION OF SOUTH AFRICAN SIGN LANGUAGE (SASL) IN A BILINGUAL-BICULTURAL APPROACH IN EDUCATION OF THE DEAFAkach, Philemon Abiud Okinyi 22 March 2011 (has links)
After contextualising the challenges of deaf education in the twenty-first century in the global
context, this study focused on sign language in the environment of bilingual-bicultural
education for the deaf in South Africa. Each of the five essays pinpointed particular challenges
and as a result the study ventures to use empirical research to demonstrate conclusively that
the issue of sign language in a bilingual-bicultural education for the deaf in South Africa, as is
the case elsewhere, is a complex matter in which a motley intersection of dynamics is to be
taken into consideration.
Fundamentally, the study indicates that sign languages in many polities in general, and in South
Africa in particular, despite positive constitutional, legislative and policy developments, are
subject to a particular challenges coined as âdouble linguistic imperialismâ: sign languages are
not only marginalised by the former colonial languages that have been adopted as official
languages in many states in the developing world; they are also marginalised by the dominant
indigenous languages in these societies. Language policy in general and educational policy and
concomitant systems in particular are some of the mechanisms that can be deployed to redress
this state of affairs.
In addressing the issue of sign languages acquisition and deaf education, the discussion
establishes that the deaf child, in order to fully integrate into a predominantly hearing world, is
faced with a particular challenge of adapting to an education system that provides for bilingual
education. In such circumstances, sign language should ideally feature as first language, or
mother tongue, as well as language of instruction. However, for purposes of reading and
writing, the deaf child should also be exposed to a second, spoken language. This approach, the
thesis argues, should lend emphasis on the so-called âcritical periodâ in the childâs
development. This relatively obvious solution to the challenges that bedevil deaf education
poses a particular challenge, given the ill-informed preconceptions of parents and society at large regarding the Deaf, Deaf culture and sign language, as well as its status as a natural
language, and thus whether it is found âappropriateâ as alternative medium of instruction.
The study thus also challenges one of the fundamental issues in educational linguistics, namely
language attitudes with particular reference to parentsâ and teachersâ attitudes towards sign
language as a medium of instruction for deaf learners. Empirical research conducted and
published here for the first time reveals that parentsâ attitudes towards sign language as
medium of instruction are as a rule at variance with particular situations, conditions and
circumstances prevalent at any given time. However, the parents surveyed tend to agree that
signed language should be used in instructing the Deaf child at school. They further agree that
signed language holds the key to a deaf learner achieving higher levels of education. Overall,
from an attitudinal perspective, parents of deaf learners would prefer signed languages to be
the languages of instruction for their children. By contrast, educators seemed to find
themselves unable to distinguish between the use of SASL and alternatives in the classroom,
calling all methods of communication âSASLâ. The abundance of experience the teachers have
plus the fact that they believe they have acquired SASL without any structured training is
detrimental to the learners not only as it is detrimental to their communicative abilities in the
classroom, but also as it devalues the need for formal training in SASL in the minds of the
teachers, and this is transferred to their learners. The conclusion is that teachers are in dire
need of formal training in order to appreciate the true complexity of signed language and by
extension therefore realise the current limitations in the education of the learners. Despite
current attitudes it was found that most of the teachers (60,5%) indicated a desire and
intention to study further and such study should inter alia include the study of SASL.
With regard to policy, the study establishes that Deaf education is a victim of the same fate that
has been visited upon MTE in the developing world. There is an apparent non-recognition of
the primacy of sign language as the mother tongue of the Deaf and therefore the failure to use
sign language in education. This is a glaring failure which the principles, policies and legislation
on Deaf education have certainly not remedied. Further, it can be posited that some of the failures in Deaf education are attributable to the same principles, policies and legislation that
have guided Deaf education over time, Policies setting out the requirement that the Deaf are
taught through the medium of signed language have certainly not been heeded nor
implemented on the continent of Africa.
The last paper in the study also establishes that sign languages, caught between negative
societal perceptions, lethargic educational policies and an outdated pedagogy, suffer from a
paucity of the development of instructional/learning materials. It is therefore important to
recognise that there is need for materials development for sign languages so that they can
become entrenched in the curriculum as taught subjects and in educational policy and practice
as a media of instruction for Deaf learners.
Admittedly, a lot of work remains to be done in the area of Deaf education. The issues
addressed in the various papers in this study could serve as pointers to the critical issues that
need redress if there is to be any hope of entrenching sign language in bilingual-bicultural
education of the deaf, not only in South Africa, but elsewhere.
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PLAGIAAT IN DIE AKADEMIE: âN BELEIDS- EN OPVOEDKUNDIGE PERSPEKTIEFOlivier, Aletta Petronella 22 March 2011 (has links)
In this dissertation, the notion of plagiarism is examined in the context of academic
writing. The development of the notion of plagiarism is first of all put in historical
perspective, because the problems revolving around the notion emerged with the first
etymological reference to it as plagiarius (âkidnapperâ). One of the factors that complicate
plagiarism is that it is confused with copyright in the wake of copyright legislation. Other
extrinsic and complicating factors include unreliable statistics on plagiarism, the
phenomenon of intertextuality as opposed to plagiarism, the Internet, varying cultural
views on plagiarism and the influence of second language issues. Although the existence
of plagiarism in academic writing is undisputable, its nature and management vary.
