Linguistic landscape (LL) research is a recent development in the field of sociolinguistics. The LL is written language in the public space; and the study thereof focuses on the linguistic choices in the LL and the motivations behind these choices. Language in the LL has unique semiotic properties and the LL hence offers a new approach to investigate sociolinguistic themes. The themes most commonly addressed are language policy and linguistic diversity. As a result of the bidirectional relationship between the LL and society, the LL not only reflects societal changes (informational function), but also shapes society (symbolic function). This is usually by expressing, creating and maintaining power relations and concepts of identity. The drastic transformation in South Africa from apartheid to democracy in 1994 was accompanied by, amongst other changes, the introduction of an innovative language policy, new power relations and changed perceptions of identity. The hypothesis is that these changes will impact on the LL. The LL in Philippolis is investigated with the aim to determine whether these changes indeed influence the LL, and if so, in what manner. This case study extends LL research to rural areas. Philippolis, although a typical small Free State town, also carries historical significance both in terms of population migrations and the role it played in the early development of the Free State Province. Like many other towns, the three neighbourhoods are still divided according to ethno-linguistic boundaries (white, coloured, and black), a remnant from the segregation policy of the previous regime. These three neighbourhoods constitute the survey area (research sites). The combined qualitative/quantitative approach includes a triangulated methodology. A complete inventory of the LL of these three sites was compiled on 20 and 21 May 2008. Only signs displaying Afrikaans, English, and/or African languages (533 in total) are considered for the analysis. The data are codified according to agency (top-down and bottom-up initiatives); code preference (by agency and by research site); and multilingualism (combinations of languages). The data are approached by firstly examining the current LL and secondly, by analysing the LL items that can be clearly perceived as either before or after 1994. The research parameters within which the data are interpreted, are agency (by whom is the LL created), readership (for whom the LL is created), and LL dynamics (in the light of the dialectic between the LL and society). The interpretation focuses on the motivations behind the language choices, whether pragmatic or symbolic. The findings are verified against the administrative, demographic and historical background. The discrepancy between the de jure and de facto language policy, as well as between the demographic census data and the presentation of ethnolinguistic communities in the LL; indicates that certain ideologies are at work. These ideologies are found to centre on language attitudes, power relations, and concepts of identity. The absence of African languages indicates that these languages are stigmatised, whilst the prevalence of English confirms its status as the language of wider communication and of prestige. The white Afrikaans speaking group is still the socio-economically dominant group, but the black population is an emerging socio-political power. It is obvious that they view themselves as such by their choice to associate with English. This study contributes to the field by expanding research on the LL of South Africa as well as on areas that are considered rural. It furthers the understanding of the transforming, post-apartheid South African society; as well as the sociolinguistic understanding of the relationship between language, and power and identity. It also hopes to contribute to the creation of a consistent methodology for the field.

The study presents a sociolinguistic analysis of the current language-in-education policy implementation in Tanzania. The current sociolinguistic thinking on bilingual education and language-in-education planning informs this evaluation. The analysis is presented against the background of the sociolinguistic principles of bilingual education as developed by García (1997). The challenges regarding implementation of bilingual education policy have been identified. The study indicates that there is no link between the envisioned ideals of the state to promote bilingual education and what obtains in the Education and Training Policy (1995), the document currently relied upon as far as language policy in the Tanzanian educational set-up is concerned. Chapter 1 provides the background of language-in-education planning and policy in Africa, where the advocacy for the use of African languages is high on the agenda. The obstacles, regarding the use of African languages alongside âimportedâ languages, are pointed out. The common obstacles range from the perseverance of the elite to maintain the status quo, the problem of language attitudes people have towards foreign languages such as English, French and Portuguese and more importantly lack of understanding of the concept of bilingual education and how it operates. Chapter 2 discusses bilingual education programmes with the view of monolingual education, weak and strong bilingual education. Sociolinguistic principles of bilingual education and theoretical considerations related to bilingualism also form part of this chapter. The theories explain some myths which people have regarding how the brain works when it comes to having two languages in education. In addition, language planning and policy concepts have been described to avoid the misconception held in some sociolinguistic literature that they are synonyms and aspects of the same activity. Language planning is seen as the activity that leads to the promulgation of a language policy while language policy is the body of ideas, laws, regulations, rules, procedures and practices intended to achieve the objectives of the policy. Chapter 3 discusses research methodology. The study is evaluative in nature and uses four research instruments, namely documentary reviews, interviews, observations and focus group discussions. Documentary review was meant to analyse the corpus of language-in-education policy documents created by relevant Tanzanian authorities to provide information on overt language policy and its implementation. The interviews were aimed at capturing information on views and perceptions of the education stakeholders regarding the concept of bilingual education and their understanding of the current policy and implementation. Observational method was specifically for supplementing the information gathered from interviews and facilitated cross-checking information in the policy documents. Similarly, focus group discussions provide further cross-checking and informs the development of the model for strong bilingual education. Chapter 4 provides a critical overview of language-in-education policy development in Tanzania from pre-colonial times to the present day. Language issues are discussed according to three different eras, namely pre-colonialism, during colonialism and post-independence. In all these eras, different languages, German, English, Kiswahili and ethnic languages were assigned different functions according to the motives the government in power had towards the languages. During colonial regime, German and English were preferable and they were regarded as languages of high status unlike Kiswahili and other ethnic languages. However, immediately after independence in 1961, the independent state put more efforts to promote Kiswahili. Chapter 5 focuses on data presentation and discussion. Challenges regarding the implementation of strong bilingual education policy in Tanzania are identified. They evolve around inadequate language-in-education policy design, inadequate comprehension of the concept of bilingual education and poor implementation strategies of the policy. Chapter 6 outlines the overview, overall conclusions and recommendation, where a viable and relevant model for implementing strong bilingual education in the Tanzanian sociolinguistic environment is proposed to guide the policy-makers tasked with language-in-education planning.

