Thesis (doctoral)--Rijksuniversiteit te Leiden, 1996. / Text in English and Kikuyu with English translation, summary in Dutch. Includes bibliographical references (p. [288]-308) and index.

Please read the abstract in the section, 07resume of this document / Thesis (PhD)--University of Pretoria, 2008. / Orthopaedic Surgery / unrestricted

This study investigates different ways of efficiently educating learners to become bi- or multilingual. In the introduction relevant background information concerning the definition of bilingualism is given and related issues are being discussed, such as language learning, language awareness, bilingual instruction and bilingual education models. Human beings are characterised by language, but also by social and cultural tradition. In the context of globalisation pluralism and multiculturalism are common factors affecting even previously isolated communities. Bi- and multilingualism are some of the strategies of adaptation to this reality. It can be assumed, that this development will continue rapidly as the inhabitants of the global village grow in and adapt to this realisation. In countries with a history and tradition of multilingual and bilingual education like South Africa, Canada, Luxembourg and Belgium and also in countries where immigration results in issues of multilingual and bilingual challenging society like in the USA one finds a great variety of answers to these problems posed. The situation in Germany is different, because bilingualism became an issue only fairly recently due to the actual demands brought by the European union. In South Africa the social context determines largely that people are inclined to bi- and multilingualism and the educational system tries to promote this predisposition by means of bi- or multilingual models in schools, so that the learners become efficient facing the bi- and multilingual challenges of their diverse and pluralistic society. In the USA on the other hand the need arises to provide for minority groups, so that they can retain their mother tongue (e.g. Spanish) while becoming fluent in the predominant language (i.e. American). Lastly the new development of the European Union has led Germany to actively promote bi- und multilingual education to aid the integration of Germans in the Union. The various models developed in these countries are studied in the wide variety of their different social and historical contexts. The main part of the study comprises a systematic overview of the various bilingual education models that are being implemented in different countries. These countries include the USA, Canada, Germany, Luxembourg, Belgium and lastly and more detailed, South Africa. A number of different circumstances surrounding bi- or multilingualism in the various countries have given rise to a large variety of models attempting to address the challenges posed by the various issues. A number of different goals have been addressed and the results have been just as varied. This leads to a concluding comparison of the western and European models with those of the South African models. Much research has been done on bi- and multilingualism and specifically bilingual education, as humans since earliest times were concerned with this subject. For my study I have relied mainly on more recent sources (1990 to the present) from the USA, Canada and Germany. However as the academic study of this issue has been going on for quite a time in some countries like South Africa, I have also referred to older books and journals (1945<). Due to the overwhelming information about this subject a drastic limitation of sources was necessary. / Dissertation (MA (German))--University of Pretoria, 2005. / Modern European Languages / unrestricted

This study, which explores the challenges of everyday English language words in learning physical sciences in Gauteng-East townships secondary schools highlights the difficulties that learners encounter in learning and developing scientific concepts and vocabulary. The study was conducted in four township secondary schools. A questionnaire consisting of 25 multiple choice items, as well as a semi-structured interview were used to collect data for this study. Descriptive statistics was used to analyse quantitative data while qualitative protocol was used to analyse qualitative data. The overall percentage mean scores of correct responses in the questionnaire for schools W, X, Y and Z were 47.2%, 56.9%, 55.2% and 57.2% respectively, which indicated that participants in the study have limited knowledge of everyday English words, when used in a science context. There was no significant gender discrepancy in terms of performance. In-depth analysis of the results revealed that the underlying difficulties were as a result of participants’ relative levels of proficiency in the English language, lack of precision in the use of this language, misreading, and