Bibliography: pages 124 -138. / This study aims: (i) to find out if language interference and language change would cause the students to fail Xhosa. The response of schools to this situation will be investigated and an attempt will be made to understand the dichotomy that exists in spoken and written Xhosa. (ii) to look at the implications on nonstandard Xhosa of sociolinguistic factors such as attitudes, language policies, communicative influence of the mass media, and language use in multilingual societies. (iii) to examine the effects of 'dialects' of Xhosa on standard Xhosa. (vi) to investigate the causes of this apparent lack of learners' interest towards learning Xhosa. (iv) to assess the contribution of language planners towards remedying the situation.

Bibliography: leaves 143-147. / In this dissertation my study of the Book of Haggai was done by means of historical-critical exegesis. By entering into the sociological and historical world of Haggai I have attempted to reconstruct the political and religious settings operative at that time in order to gain a deeper understanding of the oracles of Haggai. The dissertation commences with the destruction of the First Temple and the fall of Judah. The elite in Jerusalem are exiled by their Babylonian conquerors. The people who remained behind lived in a state of economic depression, yet they rally together and soon the sacrificial cult is resumed. New leaders come to the fore in both the religious and political arenas. Meanwhile the exiled people are living in an economic prosperous country and soon the exiled King of Judah is allowed to eat at the table of the Babylonian king. Some years later the Persians conquer the Babylonians. Cyrus the Persian king adopts an attitude of religious tolerance and provides financial assistance to restore the temples of his subjects for entirely selfish reasons. In this way the Persian rulers gained popularity and the loyalty of their subjects. King Darius needed to ensure stability in Yehud (Judah) so he returns the Davidide scion Zerubbabel together with Jehozadak the high priest in exile, to Jerusalem. On the basis of Trito-Isaiah a number of biblical scholars have identified two main groups who may be classified as being either pro-Isaiah or pro-Ezekiel both of whom looked forward to gaining control of the Temple cult should it be re-established in Jerusalem. It was at this time that the prophet Haggai exhorts all the people to support Zerubbabel and Jehozadak and to reconstruct the Temple of the God of Israel. Haggai succeeds with clever rhetoric to gain the cooperation of the people. In his second major oracle Haggai addresses the priests and by means of analogy condemns the immorality that was taking place. His third major oracle is directed at Zerubbabel and expresses the hope that with the support and assistance of the God of Israel, Zerubbabel will become a king of Judah. Haggai attempts to re-establish the old order of kingship and temple cult in Jerusalem. He succeeds in re-establishing the temple cult and the Zadokite priesthood is restored giving them control of temple matters once again. Amongst the duties of Jehozadak would have been the collection of taxes for the Persian government. The taxes were in form of money and provisions that would then be used to provide for the needs of the Persian army on its way to Egypt. In his endeavour to restore the ""king"" of Judah Haggai is however unsuccessful. A careful study reveals that an underlying element of opposition had remained in Jerusalem since the fall of Judah. This leads me to conclude that Zerubbabel met a similar fate to that of Gedaliah, the first governor of Yehud. The fear of Persian reprisals became the motive for the silence surrounding the mysterious disappearance of Zerubbabel.

Includes bibliographical references (p. 304-320). / The literary origins of the poet Jose F.A. Oliver lie in the field of guest-worker or migrant literature, which is located on the periphery of German mainstream literature. It remains a contested and to date not fully explored territory with the differing terminologies used to define this literature ranging from guest-worker literature or literature of foreigners to the more recent intercultural literature, the term used in this thesis.

Bibliography: leaves 219-229. / This dissertation attempts to examine the social meanings of anglophone African literary criticism as an ideological discourse. It begins by engaging with Marxist critical traditions, with particular reference to two areas of debate: the question of the epistemological relationship between literature and criticism, and the question of criticism's being a discourse which, in its articulation with a given social context, relies on the resources of a particular critical heritage. The basis of the second and central chapter is the interrelationship between the context and heritage of anglophone African criticism. The dominant themes of this discourse are seen as being shaped by ideological affiliations with the modern nation-state, and by the legacy of the empirical and organic traditions of metropolitan criticism. It is argued that in the situation of neo-colonial social stratification, anglophone African criticism faces a crisis of legitimacy. In the third to fifth chapters I attempt to illustrate and refine the central argument in relation to a selection of critical texts. The chapter on two works by Eldred Jones examines his reliance on orthodox British critical assumptions and its consequences in his treatment of the writing of Wole Soyinka. The chapter on West African traditions examines a range of critical operations which are used in the construction of organic traditions based on oral or traditional cultures. These operations rely on mythopoesis, formalism and the sociology of literature. The final chapter on East African political readings investigates the internal, discursive tensions in the work of two critics who, in attempting to politicize their reading of literature, have not been able to achieve a conceptual break from the legacies of idealism.

This thesis reports on research conducted into the teaching and learning of an isiXhosa Communication Skills course as a Second Language (SL) at the University of Cape Town (UCT). The research was an exploration of an isiXhosa language teaching pedagogy with a particular focus on learning and teaching and the usage of isiXhosa in the isiXhosa Communications Skills classroom. In doing this research, I wanted to know what could be the cause of these attitudes. Questions that need to be considered in developing this pedagogy are: What are the benefits of its usage in the classroom? What are the language pedagogies that the teachers are struggling with? The study was carried out with second year medical students. In this study, questionnaires were distributed to 63 research subjects. Four classroom observations were carried out and 12 students were interviewed. I observed that teachers as a group had characteristic pedagogical styles and approaches. The teachers were using more teacher-centred method, relying heavily on the use of textbooks, focused more on the teaching of pure isiXhosa language and used less varied techniques of instruction and engagement. There was little evidence of learner-centred teaching and incorporation of more communicative, interactive lessons and activities that help students for speaking competence. Students had strong positive attitudes towards learning isiXhosa communication skills. The students' views from the interviews and classroom observations point towards broadly issues of learning second language and pedagogy in learning and teaching. Students seemed to be concerned and frustrated with the fact that they cannot speak in isiXhosa with the patients. They felt that learning isiXhosa was essential for their future careers, and the ability to speak isiXhosa would be beneficial for their work. The students' interviews reinforced the conclusions that I drew from the classroom observations and yielded insights into how teachers teach a Second Language.

Dans un monde globalisé, les outils d’enseignement liés aux nouvelles technologies jouent un rôle de plus en plus important dans tous les domaines, et surtout dans un contexte scolaire. Dans la classe de XXIe siècle, il est évident que les apprenants sont immergés dans les technologies. D’ailleurs, il est incontestable que les technologies influencent l’évolution de l’éducation. Du point de vue des enseignants, il est important que les outils d’enseignement puissent augmenter la réussite scolaire de leurs apprenants, « en améliorant la pratique pédagogique des enseignants, en diversifiant la nature des ressources pédagogiques (graphiques, vidéo, audio, etc.) et en augmentant l’interactivité des activités d’enseignementapprentissage ». (Karsenti, 2016). Parmi la variété des technologies différentes, nous estimons que le Tableau Blanc Interactif (TBI) se révèle comme un outil d’enseignement et d’apprentissage très utile. L’objectif de notre étude est d’évaluer son potentiel pédagogique dans la classe de français langue étrangère (FLE). Avant de commencer notre enquête sur le TBI, nous visons d’abord à considérer le contexte d’enseignement et d’apprentissage de la langue parlée.

Massachusetts Institute of Technology. Dept. of Modern Languages. Thesis. 1965. Ph.D. / Ph.D.

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