Thesis (M. Communication Pathology)--University of Pretoria, 2005. / Summary in English and Afrikaans. Includes bibliographical references.

<p>In the thesis, I endeavour to create a platform on which to construct an understanding of &lsquo / integration&rsquo / in a multilingual and multicultural setting, post-apartheid. I have selected UWC as the research site as it is an institution of higher education and an inherently South African one which houses a large number of diverse ethnicities, cultures and languages. I appeal to the poststructuralist approach as it is one that explores the possible sociopolitical, economic and historical influences on which I argue and which forms the backdrop to understanding integration amongst the various groups. I am especially drawn to the topic of integration as there is to date no well-defined definition of what that means in the &lsquo / new&rsquo / South Africa. Different identities are explored in relation to how students identify themselves within their social networks, across various cultures and through language choices. In particular, I look at the three dominant &lsquo / South African&rsquo / groups, namely: Indians, Blacks and Coloureds and also two international student groups, the Batswanas and Chinese. use a qualitative approach and undertake focus groups and one-to-one interviews as well as participant observations and analyzing documentation. Data analysis is achieved through Discourse Analysis of transcribed interviews. One of the conclusions is that integration will not occur overnight. However, the broadening and exercising of linguistic options could be seen as a step in right direction to integration across the various ethnic groups. The study ends with recommendations and gives an overall view of integration at UWC. One of the recommendations is that UWC needs to give students more opportunities to practice their multilinguality and thereby broaden their linguistic repertoire which could in turn facilitate integration.</p>

<p>This thesis aims to explore the ways in which space patterns regimes of language use and language attitudes among Cameroonian immigrant children in a primary school in Cape Town. The presence of migrants in any classroom represents a significant challenge from the theoretical as well as practical point of view, given that schools are responsible for both socialization and learning (Gajo &amp / Mondada 1996). Most African countries are going through large-scale migration from rural to urban areas as well as increasing transnational migration due to recent socio-economic and socio-political trends. These flows affect the sociolinguistic economy of the places concerned, not only the individuals within them. Thus immigrants&rsquo / movement into an urban area not only affects their repertoires, as they find themselves confronted with the task of acquiring the communicative resources of the autochthonous population, but also those of the autochthonous population who find themselves confronted with linguistic communicative processes and resources &lsquo / alien&rsquo / to their environment. Similar effects are felt by local educational and other institutions, now faced with learners with widely varying degrees of competence in the required communicative skills. The participants in this study are a group of young migrants from Cameroon where English and French are the two official languages. These learners already have some languages in their repertoire, which may include their mother tongue or either of the two official languages. My focus will be on the multilingual resources of these learners and how they make use of these in the daily life of their new spaces, the school, the homes and community spaces, to construct new social identities.</p>

<p>Much language planning and policy in recent years in South Africa tends to overlook linguistic situations and practices, and focuses on notions of top-down language policy and implementation. This does not fit easily with the current multilingualism dynamics of late post-modern societies, which are increasingly characterized by a culture of consumerism and politics of aspiration. Taking its point of departure from a critical analysis of linguistic practices, in the form of visual literacies (billboards) in a township in South Africa, this thesis aims to draw forth alternative approaches that focus on the notion of sociolinguistic consumption, politics of aspiration and stylization of self, as a means of addressing the linguistic situation, and highlighting implications for language planning and multilingualism.</p>

Denna studie handlar om språk och statusskillnader mellan språken. Syftet var att ta reda på om flerspråkiga grundskoleelever upplever att deras olika språk har olika status. Undersökningen är deskriptiv till sin karaktär. Sex stycken respondenter från åk 9 blev intervjuade. Intervjun består av två delar en skriftlig del och en muntlig del. Resultatet visar att respondenterna betraktade sina språk olika viktiga. Slutsats var att undersökningen trots vaga resultat indikerar att elever i denna studie upplever att det finns statusskillnader mellan sina olika språk. This study is about language and status distinctions between languages. The purpose was to find out if multilingual pupils’ experiences that their different languages have different status. The characteristic of this study is that the study is descriptive. Six respondents from the 9th year of the compulsory school were interviewed. The interview was divided into two different parts written and oral. The result of this study shows that respondents considered that their language differs in importance. The conclusion of this study is that in spite of vague results the study indicates that pupils experiences that there is status distinctions between languages.

