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Verbal solutions of rural Zulu-speaking children to problems encountered in everyday lifeSolarsh, Barbara 05 October 2006 (has links)
Please read the abstract in the 00front part of this document. See also General Summary and Opsomming after chapter 7 (pp162-165) / Dissertation (DPhil (Communication Pathology))--University of Pretoria, 2006. / Speech-Language Pathology and Audiology / Unrestricted
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The role of children in the Zulu folktaleDe Bruin, Annemarié 30 November 2002 (has links)
Chapter 1 introduces the study by means of its aim, scope, methodology and
terminology. It also hosts summaries of all the folktales that are analysed in this
study.
Chapter 2 is a study of parenthood and its portrayal in Zulu folktales.
Motherhood and fatherhood will be scrutinised separately.
Chapter 3 concentrates on girl characters as siblings, brides and companions to
old men.
Chapter 4 analyses boy characters as herd boys, villains, tricksters and
companions to old women.
Chapter 5 concentrates on the status of the Zulu folktale. The influence of
urbanisation, gender, and the media will receive attention. The lessons that
folktales teach will be noted.
Chapter 6 concludes and summarises this study and hosts recommendations
on the promotion of Zulu folktales / African Languages / M.A. (African Languages)
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Outcomes-based assessment of reading isiZulu as a home language in Grade 3Ngema, Millicent January 2011 (has links)
This study investigates Outcomes-based assessment of reading isiZulu at the end of the foundation phase. Teachers are required to employ a variety of assessment methods to establish learners' strengths and weaknesses. This will ensure that teaching is organised in a way that will suit learners’ needs. It is through assessment that a teacher is able to establish whether learning is taking place or not and this helps to provide support, where necessary. Six primary schools were chosen as settings within which qualitative research was conducted. Observations and informal interviews were the main method of collecting data. Six Grade 3 teachers were observed teaching and assessing reading of isiZulu in their classrooms.
The findings were divided into five themes that emerged from the data analysis, namely the language policy document, teaching of reading, assessment of reading, lack of facilities and essential support. The findings indicated that some teachers still struggled with teaching and assessment of reading in the outcomes-based approach. / Educational Studies / M. Ed. (Didactics)
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A self study of curriculum design for the teaching and learning of isiZulu as an additional language in primary schools in the Maye babo! seriesSoni, Sumithra Jaysooklal 10 September 2012 (has links)
Thesis in compliance with the requirements for the Doctor's Degree in
Technology: Language Practice, Durban University of Technology, 2012. / This autoethnographic self study tracks my new ways of knowing in the various roles I play
from daughter (passive recipient) to curriculum designer (active analytical composer). It
retells my journey in the teaching profession at a school in Durban, in South Africa. The
story occurs during a period when schools were racially desegregated in order to address
the anti-apartheid policies that were prevalent prior to the first democratic elections in
1994. The story captures the challenges I faced during the transformation era in education
and how I went about addressing two of the main challenges I faced:
1. Cultural diversity in racially desegregated schools.
2. Teaching isiZulu as an additional language as a pioneer, non- mother tongue teacher
of learners with mixed abilities in an environment deprived of resources in terms of
mentorship, and teacher/learner resource material.
This study reveals how the challenges I experienced were, in retrospect, the disguised
opportunities that led to my growth from teacher to textbook writer. It gives an account of
the “behind the scenes making”, of the Maye babo! series, with a view to offer an exemplar
for curriculum development. The study uses autoethnography (Ellis 2004) as a method to
bring to life the teaching of isiZulu as an additional language in South Africa. It defines
some of the difficulties experienced by teachers during a transformation era in education.
In this study I clarify the relationship between Outcomes Based Education and the National
Curriculum Statement (NCS), as well as where the Curriculum and Assessment Policy
Statement (CAPS) is located within the NCS. More importantly, I use the tacit knowledge
gained from intuition and experience to demonstrate how these policies can be applied in
the classroom to achieve effective learning, an aspect often ignored in in-service teacher
education. Readers (particularly teachers) will resonate with the experiences described in
the stories, and, in so doing, gain a better understanding of themselves and their teaching
practices; this might provide the much needed optimism amongst teachers, and might
motivate and inspire them to grow professionally. The personal benefit in writing this
thesis is that it renewed my place in the academic world, and more importantly, it has
satisfied my quest for self realisation. Through personal exploration, questions such as who am I? and how did I become? reveal my evolvement. This project has been a soul
satisfying and enriching journey. It is hoped that this study will in some way contribute to
the transformation in education process in post liberation South Africa.
