A dissertation submitted in fulfilment of the requirements for the Degree of Master of Arts in Communication Science, University of Zululand, 2003. / In this study I looked at the attitudes of matriculants towards isiZulu as school subject. The study was conducted in six schools in the Scottburgh and Sayidi area. isiZulu is one of the eleven official languages and was compared to other languages offered in schools. The Language policy needs to be improved in order to cater for the development of indigenous languages. The Questionnaire survey used as the research instrument in this study, and discussions with educators in this study, which enabled the researcher to gain a deeper understanding of attitudes of pupils towards isiZulu as a school subject. .Furthermore, the findings of the study indicated that libraries are often not well equipped with reading material in isiZulu, that at Times educators which are not properly qualified for the purpose teach isiZulu, and that the subject content often do not reflect the relevancy of everyday life. It was recommended that these aspects be addressed and more importantly, that the Language policy needs to be improved in order to cater for the development of indigenous languages.

A thesis submitted in fulfilment of the requirements for the Degree of MA in Communication Science at the University of Zululand, 2002. / In this thesis I am going to look at attitude study theory and then will define the terms which will be presented, in my literature chapter to help with reading and understanding of my thesis. The literature, which informs this study, is on atritiiHinal study as presented by scholars of this field. From this I will use the methods suggested to study attitudes of the uMlazi matriculants towards isiZulu as a school subject. My focus is on isiZulu language, which is one of the official languages; this will then bring in the issues of language poBcy in Black South African schools. IsiZulu will then be compared with the dominant language, which is spoken by the participants of the research, and all the official languages will be investigated if they are being used. The language policy will be investigated from the colonial era up to post democratic South Africa to establish if it has changed or not. Then the new language policy is to be investigated if it is implemented or not, if not suggest how the languages could be uplifted to promote muhilingualism which is the requirement of the Language policy-act of 1996. Writing conventions I wish to draw the attention of the reader to the following conventions that I am following in this stud}': 1 J am using the abbreviated Harvard style of referencing, for example: Adendorff 1996—388-406 means Adendorff 1996 pages 388 to 406. 2. Graphs and tables are given as figure 1-14 and they follow chronological order. 3. My questionnaire is attached under Addendum A All SPSS data are attached under addendum B.

Research has examined student leadership in positions within residence life (Andersen, 2000; Levy, 1995; Posner & Brodsky, 1993; Romero-Aldaz, 2001), Greek life (Adams & Keim, 2000; Posner & Brodsky, 1992; Posner & Brodsky, 1994) and student government (Astin, 1992; Downey, Bosco, & Silver, 1984; Kuh & Lund, 1994; Schuh & Laverty, 1983; Schwartz, 1991). Very little research has been done to examine the leadership of orientation leaders. The purpose of this study was to examine the leadership practices of orientation leaders, by exploring how they rated their own leadership practices and how those practices were rated by first-year matriculants in their orientation groups. Differences by level of experience (first-year v. experienced), race (Caucasian v. non-Caucasian), and gender (male v. female) were examined. Data were collected by administering the student versions of the Leadership Practices Inventory (Kouzes & Posner, 2005a, 2005b). These instruments evaluate leadership using the Kouzes and Posner (1987, 2002a) model. The samples included 30 leaders and 584 matriculants who participated in five selected orientation sessions at a large, public research institution in the United States. Overall, orientation leaders self-reported high engagement on all five scales while matriculants indicated moderate engagement by orientation leaders on all five scales. Significant differences were revealed in the ratings of orientation leaders by level of experience and gender. Significant differences were not found in the matriculants' ratings of orientation leaders by level of experience or race. Interaction effects of race and gender were revealed on all five scales of orientation leader ratings. / Master of Arts