Skolverket skickade ut ett pressmeddelande som ifrågasätter kvaliteten inom undervisningen av ämnet svenska som andraspråk i grundskolan. Skolverket ville belysa den koppling som finns mellan modersmålsundervisning och goda resultat i svenskundervisning. I den här studien studerades erfarna lärares förhållnings- och tillvägagångssätt i undervisningen av flerspråkiga elever. Lärarna studerades för att ta reda på vad som kännetecknar och stimulerar undervisning av flerspråkiga elever. I studien användes kvalitativa intervjuer och observationer i kombination. Erfarna lärare fick möjligheten att beskriva undervisningen av flerspråkiga elever. Lärarna observerades också för att kunna studera de beteenden som lärarna visade i de förhållnings- och tillvägagångssätt de använde i sin undervisning. Det framkom i studien att kommunikationen är en viktig och central del i lärarnas undervisning av flerspråkiga elever. Lärarna i studien arbetade med sitt förhållningssätt gentemot flerspråkighet och kunde därmed skapades möjligheter till samarbete och valfrihet i undervisningen som gynnade den flerspråkiga eleven. Samspelet var ett tillvägagångssätt som lärarna i studien använde i sin undervisning av flerspråkiga elever. Samspelet byggde på lärarnas förhållningssätt, arbetsglädje och erfarenhet i yrket. Enligt studien gynnades samspelet av samarbete med elevernas föräldrar och med modersmålslärarna. Lärarna i studien ville också påvisa ordförståelsens betydelse i undervisningen av flerspråkiga elever. Förberedelserna för mottagandet av flerspråkiga elever är enligt studien komplex för lärare då elevernas behov varierar. Avslutningsvis diskuterades vilka förhållnings- och tillvägagångssätt som lärarna i studien upplevde som rätt för flerspråkiga elever. / The National Agency for Education has sent out a message which questions the quality of teaching Swedish as a second language in the compulsory-school. The National Agency for Education wanted to illustrate the connection between mother tongue teaching and good results in teaching of the Swedish language. In this study experienced teachers´ attitudes and procedures where investigated. The teachers where studied to found out what illustrates and stimulates teaching multilingual pupils. In the study qualitative interviews and observations where used in a combination. Experienced teachers were given the opportunity to describe the teaching of multilingual pupils. The teachers has also been observed to examine the behaviours they showed in their attitudes and procedures which they used in their teaching. It emerges in the study that the communication is an important and central part of the teachers´ teaching of multilingual pupils. The teachers in the study worked with their attitude against multilingualism and could because of that make opportunities for cooperation and freedom in choices of teaching which encouraged the multilingual pupil. Interaction was a procedure which teachers in the study use in their teaching of multilingual pupils. Interaction was built on the teachers´ attitudes, work satisfaction and experience of teaching. According to the study the interaction was encouraged by cooperation between the pupil’s parents and mother tongue teachers. The teachers in the study wanted to point out the importance of word comprehension in teaching of multilingual pupils. The preparations for the reception of multilingual pupils are according to the study complex because the pupil’s need varies. In conclusion there was a discussion over which attitudes and procedures the teachers in the study experienced as the right ones for multilingual pupils.