Approaches to plagiarism in academic writing are as complex as the phenomenon of
plagiarism itself. The approaches to plagiarism discussed here represent the general trends
over the past decade. The sequence of discussion corresponds with the development of the
approaches to plagiarism during the given period: first the ethical, then the policing,
followed by the intentional, the developmental and learning, the textual, and the
contextual approaches.
With this complex situation in mind, definitions of plagiarism in 13 institutional policy
documents are discussed in terms of six elements: the corpus, appropriation, source,
reference, intention and scope. The vision and mission, values, academic and/or integrity
issues and prescribed approach of each university are accounted for in the respective
policies.
This study prioritises the educational approach. Acts of plagiarism are often committed
through lack of writing skills, especially in the case of inexperienced students that are still
apprentices in the craft of academic writing. Basic writing techniques and
transformational writing strategies are demonstrated with reference to Van Dijkâs (1971)
transformation theory. The transformation types addition, deletion, repetition, structuring
and argumentation are illustrated by means of examples. There is no simple solution to the complex dilemma of plagiarism. This dissertation
indicates that an implementation plan for the prevention of plagiarism in academic writing
comprises three aspects: a transparent policy, the didactic use of detection mechanisms,
and the specific teaching of academic writing skills. The emphasis on the educational
approach and proactive writing instruction entails that the focus in combating plagiarism is
on education. Plagiarism as an unacceptable form of academic writing can be remedied
by the teaching of acceptable writing techniques and strategies.
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INTERCULTURAL DISCOURSE BETWEEN IGBO AND SOUTH AFRICAN SESOTHO PEOPLE RESIDING IN BLOEMFONTEINIdeh, Amaka Edith 07 June 2011 (has links)
This study investigates the intercultural discourse between the Igbo and the Sesotho
people residing in Bloemfontein. The study is motivated by the way in which the Igbo
in Bloemfontein switch from one language into another, which is based on who their
addressee is. The study assesses the backgrounds of the two countries (Nigeria and
South Africa) where these ethnic groups emerged, including their languages. The
backgrounds help in the assessment of the attitudes, feelings and opinions of the
two groups under study in the way they relate with one another when they are in
intercultural communication.
Related literature was reviewed on different aspects of intercultural discourse and
intercultural communication (Chapter 3), with focus on: different views on
discourse/discourse analysis; discourse, racism and discrimination; differences in
maleâs and femaleâs speeches. The review also covers language, migration and
loyalty; language contact; intercultural discourse/communication; conversation
analysis, as well as conversational features: turn-taking, interruption/overlapping,
and code-switching/code-mixing. The review describes the field of discourse analysis
and situates the current study within this field of research. The study further explored
language stereotypes and xenophobic sentiments which help in identifying the power
of dominant group over minority groups and foreigners, as well as the power of press
in dissemination of information in the society.
Given the complexity of the research, the study employed different research
instruments: questionnaire, interviews and audio-recordings of natural interactions in
different contexts (shop, hospital, church, home and among friends) in collecting
data. The data were analysed using qualitative and quantitative (tables and bar
graphs) research methods. Intercultural interaction/communication/discourse
between the Igbo and the Sesotho shows that the attitudes and feelings of the two
groups are positive, as they are comfortable, not afraid, confident, not nervous and
relaxed when interacting with each other. The study reveals that the two groups often (81% Igbo and 92% Sesotho) switch
from one language to another during intercultural communication. However, the kind
of switch the study records is word/phrase switches, mostly the words/phrases of the
dominant language (Sesotho). The reasons for their switches vary: to emphasis a
word or an expression, to be more polite in greeting and appreciation, to show
respect, as well as to identity with the addressee. The study records four sentences
switching which only occurred among the children at home context. However, the
results from the study show that during the intercultural communication between the
Igbo and the Sesotho, turn-taking, interruptions and discourse dominance are
determined by some factors, such as; age, educational background, gender, the
relationships between the interactants, and the context of the interaction.
The freedom with which women speak during interaction is also assessed. The study
reveals that although women speak freely, they do not speak more freely than their
male counterparts, in mixed-gender interactions. In addition, the results reveal that
there are no restrictions on the speech of Igbo women. However, Sesotho shows
some restrictions on the language of their married women, âhlomphaâ (a language of
respect), where a married women are bound by tradition not to pronounce any word
relating to the name of her in-laws. The study establishes that there are derogatory
words to refer to both women and men in both groups. For example, in Igbo
ânwoke/nwaay-agaâ and in Sesotho ânyopaâ are used to refer to barren woman with
no counterparts for men. The study in addition investigates the words used to refer to
foreigners and whether such words provide evidence for xenophobic sentiments in
South Africa. The study identifies both positive and negative words used by the Igbo
and the Sesotho to refer to foreigners. According to the majority of the respondents
(79.5%), such words do not contribute to xenophobic sentiments in South Africa
generally or Bloemfontein specifically.
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