Authors of financial media discourse use metaphors to communicate with readers. Finweek is a renowned South African financial magazine and its articles on stocks and markets are written by expert authors in the field of the South African stock market. Finweek is published in Afrikaans and English and contains the same articles, but the Afrikaans and English metaphors differ. The study of metaphor in translated financial discourse on stocks and markets is a fundamental characteristic of financial texts and in a multi-lingual country such as South Africa it may support the expansion of the lexicon in the financial domain. The hypotheses were put that the translated media discourse in Finweek on stocks and markets contains coherent metaphor clusters that centre around the metaphors WAR AND POWER, and SPORT AND GAMES; that metaphor has an ideational function in the South African discourse on stocks and markets, i.e. it extends the lexicon; that the choice of metaphor coheres with certain objectives of the translator/author in the financial text in a specific cultural background, and that metaphor has an ideological effect. The study built on the results of research by Bowker and Pearson (2002) on the use of language for special purposes in corpora; the research of McEnery, et al. (2006) on corpus based linguistics; the research of Lakoff and Johnson (1980), Lakoff and Turner (1989), Lakoff (1997), Lakoff and Johnson (1999) and Kövecses (2002) on the source and target domains of metaphors; and the research by Koller (2004) on metaphor and gender in business media discourse. The research was conducted within the framework of corpus based translation. An Afrikaans and an English electronic corpus were compiled from 1 000 articles on stocks and markets that appeared in 33 editions of Finweek from March 2006 to October 2006. The two corpora were compiled as parallel corpora and the programme ParaConc was used for the analyses. The focus was on metaphor in LSP (Language for Special Purposes). The study showed that financial discourse on stocks and markets in the Afrikaans and English versions of Finweek are characterised by coherent metaphor clusters of WAR AND POWER and SPORT AND GAMES. The use of these specific conceptual metaphors reflects the goal that the author/translator has in the cultural background of the readers, because the metaphors in the Afrikaans and English texts differ. Evidence was found that, to transfer a specific message, the authors used a specific choice of metaphor. In reports on the performance of companies and the stock market, Finweek uses conceptual metaphors to transfer their perceptions. Inherent in these metaphoric terms are conceptual, communicative and ideological principles. The discourse shows a basic reference and notion of an evolutionary struggle for survival. On the level of conceptual metaphor struggle is conceptualised in terms of physical conflict as it occurs in the domains of both WAR and SPORT. The analysis indicated that, from a quantitative viewpoint, the WAR AND POWER metaphor appeared most frequently in the Afrikaans text and that the SPORT AND GAMES metaphor appeared the second most frequently. In the English text the SPORT AND GAMES metaphor appeared most frequently and the WAR AND POWER metaphor the second most frequently. A possible explanation for this finding is that the modern society in South African is confronted with violence, power play, fear, vulnerability and struggle. When an author wants to convey the notion of a struggle for evolutionary survival in Afrikaans, metaphors from the WAR AND POWER domain are used abundantly. On the other hand, sport is an international common concept and by using metaphors from the SPORT AND GAMES domain in English, the author can transfer to international readers the notion of struggle for evolutionary survival.