<p>This thesis is an exploration of the historical, socio-cultural, economic, and political settings in which identities are negotiated and performed among Cameroonian immigrants in Cape Town. Focusing on language as localized practices and different interaction regimes, the thesis investigates how Cameroonian immigrants maintain and reconfigure the Anglophone/Francophone identity options in novel and hybrid ways. In addition, the study examines how ideologies favouring different languages are reproduced and challenged in translocal and transnational discourses. Guided by the poststructuralist theories the thesis explores the stance that reality is socially constructed, based on symbolic and material structural limitations that are challenged and maintained in interaction. That is, whatever we do or believe in, is supported by some historical or cultural&nbsp / frames of meanings in our lived world, which often gives room to some manoeuvre to do things in a new way. The study adopts a multiplex interpretive approach to data&nbsp / collection. This entails a qualitative sociolinguistic approach where interviews, discussion and observations at different socio-economic places namely / meetings, workplaces,&nbsp / homes, restaurants, drinking spots and many sites from all over Cape Town, were explored. The study suggests that Cameroonians have a multiplicity of identity options, which are manifested and negotiated performatively through language, dress code, song, food, business, and other practices that comprise their lifestyles. These identities are&nbsp / translocal and transnational in nature, and tend to blend South African, Cameroonian, and even American traits. It is also suggests that the different identity options which they manifest are highly mobile, enabling Cameroonians to fit into South African social structures as well as the Negotiation of Identities and Language Practices Cameroonian ways of doing things. Additionally, the multiplicity of identities that Cameroonians manifest, blur the fault-line between Anglophone/Francophone identities. It is evident from the study that hybridity and the reconstruction practices are not only confined to languages. Hybridity also extends to discourse orders especially in terms of how meetings are conducted. The Cameroonian meetings captured through the activities of Mifi Association and CANOWACAT are characterised by &lsquo / disorder of discourse&rsquo / in which both formal and informal versions of English and French are used separately or as amalgams alongside CPE and their national languages, not only in side talks, but also when contributing to the meeting proceedings. Ultimately, the study concludes that Cameroonians are social actors making up an indispensable part of the social interaction in the Cape Town Diaspora. Just as they influence the languages, the entrepreneurial practices, and spaces in which they interact, the Cameroonian immigrants are also transformed. The major&nbsp / contribution of the study is that it adds to the recent debates about the nature of multilingualism and identities in late modern society. It emphasises that languages and identities are fluid, complex, and unstable. The distinction or boundaries between the various languages in multilingual practices are also not as clear-cut. This leads to a reframing of voice and actor hood as meaning is constructed across translocal and transnational contexts and domains in a networked world transformed by the mobility of endless flows ofinformation, goods, ideas, and people. Thus, the study contributes to those arguing for a paradigm shift in sociolinguistic theory in which language is not a property of groups, nor is it an autonomous and bounded system fixed in time and space. Thus, identities, languages and the spaces of interaction are not fixed systems / identities, languages, and spaces are dynamic and in a state of flux. This in turn questions the notions of multilingualism and language itself, as well as the veracity of concepts such as code-switching,&nbsp / speech community, language variation, as the search for a sociolinguistic framework that can deal with phenomena predicated by motion, instability, and uncertainty, continues.</p>

<p>This thesis is an exploration of the historical, socio-cultural, economic, and political settings in which identities are negotiated and performed among Cameroonian immigrants in Cape Town. Focusing on language as localized practices and different interaction regimes, the thesis investigates how Cameroonian immigrants maintain and reconfigure the Anglophone/Francophone identity options in novel and hybrid ways. In addition, the study examines how ideologies favouring different languages are reproduced and challenged in translocal and transnational discourses. Guided by the poststructuralist theories the thesis explores the stance that reality is socially constructed, based on symbolic and material structural limitations that are challenged and maintained in interaction. That is, whatever we do or believe in, is supported by some historical or cultural frames of meanings in our lived world, which often gives room to some manoeuvre to do things in a new way. The study adopts a multiplex interpretive approach to data collection. This entails a qualitative sociolinguistic approach where interviews, discussion and observations at different socio-economic places namely / meetings, workplaces, homes, restaurants, drinking spots and many sites from all over Cape Town, were explored. The study suggests that Cameroonians have a multiplicity of identity options, which are manifested and negotiated performatively through language, dress code, song, food, business, and other practices that comprise their lifestyles. These identities are translocal and transnational in nature, and tend to blend South African, Cameroonian, and even American traits. It is also suggests that the different identity options which they manifest are highly mobile, enabling Cameroonians to fit into South African social structures as well as the Cameroonian ways of doing things.&nbsp / Additionally, the multiplicity of identities that Cameroonians manifest, blur the fault-line between Anglophone/Francophone identities. It is evident from the study that hybridity and the reconstruction practices are not only confined to languages. Hybridity also extends to discourse orders especially in terms of how meetings are conducted. The Cameroonian meetings captured through the activities of Mifi Association and CANOWACAT are characterised by &lsquo / disorder of discourse&rsquo / in which both formal and informal versions of English and French are used&nbsp / separately or as amalgams alongside CPE and their national languages, not only in side talks, but also when contributing to the meeting proceedings. Ultimately, the study concludes that&nbsp / Cameroonians are social actors making up an indispensable part of the social interaction in the Cape Town Diaspora. Just as they influence the languages, the entrepreneurial practices, and&nbsp / spaces in which they interact, the Cameroonian immigrants are also transformed. The major contribution of the study is that it adds to the recent debates about the nature of multilingualism&nbsp / and identities in late modern society. It emphasises that languages and identities are fluid, complex, and unstable. The distinction or boundaries between the various languages in multilingual practices are also not as clear-cut. This leads to a reframing of voice and actor hood as meaning is constructed across translocal and transnational contexts and domains in a networked&nbsp / world transformed by the mobility of endless flows of information, goods, ideas, and people. Thus, the study contributes to those arguing for a paradigm shift in sociolinguistic theory in which&nbsp / language is not a property of groups, nor is it an autonomous and bounded system fixed in time and space. Thus, identities, languages and the spaces of interaction are not fixed systems / &nbsp / identities, languages, and spaces are dynamic and in a state of flux. This in turn questions the notions of multilingualism and language itself, as well as the veracity of concepts such as&nbsp / &nbsp / &nbsp / code-switching, speech community, language variation, as the search for a sociolinguistic framework that can deal with phenomena predicated by motion, instability, and uncertainty, continues. <br /> &nbsp / </p>