confusion in terms of the use of words. Furthermore, the results were consistent with earlier findings from other countries as reported by various authors. The findings will contribute to knowledge about effective classroom instruction and teacher education from the perspective of language in science. / Kulolu cwaningo, kuhlolwa izinselelo zokusebenzisa amagama asetshenziswa nsuku zonke welimi lwesiNgisi ekufundeni iSayensi ezikoleni zezinga lesibili, emalokishini wabantu abaNsundu empumalanga neGauteng. Kuvezwa ubunzima obuhlangabezana nezingane zesikole ekufundeni nokuthuthukisa umqondo weSayensi nesilulumagama. Uphenyo lwenziwe ezikoleni ezine zasemalokishini. Imibuzo yayiquketwe izinhla ezingamashumi amabili nanhlanu lapho obuzwayo ezikhethela impendulo ekuyiyo, kanye nesinga nhlolokhono yasetshenziwa ukuthola ulwazi oluningi mayelana nalolu phenyo. Izibalo ezichazayo zisetshenziswe ukuhlola ubuningi, kanye nobuqotho kulandelwa umgudu wocwaningo wolwazi olutholakele. Kuvelile emva kophenyo ukuthi izimpendulo ezishaye emhlolweni ngokwamaphesenti kuzikole W,X.Y kanye no Z ngu 47%, 56,9%, 55.2%, kanye 57.2% ngokulandelana kwazo. Lokhu kubonisa ukuthi, abantwana banolwazi oluncane kakhulu ekusebenziseni amagama wesiNgisi asentsheziswa nsukuzonke ukufunda iSayensi. Kubuye kwatholakala futhi nokuthi awukho umehluko ohlukanisa ngobulili babafundi ophawulekayo ngokusebenza kwamagama esiNgisi. Kuphinde kuvele futhi ngokuhlaziya okunzulu, ukuthi kukhona ukwentuleka kwekhono elimini lesiNgisi, nokuthi abafundi abakwazi ukusebenzisa amagama ngendlela eqondile, babuye bafunde ekungeyikho, kanye nokudideka uma besebenzisa amagama. Okunye futhi okuvelayo, yikuthi lemiphumela ihambisana ncamashi neminye imiphumela evela kwamanye amazwe njengoba kubikwe abalobi abahlukene. Lokhu okuvelayo kuzosiza ukulungisa ukufunda kanye nokuqeqesha othisha, mayelana nukufundisa iSayensi ngolwimi lwesiNgisi. / Hierdie studie, wat die uitdagings van alledaagse Engelstalige woorde in die leer van Fisiese Wetenskappe in sekondêre skole in informele woonbuurte in Gauteng-Oos verken, beklemtoon die uitdagings wat leerders teëkom in die leer en ontwikkeling van wetenskaplike begrippe en taalgebruik. Die studie is uitgevoer in vier sekondêre skole in informele woonbuurte. ‘n Vraelys bestaande uit 25 veelvuldige-keuse items, tesame met ‘n gedeeltelike-gestruktueerde onderhoudskedule, is gebruik om data in te versamel vir hierdie studie. Beskrywende statistiek is gebruik om kwantitatiewe data te ontleed, terwyl kwalitatiewe protokol aangewend is om kwalitatiewe data te ontleed. Die algehele persentasie gemiddeldes van korrekte response op die vraelys vir skole W, X, Y en Z was 47.2%, 56.9%, 55.2% en 57.2% onderskeidelik, wat aangedui het dat die deelnemers aan die studie beperkte kennis gehad het van alledaagse Engelstalige woorde om in ‘n wetenskaplike konteks te gebruik. Geen noemenswaardige geslagsongelykheid in terme van prestasie is bevind nie. Indiepte ontleding van die bevindinge toon dat die onderliggende uitdagings die resultaat van deelnemers se relatiewe vlakke van taalvaardigheid in Engels, ‘n gebrek aan presiesie in die gebruik van die taal, gebrekkige leesvaardigheid en verwarring rondom die gebruik van woorde weerspiëel. Die resultate was verder in lyn met vroeëre bevindinge van ander lande, soos deur verskeie outeurs gerapporteer. Die bevindinge sal bydra tot kennis rondom effektiewe klasonderrig en onderwysersopleiding uit die oogpunt van wetenskaplike taalgebruik. / Science and Technology Education / M. Ed. (Natural Science Education)

Because the development of resources in any language is an expensive process, many languages, including the indigenous languages of South Africa, can be classified as being resource scarce, or lacking in tagging resources. This study investigates and applies techniques and methodologies for optimising the use of available resources and improving the accuracy of a tagger using Afrikaans as resource-scarce language and aims to i) determine whether combination techniques can be effectively applied to improve the accuracy of a tagger for Afrikaans, and ii) determine whether structural semi-supervised learning can be effectively applied to improve the accuracy of a supervised learning tagger for Afrikaans. In order to realise the first aim, existing methodologies for combining classification algorithms are investigated. Four taggers, trained using MBT, SVMlight, MXPOST and TnT respectively, are then combined into a combination tagger using weighted voting. Weights are calculated by means of total precision, tag precision and a combination of precision and recall. Although the combination of taggers does not consistently lead to an error rate reduction with regard to the baseline, it manages to achieve an error rate reduction of up to 18.48% in some cases. In order to realise the second aim, existing semi-supervised learning algorithms, with specific focus on structural semi-supervised learning, are investigated. Structural semi-supervised learning is implemented by means of the SVD-ASO-algorithm, which attempts to extract the shared structure of untagged data using auxiliary problems before training a tagger. The use of untagged data during the training of a tagger leads to an error rate reduction with regard to the baseline of 1.67%. Even though the error rate reduction does not prove to be statistically significant in all cases, the results show that it is possible to improve the accuracy in some cases. / MSc (Computer Science), North-West University, Potchefstroom Campus, 2015