Published Article / The paper seeks to engage constructively with the challenges and opportunities Indigenous Knowledge (IK) may offer disciplines in Language Practice. The approach will be contextualized in terms of the theoretical shift in knowledge production and use, as well as the current debate pertaining to the feasibility of the incorporation of IK into curricula. Specific attention will be rendered to topics of Africanizing scholarship, a performance model of knowledge, the socio-cultural embeddedness of language, and brief thoughts on the translation of the oral. These thematic issues are of particular importance to Language Practice, perceived here to be at the gateway between theory of language/communication and receiver communities.

O objetivo desta tese é a descrição das práticas de escrita setecentista em manuscritos da administração colonial em circulação pública no Brasil, levando-se em consideração o tipo de documento estudado (Cartas, Certidões, Representações e Requerimentos). Este trabalho parte de princípios filológicos e tem como base a edição semidiplomática de documentos do século XVIII. O corpus foi produzido por pessoas que lidavam com a escrita no âmbito das funções de seu cargo, dominavam, mesmo que razoavelmente, a estrutura diplomática de cada tipo de documento, mas também fórmulas de escrita e um conjunto de abreviaturas, o que não evitava, em alguns casos, hesitações e divergências gráficas. Levando-se tais fatos em consideração e baseando-se na análise de grafemas vocálicos e consonantais, pretende-se demonstrar que, embora haja uma ideia geral propagada na literatura especializada de que a escrita praticada ao longo do século XVIII seja caótica, babélica, principalmente no campo ortográfico, havia práticas de escrita em vias de consolidar-se, o que levaria a um quadro contrário à ideia de caos, mesmo no exame de documentos heterogêneos / The objective of this thesis is the description of the writing practices in eighteenthcentury manuscripts of the colonial administration in public circulation in Brazil, taking into consideration the type of document studied (Letters, Certificates, Representaions and Requirements). This paper is based on principles of philological and is based on semidiplomatic edition of documents of the eighteenth century. The corpus was produced by people who dealt with the writing within the functions of his office. They dominated, even reasonably, the diplomatic structure of each type of document, bu alsow writing formulas and a set of abbreviations, which is not avoided, in some cases, hesitations and graphic differences. Taking the facts into account and based on the analysis of vowel and consonant graphemes, we intend to demonstrate that although there is a general idea propagated in the literature that writing practiced throughout the eighteenth century is chaotic, especially spelling in the field, there was writing practices in the process of consolidating itself, leading to a table against the idea of chaos, even the examination of heterogeneous documents.

Magistro studijų baigiamojo darbo „Broniaus Kalinausko asmenybė ir mokslinė veikla“ tikslas – pateikti B. Kalinausko biografijos fragmentus bei atskleisti, koks kalbininko indėlis į lietuvių kalbos frazeologiją, sintaksę, kalbos kultūrą. Taip pat apžvelgti B. Kalinausko metodinius darbus, skirtus tiek mokytojams, tiek mokiniams. Darbe stengiamasi ne tik pabrėžti B. Kalinausko skelbtas idėjas, jo požiūrį į tam tikrus kalbos dalykus, bet ir palyginti iškeltas mintis su vėlesnių kalbininkų darbais, atskleisti, koks pamatas padėtas tolimesniems lietuvių kalbos tyrinėjimams. Atkreipiamas dėmesys į tai, kaip B.Kalinausko pateikta lietuvių kalbos frazeologijos klasifikacija pakito iki šių dienų, kaip kitos iškeltos idėjos įsitvirtino lietuvių kalbotyroje. Analizuojami sintaksės, metodikos darbai, straipsniai, susiję su kalbos praktika. Darbo pabaigoje pateikiami kalbininką pažinojusių žmonių prisiminimai, kurie leidžia geriau pažinti B. Kalinausko asmenybę. / The main purpose of a final master‘s degree thesis „The personality and scientific activities of Bronius Kalinauskas“ is to introduce to B. Kalinauskas biographical snippets and to disclose any linguist‘s contribution to the Lithuanian language phraseology, syntax and language culture. It is also an overview of B. Kalinauskas methodological work, for both teachers and students. This thesis attempts to emphasize not only B. Kalinauskas published ideas, his approach to certain language issues, but also in relation to the ideas raised in the subsequent work of linguists, to reveal what lay the foundation for further research in Lithuanian language. The attention is drawn to it how B. Kalinauskas the Lithuanian language phraseology clasification changed to these days. There are also analysed syntax, methodology works, articles related to the language practice. The end of a final master‘s degree thesis provides memories of his acquaintances, which allows a better understanding of B. Kalinauskas personality.