<p>This thesis examines how multilingual spaces in South Africa are imagined and reconstructed through the use of scripted codeswitching in 7de Laan. It explores how the socio-political discourses and other ideologies from the broader South African context shape and influence the ways in which the soap reconstructs multilingual spaces and the identities that exist within these spaces through language and language practices. In the literature presented in this study I explore various theories and case studies that examine Afrikaans and its indexicality in our&nbsp / contemporary society, the conventions of soap opera in representing &lsquo / reality&rsquo / to society, the role of codeswitching in multilingual mass communication, the policies and ideologies that govern post apartheid television and finally the link between ideology, the media, language and imagined identities.. These five overarching themes often overlap throughout this thesis. My investigation of the main questions set in this thesis is based on a triangulated analysis of (a) a five episode transcript of the soap, (b) solicited viewer perceptions gleaned from questionnaires and (c) unsolicited social media commentaries. This analysis is framed by a poststructuralist critical analysis with a specific focus on how social practices and contemporary ideologies manifest in the discourse of the soap. This approach views discourse as the juncture where identity, stereotypes and power are negotiated, enforced, imagined and challenged. In this thesis I argue that the conspicuous absence of indigenous African languages and the use of standard white Afrikaans as the lingua franca in the soap creates an unrealistic utopian portrayal of the new South Africa that naturalises white Afrikaans culture and marginalises other indigenous cultures and languages. I argue that the soap puts middle class white Afrikaners at the epicentre of South African society thus enforcing the idea that non-whites still need to conform to white Afrikaans standards and norms at the expense of their own culture and languages despite the inception of democracy. The soap offers no depictions of resistance to this dominant white Afrikaans culture, thus misleadingly portraying it as the uncontested dominant culture of the new South Africa.</p>

<p>This thesis is the result of an ethnographic study of the multilingual literacy practices of a group of families in their particular spaces within the urban context of the community of Manenberg, with the specific view of investigating the links between spatial and urban capital and the literacy practices to be encountered amongst these families. The following questions form the core of the study: 1. What are the parental ethnotheories about literacy and schooling? 2. Are there family literacy practices that may enhance preschool children&rsquo / s ability to make meaning within the school system? The results of the thesis show a range of beliefs resulting in parents adopting a range of strategies in terms of&nbsp / language choice and literacy socialisation of their children. The thesis also shows that the vast majority of parents view acquisition of English as important, that there is a definite concern about access to libraries and about safe places for children to engage in extramural activity. Parental ethnotheories have a direct bearing on how the preschool child is oriented towards literacy. This includes implications for what languages the preschool child is exposed to, what medium of instruction parents prefer for their children (which is often not the language of highest competence of the child), whether or not various supposedly accessible resources for the promotion of children&rsquo / s literacy are tapped into, and whether or not parents become actively involved in the literacy acquisition of their children. However, these findings need to be seen in the larger context of the research participants&rsquo / perceptions and discourses about space, multilingualism, and literacy. Some unexpected findings are shown as a result of listening to people&rsquo / s voices on the ground. The&nbsp / respondents&rsquo / ethnotheories of multilingualism, space, and literacy produce narratives of local patriotism, pride in Cape Afrikaans, and of emplacement rather than displacement.&nbsp / Urban planning structures, whether envisaged under apartheid or by successive regimes in the post apartheid era, are shown to have become less rigid, fluid, and porous. The&nbsp / local moral economy works to legitimise poverty, so that living in a shack is not stigmatised, and gang members are seen to be full members of the local community, ignoring&nbsp / normative structures that would treat such agents in a punitive manner beyond the borders of Manenberg. Residents, though mostly impoverished and lacking in high levels of&nbsp / education, are shown to remain marginalised through a lack of material resources, with many in need of a strategic orientation to resources, including those which would enable&nbsp / them to orient their children to literacy in such a way as to enable them to make a successful transition to the school system.</p>