M.A. / Western models are often used when treating families in the South African context. However, these models prove to be inappropriate because of the unique South African multi-cultural context. This unique cultural context necessitates the adaptation of models to the diversity of traditional African families. The social functioning of the traditional African family must first be described before a suitable therapeutic model can be developed. The primary purpose of this study was to describe the social functioning of the traditional Tswana family in Bapong. A qualitative research method was used to describe the social functioning of the traditional Tswana family in Bapong. This method was used because little is known about the social functioning of such a family and it was necessary to obtain as much information as possible. The focus was on family functioning within the natural environment. Participatory observation, as well as unstructured interviewing, was primarily used to collect data. Bapong served as population. For the purpose of the study a non-probabilistic purposeful random sample was used, three Bapong families were identified and field notes and audio-cassettes were used for data capturing. The audio-cassettes were transcribed. Data processing was done by means of analysis schedules, which were compiled and categorised by referring to the contents of the transcripts and field notes. Establishing relations within the different categories identified the central themes. The themes were presented as results. These results were compared with relevant literature, to support the trustworthiness of the research. The trustworthiness of the study was also tested on the basis of credibility, transferability, consistency and impartiality. Conclusions concerning methodology, content and context were drawn from the study. The methodological conclusions concern the research method used. Conclusions about the content dealt with the objectives of the empirical study. Contextual conclusions were general conclusions drawn from the specific study. Recommendations are based on the results of, and the conclusions drawn from the preceding study. The recommendations are focussed on enrichment of practice, broadening of training and identifying possible research.

This study, which, to a large extent, consists of reproductions of photographs taken by myself and drawings made by myself, is the outcome of two months' work among the Kwena tribe of Tamposstad, fifteen miles north-east of Groot Marico in the Transvaal (Map I) and the Kwena of Molepolole in Bechuanaland Protectorate, sixty-five miles by road from the border of the Transvaal at Ramoutsa (Map II). It is a comparative study of the material culture of the scattered offshoots of the one tribe, which, in the remote past, must have lived at one place under the authority of one chief. This type of work is not entirely a new experience to the writer, for he has lived in close proximity to the Kwena of Tamposstad and allied tribes - the Kgatla and Hurutshe - for many years. Moreover he has learnt a great deal of their language through personal contact with these people. Tamposstad is chosen as representing the Transvaal-Kwena because it is a fairly large reserve (25,551 morgen) with about nine thousand people living in the village, and because the little that is left of the indigenous Kwena native arts and crafts of the Transvaal, is mostly preserved among the people of this village. In all the other Kwena-villages in the Transvaal, the traditional arts and crafts have almost altogether disappeared. When reference is made therefore, in this study, to the Transvaal Kwena, it must be understood that the Kwena of Tamposstad are mainly designated, although other villages will also sometimes be mentioned. This is an attempt to preserve in type-script a record of what is still left of the Kwena indigenous material culture, of the material and implements used and of the methods of construction, for erelong, the last survivals of this most interesting culture will be completely obliterated by the overwhelming European influence, a fact which we deeply lament. The visitor to the Native Agricultural Shows cannot help but realise this. At the Native Show which was held ten miles north of Rustenburg on the 10th and 11th of August 1939, it was noted with regret that the arts and crafts section was very poorly represented. The articles exhibited were excellently made, but they were the work of only a few people. The whole exhibition of claypots, for example, was the work of only two women. As regards the historical part of this study, it was rather difficult to obtain trustworthy information, and thusfar, there is almost nothing recorded on the history of this tribe. Dr. I. Schapera, however, is at present busy compiling a work on the history of the Tswana tribes. The history given in this study, of the Bechuanaland Kwena, is an extract from "BaKwena origins" sent to my by Dr. Schapera, to whom, I am deeply indebted for permission to use this material. The history of the Transvaal Kwena, also given in this study, is a result of my own investigations, and is reproduced as it was told to me, for comparative purposes. Of course it cannot be maintained that it is true in every detail. A detailed record of the history of the various Kwena tribes would provide matter for a thesis in itself. / Anthropology and Archaeology / M.A.