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The provision of interpreting services in isiZulu and South African Sign Language in selected courts in KwaZulu-NatalMnyandu, Nontobeko Lynette January 2016 (has links)
Submitted in fulfillment of the requirements of the degree of Master of Technology: Language Practice, Department of Media, Language and Communication, Durban University of Technology, Durban, South Africa, 2016. / IsiZulu is a previously marginalized language and is spoken by 78% of people in KwaZulu-Natal (South Africa.info 2012). Signed language on the other hand, is not an official language in South Africa, although it is recognised despite the profession having undergone major transformation since democracy. This study hypothesizes that isiZulu and South African Sign Language interpreters both face challenges when given interpreting assignments. This study aims to create an awareness of the needs of the isiZulu speakers and deaf people when seeking judicial assistance and also to contribute towards the provision of quality interpreting services in some of the courts in KwaZulu-Natal. With this study it is hoped to assist the Department of Justice and Constitutional Development to be able to see where they can still improve on their system. This study was conducted only in four courts, therefore, the findings cannot be generalized to be the same in all the courts in South Africa.
IsiZulu kusewulimi obelucindezelwe, kanti lusetshenziswa abantu abangamaphesenti angama-78 KwaZulu-Natali (SouthAfrica.info 2012). Ulimi lwezandla ngakolunye uhlangothi, akulona ulimi olusemthethweni eNingizimu Afrika nangale koshintsho oluningi olwenziwe kusukela kwaqala intando yabantu. Lolu cwaningo lucabangela ukuthi otolika besiZulu kanye naboLimi Lwezandla babhekana nezingqinamba uma benikwe umsebenzi wokutolika. Lolu cwaningo Iuhlose ukwazisa ngezidingo zabantu abakhuluma isiZulu kanye nabangezwa uma bedinga usizo lwezomthetho kanye nokuxhasa ekunikezeleni ukutolika okusezingeni elifanele kwezinye zezinkantolo KwaZulu-Natali. Ngalolu cwaningo kuthenjwa ukuthi luzosiza uMnyango Wobulungiswa kanye nokuThuthukiswa koMthethosisekelo ukuba ubone ukuthi yikuphi la okungalungiswa khona inqubo yokwenza yawo. Lolu cwaningo lwenziwe ezinkantolo ezine kuphela, ngakho-ke okutholakele ngeke kuze kuthathwe ngokuthi kuyafana ezinkantolo zonke zaseNingizimu Afrika. / M
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An analysis of account on love affairs in IsiZuluShabalala, Brian Christian Thamsanqa 03 1900 (has links)
Thesis (MA (African Languages))--University of Stellenbosch, 2009. / This study explores the theoretical work in the articulation of the motivations and conditions
for account-giving in isiZulu. In this context, accounts are similar to narratives and can be
retained at the level of private reflections or written diary entries or for others to read and
refer to from time to time.
The account-giving process, according to Waldron (1997), is like a “life in motion” in which
individual characters are portrayed as moving through their experiences, dealing with
conflicts or problems in their lives and, at the same time, searching for resolutions. It is the
quest to understand the major stresses in each individual’s mind that is at the core of this
study. The why-questions that are the result of the daily experiences of destitution,
depression, death, disability, etc. are also addressed here.
Narrative accounts form the basis of moral and social events and, as such, stories have two
elements through which they are explored. They are explored from the point of view of,
firstly, the way in which they are told and, secondly, the way in which they are lived within a
social context. These stories follow a historically or culturally based format and, to this effect,
Gergen (1994) suggests narrative criteria that constitute a historically contingent narrative
form. Narrative forms are linguistic tools that have important social functions to fulfil
satisfactorily, such as stability narrative, progressive narrative and regressive narrative.
According to Gergen (1994), self-narratives are social processes in which individuals are
realised on the personal perspective or experience and, as such, their emotions are viewed as
constitutive features of relationship. The self-narratives used and analysed in this study
portray the contemporary culture-based elements or segments of a well-formed narrative.
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Outcomes-based assessment of reading isiZulu as a home language in Grade 3Ngema, Millicent January 2011 (has links)
This study investigates Outcomes-based assessment of reading isiZulu at the end of the foundation phase. Teachers are required to employ a variety of assessment methods to establish learners' strengths and weaknesses. This will ensure that teaching is organised in a way that will suit learners’ needs. It is through assessment that a teacher is able to establish whether learning is taking place or not and this helps to provide support, where necessary. Six primary schools were chosen as settings within which qualitative research was conducted. Observations and informal interviews were the main method of collecting data. Six Grade 3 teachers were observed teaching and assessing reading of isiZulu in their classrooms.