The purpose of this study is to explore the relationship between language, identity construction and learning in the context of the Vehicle programme, a vocational program in Swedish upper secondary schools. The study focuses on language practices and the norms of language, gender and school work that are negotiated in conversations between pupils and between pupils and teachers. The language practices are considered as talk-in-interaction, and identity construction and learning are understood as processes in socially situated activities. The Vehicle programme has its basis in mechanics with links to the vehicle and transport trades, and can be identified as a male-coded program in several respects. The pupils participating in this study were both boys and girls attending a school situated in the North of Sweden. The study was conducted through an ethnographic approach, employing plural methods including observation, field notes, audio-recordings of conversations, and interviews with pupils in focus groups and individually. Recorded conversations were analysed using tools from conversation analysis. The analysis is based on Judith Butler’s theory of gender as performance, Raewyn Connell’s theory of hegemonic masculinity, and Penelope Eckert’s theory of the heterosexual market. A socio-cultural theory of learning describing communities of practice, by Lave and Wenger, which has also been applied to linguistics by Eckert and McConnell-Ginet, forms the basis of the theoretical framework. The analyses of conversations show that the language practices were confrontational, direct and humorous; characteristics that have strong connections to notions of a masculine conversational style. The pupils were not as aware of interactional patterns as they were of the words they used. Thereby the norms in the community of practice, which were based on notions of masculinity and heterosexuality, were not noticed, and worked as undercurrents in the interaction. The girls participated in the language practices in the same ways as the boys, but contrary to the boys, the girls interpreted the language practices as effects of other things than gender, for example as signs of being independent or daring. They also experienced that adjusting to the expectations of normative middle-class femininity was more oppressive than adjusting to the norms that were negotiated within the community of practice. The conversation analyses also show some of the complexity in teachers’ work and their role as mediators of norms and values. Peer reactions to individual pupil turns in the classroom conversations were of more importance for the development of the conversations than teacher responses. Thus there was usually a homogenization of the expressed perspectives. Norms of heterosexuality were constantly reconstructed in interaction within the community of practice and they controlled the pupils’ understanding of what was perceived as normal or deviant behaviour. Thereby the pupils constrained each other’s school performances in the core subjects and reconstructed a difference between being theoretical and practical, a process that was partly supported by the school as an institution. Generally, the pupils in the community of practice had to balance their identity constructions in relation to the peer group, teacher expectations, and their own ambitions, for which reason learning turned out to be more than just a process of acquiring knowledge.

O objetivo desta tese é a descrição das práticas de escrita setecentista em manuscritos da administração colonial em circulação pública no Brasil, levando-se em consideração o tipo de documento estudado (Cartas, Certidões, Representações e Requerimentos). Este trabalho parte de princípios filológicos e tem como base a edição semidiplomática de documentos do século XVIII. O corpus foi produzido por pessoas que lidavam com a escrita no âmbito das funções de seu cargo, dominavam, mesmo que razoavelmente, a estrutura diplomática de cada tipo de documento, mas também fórmulas de escrita e um conjunto de abreviaturas, o que não evitava, em alguns casos, hesitações e divergências gráficas. Levando-se tais fatos em consideração e baseando-se na análise de grafemas vocálicos e consonantais, pretende-se demonstrar que, embora haja uma ideia geral propagada na literatura especializada de que a escrita praticada ao longo do século XVIII seja caótica, babélica, principalmente no campo ortográfico, havia práticas de escrita em vias de consolidar-se, o que levaria a um quadro contrário à ideia de caos, mesmo no exame de documentos heterogêneos / The objective of this thesis is the description of the writing practices in eighteenthcentury manuscripts of the colonial administration in public circulation in Brazil, taking into consideration the type of document studied (Letters, Certificates, Representaions and Requirements). This paper is based on principles of philological and is based on semidiplomatic edition of documents of the eighteenth century. The corpus was produced by people who dealt with the writing within the functions of his office. They dominated, even reasonably, the diplomatic structure of each type of document, bu alsow writing formulas and a set of abbreviations, which is not avoided, in some cases, hesitations and graphic differences. Taking the facts into account and based on the analysis of vowel and consonant graphemes, we intend to demonstrate that although there is a general idea propagated in the literature that writing practiced throughout the eighteenth century is chaotic, especially spelling in the field, there was writing practices in the process of consolidating itself, leading to a table against the idea of chaos, even the examination of heterogeneous documents.