This study indicates that communication skills and communication apprehension of English First Additional Language (EFAL) learners are important aspects in teaching and learning, as well as for academic performance. A learner‘s major hurdle to overcome in communication in a second language classroom is a fear of failure. Communication skills and communication apprehension are challenges teachers have to face in language classrooms. Communication barriers that may lead to fear, distress and poor performance should be identified at an early stage. Therefore, it is critical for teachers to know about the communication process, communication skills, and communication apprehension to design positive solutions and teaching strategies to assist learners to overcome fear of communication, especially in the area of second and additional languages. A sample of 779 male and female learners in the secondary phase in Kannaland District, Western Cape participated in the study. For this non-experimental quantitative study, data were gathered using two questionnaires, Communication Skills Scale, and the Personal Report Communication Apprehension questionnaire. To explore the relationship between communication skills, communication apprehension and academic achievement, the first and second term EFAL marks of grades 7-9 learners were used. The data were presented as descriptive statistics, factor analysis, reliability analysis, correlations and comparisons. Results distinguished no differences between males, females, or grades. Findings were discussed with regard to communication skills and the academic achievement, as well as communication apprehension and academic achievement of the learners. Results indicate that there is no significant relationship between communication skills and academic achievement. Nevertheless, distinct relationships between communication skills and communication apprehension (group work, meetings and public speaking) were established and discussed. Communication apprehension (group work, conversations and in the classroom) and academic achievement presented clear relationships that were reported in detail. The factors identified may have a negative impact on learners‘ academic achievement in EFAL. Insight generated by the research in Kannaland District, Western Cape will help to develop an understanding of the situations that affect the degree of communication apprehension of secondary phase EFAL learners. It will allow for a better understanding of the influence of communication skills and could assist teachers to understand EFAL learners‘ fear, distress or ability to communicate. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Because the development of resources in any language is an expensive process, many languages, including the indigenous languages of South Africa, can be classified as being resource scarce, or lacking in tagging resources. This study investigates and applies techniques and methodologies for optimising the use of available resources and improving the accuracy of a tagger using Afrikaans as resource-scarce language and aims to i) determine whether combination techniques can be effectively applied to improve the accuracy of a tagger for Afrikaans, and ii) determine whether structural semi-supervised learning can be effectively applied to improve the accuracy of a supervised learning tagger for Afrikaans. In order to realise the first aim, existing methodologies for combining classification algorithms are investigated. Four taggers, trained using MBT, SVMlight, MXPOST and TnT respectively, are then combined into a combination tagger using weighted voting. Weights are calculated by means of total precision, tag precision and a combination of precision and recall. Although the combination of taggers does not consistently lead to an error rate reduction with regard to the baseline, it manages to achieve an error rate reduction of up to 18.48% in some cases. In order to realise the second aim, existing semi-supervised learning algorithms, with specific focus on structural semi-supervised learning, are investigated. Structural semi-supervised learning is implemented by means of the SVD-ASO-algorithm, which attempts to extract the shared structure of untagged data using auxiliary problems before training a tagger. The use of untagged data during the training of a tagger leads to an error rate reduction with regard to the baseline of 1.67%. Even though the error rate reduction does not prove to be statistically significant in all cases, the results show that it is possible to improve the accuracy in some cases. / MSc (Computer Science), North-West University, Potchefstroom Campus, 2015