This in-depth study investigates the acquisition of the passive construction by Setswana-speaking pre-schoolers. My original contribution to knowledge is that Setswana-speaking preschoolers acquire the passive early on some tasks but not others. This shows that acquisition is a multifacted task that needs to be fine-tuned. These are important facts that need to be considered by Speech-Language Therapists in order to accurately identify language-impaired children. Setswana is the fourth most commonly spoken language in South Africa. However, only four linguistic studies have been conducted on Setswana since 2000 and none of these investigated acquisition of Setswana processes in children. Setswana is a language that belongs to the South-eastern Bantu Zone of languages. Languages in this group are structurally closely related to one another and mutually intelligible. Studies of the acquisition of the passive in Sesotho and Zulu have shown that the passive develops much earlier (3 years) than in Indo-European languages (5 years). More tools are needed to explore language acquisition and language impairment in South Africa. It is essential that these tools focus on issues of poverty and diversity. The research methods used should be suitable for the communities being explored and should inform the delivery of appropriate services. Endeavors should be made to provide information that improves scientific research in terms of language acquisition and access to speech-language therapy services. The passive voice is considered to be one of the most well researched yet controversial linguistic structures. In Setswana the construction of the passive occurs when the subject of the active clause is expressed in the passive in the form of an agentive adverb with the prefixal formative ké- which forms an optional by-phrase. The verb is marked as passive using a passive extension by suffixing –w or –iw. How this is acquired is the focus of this study. A total of 114 children divided into 3 age groups 2.6 – 3.5 years, 3.6 – 4.5 years and 4.6 – 5.5 years were the participants in this study. Their performance was compared to that of a group of 11 adult verifiers. The aim of this study was to investigate Setswana-speaking children’s comprehension and production of the passive in terms of age, passive categories and length variables. Tasks used to examine these variables were Comprehension 2 and 3 Character tasks and Elicited Production and Imitation tasks. The participants were divided into two different participant groups. There were 52 participants on the Elicited Imitation tasks and 62 on the Comprehension and Elicited Production tasks. Participants were tested at 3 crèches in the peri-urban area of Pankop, Mpumalanga Province, South Africa. On the Comprehension 2 character tasks significant differences between age groups (age group 1, 34% and 3, 49%) were noted. However, no significant developmental trends were found on Comprehension 3 character or Elicited Production tasks amongst the children. On Elicited Imitation tasks there was a significant difference between the youngest group (69%) compared to the middle (83%) and oldest age group (81%). . The results showed much variability among tasks. The results for Comprehension 2 and 3 Character tasks were at above chance level. The Elicited Production task was unsuccessful as children found great difficulty with this task with 2.6 to 3.6 year old children scoring 7% and the oldest group 14%. However, the Elicited Imitation task was extremely successful and confirmed the diagnostic value of such a measure. The type of passive did influence performance but this was task dependent. The participants’ knowledge of the passive categories, for Comprehension 2 character and Elicited Imitation tasks followed the same order, with best performance on inanimate categories followed by negatives, reversible and then non-actional passives. On Elicited Production tasks children also scored the best on inanimate tasks. A weakness of this study is that Elicited Imitation tasks were not administered at the same time as the other tasks and therefore a different group of participants was used even though subject selection criteria was the same. The impact of sentence length on performance also showed much variability. For the non-actional negative category on Set A Comprehension 2 Character tasks participants’ scored significantly better for short sentences than long sentences and vice versa for Comprehension 3 Character tasks. On Elicited Production tasks children scored better on long passive sentences. On Elicited Imitation tasks short sentences were easier than long passives. The results of this study confirms the important effect of task-type in assessing passive comprehension and production. Also, the results of this study suggest that the passive is not an early acquired structure in Setswana with the exception of the Elicited Imitation task. The results therefore support the A-chain Deficit Hypothesis, i.e., that the passive is a late acquired structure with difficulties with non-actional categories except when an Elicited Imitation task was used. Explanations may link to the complex sociolinguistic context of developing children in South Africa. This study confirms the important effect of task when testing child language, and the potential value of Elicited Imitation as a viable and relevant measure of assessing language in the South African context.