BACKGROUND: Many families of children who are deaf or hard of hearing (DHH) pursue the development of spoken language through the use of advanced hearing technology and intensive, specialized listening and spoken language (LSL) intervention services. LSL practitioners utilize caregiver coaching to transfer knowledge and skills to parents, equipping them to effectively support their child's listening and language development. Caregiver coaching builds parents' capacity to implement intervention strategies within daily routines to maximize learning opportunities to reach this goal. While caregiver coaching is a hallmark of LSL practice, there is a lack of consensus and paucity of evidence to support its use with children who are DHH learning to listen and talk. The purpose of this research was therefore to gain a greater understanding of caregiver coaching practices in LSL services for families of children ages birth-3 who are DHH. OBJECTIVES: 1) to provide a synthesis of the literature and identify gaps in the existing knowledge base regarding coaching in LSL services, 2) to gain insight into practitioners' and caregivers' experiences with coaching in LSL services, and 3) to gain a better understanding of coaching practices in LSL services with families of children who are DHH. METHODOLOGY: The first objective was addressed by performing a scoping review of the literature to synthesize the relevant research and professional practice recommendations and identify gaps in the knowledge base regarding coaching caregivers in LSL practice. The remaining objectives were addressed through qualitative, semi-structured interviews and video observation discussions with LSL practitioners and caregivers to gain insight into caregivers' perspectives and practitioners' perspectives and practices. Interviews were conducted with 14 practitioners and 13 caregivers at three intervention sites in the US and Canada. These sites represent three different service delivery models of LSL intervention for families of children who are DHH. RESULTS: The scoping review findings revealed a lack of consensus in the literature regarding the principles and practices of caregiver coaching in LSL services. We presented the following topics found in the literature: coaching practices, training for coaching, the effectiveness of coaching, and recommendations for coaching. Caregivers reported coaching as a positive experience; however, coaching practices differed among sites and between practitioners, supporting the results of the scoping review. The caregivers indicated factors that contribute to a positive coaching relationship, including practitioner characteristics, establishing explicit expectations, and adapting to caregivers' changing needs over time. The practitioner interviews also supported a lack of consistency in coaching practices between sites and indicated that underlying beliefs impact how practitioners coach and engage caregivers. CONCLUSION: The findings from this dissertation provide practical, actionable steps that LSL practitioners can implement to develop and support the caregiver coaching relationship. These findings have the potential to inform professional preparation and development activities to better equip practitioners to engage caregivers in the intervention process, and ultimately, positively impact the listening and spoken language outcomes of the children they serve.

Submitted in fulfillment of the requirement for the degree of Doctor of Technology: Language Practice, Durban University of Technology, Durban, South Africa, 2014. / The selection criteria common to all Fashion schools/departments/programmes both in South Africa and internationally, is the requirement for the applicants to pass an interview. Research confirms that in institutions where student selection includes an interview, the dropout rate is low. The need for this study arose because of the lack of structure of the current oral protocol or interview selection procedure in Fashion at the Durban University of Technology (DUT), and the need to include a larger number of previously disadvantaged applicants into the Fashion programme. The aim of this study therefore was to investigate the career life histories of the Fashion degree students at the DUT to identify a set of biographical variables that can be used for student selection. Underpinned by the Systems Theory Framework, this study adapted Tinto’s Longitudinal Model of Institutional Departure to investigate pre-entry attributes and interactions within family backgrounds, skills and abilities, and prior schooling that impact the goals and commitments of students. Narrative enquiry using semi-structured in-depth interviews provided data which were processed using the three-dimensional narrative analysis approach. Findings of this study indicate the importance of pre-entry attributes and personality type that is best suited to a career in fashion, and emphasised that intrinsic interests and talents are of primary importance. The results have important implications for student interview selection as it identifies suitable and prepared applicants who will complete and graduate in the minimum time, thereby potentially increasing throughput and output rates in Fashion. Based on the results, the researcher proposed a framework for a standardised and structured interview selection procedure in Fashion at the DUT which enables access to candidates who have the potential for a career in Fashion regardless of their socio-economic or cultural background. / D