This study indicates that communication skills and communication apprehension of English First Additional Language (EFAL) learners are important aspects in teaching and learning, as well as for academic performance. A learner‘s major hurdle to overcome in communication in a second language classroom is a fear of failure. Communication skills and communication apprehension are challenges teachers have to face in language classrooms. Communication barriers that may lead to fear, distress and poor performance should be identified at an early stage. Therefore, it is critical for teachers to know about the communication process, communication skills, and communication apprehension to design positive solutions and teaching strategies to assist learners to overcome fear of communication, especially in the area of second and additional languages. A sample of 779 male and female learners in the secondary phase in Kannaland District, Western Cape participated in the study. For this non-experimental quantitative study, data were gathered using two questionnaires, Communication Skills Scale, and the Personal Report Communication Apprehension questionnaire. To explore the relationship between communication skills, communication apprehension and academic achievement, the first and second term EFAL marks of grades 7-9 learners were used. The data were presented as descriptive statistics, factor analysis, reliability analysis, correlations and comparisons. Results distinguished no differences between males, females, or grades. Findings were discussed with regard to communication skills and the academic achievement, as well as communication apprehension and academic achievement of the learners. Results indicate that there is no significant relationship between communication skills and academic achievement. Nevertheless, distinct relationships between communication skills and communication apprehension (group work, meetings and public speaking) were established and discussed. Communication apprehension (group work, conversations and in the classroom) and academic achievement presented clear relationships that were reported in detail. The factors identified may have a negative impact on learners‘ academic achievement in EFAL. Insight generated by the research in Kannaland District, Western Cape will help to develop an understanding of the situations that affect the degree of communication apprehension of secondary phase EFAL learners. It will allow for a better understanding of the influence of communication skills and could assist teachers to understand EFAL learners‘ fear, distress or ability to communicate. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Thesis (MA)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This study examines the construction of cultural identity in Mamma Medea by Tom Lanoye (2001) and it’s translation by Antjie Krog (2002) by employing various theories as well as exhausting binary oppositions, and analysing the way it relates to the difference in language use between the conflicting individuals and groups in the drama. Mamma Medea is based predominantly on two versions of the Greek myth of Medea and her shocking tale of infanticide in order to wound her deceitful spouse, Jason. It follows the long tradition in literature and art wherein Medea is used to comment on the subjugation and oppression of women and non-dominant groups, as well as on the formation of the Other. Lanoye uses the details of the Ancient account, but broadens the spectrum to include commentary on contemporary themes in order to seek an alternative motivation for her premeditated infanticide. The drama does not stay within the details of the intertexts, however, and is altered so that both Medea and Jason each kill one of their children. A context-relevant approach is followed to examine how Lanoye’s drama challenges modern myths surrounding cultural identity in the Flemish-Dutch context. The latter interpretation is warranted by linking Flemish en Dutch with the groups in the drama, in accordance with the real language tension between the two language regions. In contrast to this Krog makes use of much more dialectal forms of Afrikaans reflecting the multicultural and multilingual South-African context. Her translation is not studied from a purely translational, theoretical perspective, considering that the focus of the study is on differences in cultural identity and on the differences in context wherein the respective drama and translation is produced. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die konstruksie van kulturele identiteit in Mamma Medea van Tom Lanoye (2001) en in die vertaling daarvan deur Antjie Krog (2002) aan die hand van verskeie teorieë, asook met behulp van binêre opposisies, en analiseer die wyse waarop dit onder meer saamhang met die verskille in taalgebruik tussen konflikterende individue en groepe in die drama. Mamma Medea ontgin veral twee weergawes van Griekse mites oor Medea, wat haar twee seuns op skokkende wyse vermoor om haar verraderlike eggenoot, Jason, leed aan te doen, in aansluiting by ’n lang tradisie in die literatuur en kunste waarin dié figuur veral gebruik is om kommentaar te lewer op die uitbuiting en onderdrukking van vroue en nie-dominante groepe, asook die formasie van die die Ander in verhoudinge. Lanoye verruim in sy drama die onderwerp van die konvensionele huweliksdrama en betrek hedendaagse kwessies ten einde ’n geldige eietydse motivering te verskaf vir Medea se optrede. Hy wyk onder meer doelbewus af van die brontekste deurdat hy Medea en Jason elk ’n seun laat vermoor. ’n Gemeenskapsrelevante benadering word gevolg om na te gaan hoe Lanoye se drama in die proses moderne mites rondom kulturele identiteit uitdaag binne ’n Vlaamse-Nederlandse konteks. Laasgenoemde interpretasie word ondersteun deur onderskeidelik Vlaams en Nederlands te verbind met die hoofgroepe in die drama, in ooreenstemming met reële taalspanninge tussen die twee taalgebiede. Hierteenoor maak Krog van veel meer dialektiese taalvorme gebruik in aansluiting by die multikulturele Suid-Afrikaanse konteks. Haar vertaling word nie soseer vanuit ʼn vertaalwetenskaplike perspektief nagevors nie, aangesien die hooffokus val op sowel die verskille in kulturele identiteit as op verskille rakende die konteks waarin onderskeidelik die drama en die vertaling geproduseer is.

Educationists, linguists and other stakeholders are concerned about the effectivity of the level of teaching regarding Afrikaans Additional Language. Some of the teachers of Afrikaans Additional Language are not qualified in the teaching of specifically a foreign language. There is a lot of uncertainty concerning the difference between the teaching of a home language and additional language teaching. In order to ensure learners improvement and achievement as well as future use of Afrikaans Additional Language it is necessary that the teaching of additional languages, especially Afrikaans must be given appropriate attention. The purpose if this study was to determine the selection the teachers made regarding teaching and learning approaches, methods and teaching materials, including the curriculum, textbooks and other documents, as well as to establish the perceptions of the learners regarding these approaches, methods and materials in the teaching of Afrikaans Additional Language in the Dr. Kenneth Kaunda District through empirical research, and to undertake a literature study to establish a teaching-learning program framework that can facilitate to the effective implementation of the National Curriculum and Assessment Policy Statement in all the language skills of Afrikaans Additional Language. An interpretive research paradigm was used as foundation for this study. A literature study was undertaken to establish what such a framework should look like with specific attention to language skills. Qualitative research was undertaken through using multiple case studies where teachers and learners who were willing to take part were questioned and observed regarding the teaching of Afrikaans Additional Language as well as the problems they experienced. Documents such as teaching materials and the curriculum were analysed as well. The analyses had a two-pronged focus: thematic analysis with the use of the computer software program, NVivo 8, where the data was reduced and thereafter analysed manually by the researcher. The researcher then used a comparative analysis to compare the different case studies (schools). The results of this study showed that the implementation of the curriculum was problematic for teachers, they were uncertain about the degree of difficulty of the teaching materials, and would rather stick to textbooks. The results also indicated that the teachers who did not use the communicative approach preferred to teach mainly through direct instruction. The communication in the classrooms was mainly teacher-orientated and the learners got little chance to use the language in interactive activities. The proposed teaching-learning programme framework for Afrikaans Additional Language should help teachers with the planning of their teaching as well as the implementation of the curriculum that could result in more effective Additional Language Teaching to learners. / Thesis (Ph.D. (Teaching and Learning))--North-West University, Potchefstroom Campus, 2012