Thesis (M. A. Setswana)) -- University of the North, 1977 / Refer to the document

This study aimed to intervene in the challenges emanating from the launch of a new primary schools Arts syllabus which is geared towards reflecting Batswana cultural values in Botswana primary schools. The launch was hurried, before all necessary provisions were made (Phuthego, 2007). Consequently, there is dire need of relevant resource materials, teaching/learning activities and qualified teachers, who can effectively translate the syllabus objectives and aims. The aim of this study was hence to devise learning activities based on Tswana children’s songs as the selected materials to realize the objectives of the existing primary school music syllabus for Botswana primary schools lower standards. This has been done through analysis of Tswana children’s songs, studying their nature and inherent values, on the basis of which culturally relevant teaching and learning activities have been designed for use in Botswana primary school music curriculum. In order to validate the need for a consideration of culturally relevant teaching and learning activities in Botswana primary schools, the study explored the music of the Batswana prior to and during colonialism and how it manifests itself in the current curriculum delivery. The study has also considered the current education policy’s aspirations of instilling cultural values in learners, as well as grooming a rounded citizen who can adjust to the challenges of the 21st century corporate world. The study employed content analysis through which twenty-four children’s songs were studied for their inherent values and musical concepts. Eclectic learning activities which take cognizance of the holistic approach prevalent in Tswana music making milieu, combined with the Rhythm Interval Approach (Akuno, 2005) which advocates the use of temporal and tonal elements of sound as the basic ingredients from which other musical elements such as form, texture, timbre harmony and dynamics are derived were employed. The activities were then tested in standards 1 to 4 to address the music syllabus. The results showed that the songs completely address the objectives stipulated in the syllabus and moreover, provide some extra-musical concepts which are embedded within them. The results also revealed that the Rhythm Interval Approach is applicable in Botswana lower primary schools, hence implicitly suggesting its further possible applicability to upper primary classes because the syllabus has been designed in a spiral fashion, where the same musical concept like ‘sound’ appears at different levels of intensity across all classes. The study recommended that The Revised National Policy on Education’s aim of grooming a locally and internationally compatible learner can be enhanced through learners’ awareness and appreciation of their culture on the basis of which they can later on spread their wings, to other world cultures. Tswana children’s songs have been observed to have a potential to act as a bridge to ease the transition of cultural pedagogy of rote learning to current paradigm of symbolic representation and abstraction of concepts. The study devised twenty learning activities to facilitate the use of these songs for curriculum delivery in standard 1-4. / Thesis (M.Mus.)-University of KwaZulu Natal, Durban, 2009.

Thesis (M.F.A.)--Rochester Institute of Technology, 2008. / Typescript.

Texte remanié de: Th.--University of Pretoria, 1985. / Bibliogr. p. 76-79.

M.A. (African Languages) / The main aim of this study is to focus on symbolism as a literary technique in D P S Monyaise's novel, Bogosi Kupe. In this work a semiotic study of Monyaise' s Bogosi Kupe will be dealt with, the existence of a symbol will be investigated, traced, interpreted and its function . described according to African historical, cultural and ethical context. The biography of Monyaise and the approach with regard to Symbolism in Bogosi Kupe will be discussed...

M.A. (African Languages) / Please refer to full text to view abstract

In transmitting the Gospel, Western missionaries passed on their portrayal of Christ as a European. Conversion to Christianity was aimed more at promoting Western cultural, moral and spiritual issues. Western culture has thus been an obstacle or hindrance to effective cross-cultural communication of the Christian message. Batswana believers are challenged to peel the Western cultural layers off Christianity, in order to reclaim Christ. Batswana Christians will have to dress Christianity in the Tswana cultural heritage if it is to be of any lasting significance to them. Christian spirituality is centred on Jesus Christ, in the worldview of all Christians. Jesus joins faith and culture together. If Christianity is truly universal, then every culture should surrender to Jesus Christ and not to any other culture. Jesus’ question “who do you say that I am?” (Mk 8: 29), challenges Batswana Christians to write their own fifth Gospel. / Christian Spirituality Church History & Missiology / Thesis (M. Th. (Christian Spirituality))