The findings were divided into five themes that emerged from the data analysis, namely the language policy document, teaching of reading, assessment of reading, lack of facilities and essential support. The findings indicated that some teachers still struggled with teaching and assessment of reading in the outcomes-based approach. / Educational Studies / M. Ed. (Didactics)
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A socio-cultural approach to code-switching and code-mixing among speakers of IsiZulu in KwaZulu-Natal : a contribution to spoken language corpora.Ndebele, Hloniphani. January 2012 (has links)
This study provides an overview of the socio-cultural functions and
motivations of English-IsiZulu code-switching among speakers at Inanda,
Ntuzuma and KwaMashu (INK) in Durban. Following Myres-Scotton (1993a),
code-switching is defined as the mixing of different codes by speakers in the
same conversation and this switch may take place at any level of language
differentiation (languages, dialects, registers). Code-switching has become a
universal phenomenon among bilingual speakers in most communities in
South Africa. Not until recently code-switching/mixing was seen as evidence
of “internal mental confusion, the inability to separate two languages
sufficiently to warrant the description of true bilingualism” (Lipski, 1982:191).
However, in this study, it is argued that code-switching is not only a
manifestation of mental confusion but a versatile process involving an
enormous amount of expertise in both languages involved and a socially and
culturally motivated phenomenon. It is also argued that spoken word corpora
is an important aspect in maintaining language vitality through the study of
code-switching and other related linguistic phenomenon. This study therefore
seeks to explore the socio-cultural functions of code-switching through an
analysis of transcriptions derived from naturally occurring voice recorded
instances of IsiZulu-English code-switching. It also seeks to explain why
IsiZulu speakers code-switch a lot by looking at the history of the IsiZulu
language contact with English, the socio-cultural factors as well as the
linguistic factors that contribute to the predominance of code-switching
among IsiZulu-English bilinguals. Further, it seeks to demonstrate the
significance of spoken word corpora in the study and intellectualization of
indigenous languages in South Africa.
The research approach in this study is situated in the phenomenological
paradigm. Both the qualitative and quantitative methodology have been
employed. Data for this particular study was gathered through voice
recordings of naturally occurring conversations, semi-structured interviews
and participant observation. Voice recorded conversations were transcribed
and analyzed both qualitatively and quantitatively under three broad
categories; the socio-cultural functions of code-switching, the socio-cultural
motivational factors of code-switching and finally the frequency of codeswitches,
code-mixes, adopted items and loan shifts based on a corpus
designed for this particular study.
The Myers-Scotton (1993b; 1998) Markedness Model has been employed as
the main backbone theory in the analysis of the socio-cultural functions and
motivations of code-switching. The Markedness Model is considered to be a
useful tool in which to analyze code-switching because it accounts for the
speaker’s socio-psychological motivations when code-switching (Myers-
Scotton 1993b:75). Heller’s (1992, 1995) Ideological-political model has also
been used as a supplementary model in this study. In order to understand the
role and significance of code-switching, it is essential to understand not only
its distribution in the Community, but, more importantly, how that
distribution is tied to the way groups control both the distribution of access to
valued resources and the way in which that value is assigned (Heller
1992:139-140) . / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2012.
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Transvaluative analysis of Zulu terms that relate to women : a case study of a TV drama series, Kwakhalanyonini, with reference to gender stereotypes.Msibi, Bongumusa Collen. January 1996 (has links)
The aim of this study is to explore the relationship between media, language and gender stereotypes. It assumes that language usage in mass media creates and reproduces gender inequalities. Its main objectives are firstly, to randomly select terms for Zulu women from the chosen TV case study, Kwakhalanyonini. Secondly, selected terms will be analyzed, using the 'transvaluative analysis technique', in order to explain their meaning and hierarchy. This having been done, an attempt will be made to show how the usage of these terms reflect gender stereotypes, by locating women into subordinate positions. A question may well be asked; why Zulu language? I am a native Zulu speaker, with Zulu speaking parents. / Thesis (M.A.)-University of Natal, Durban, 1996.
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Compliments and caveats : an 'implicated' view of Zulu personal naming as a retaliatory function in the Emaqwabeni and Kwaluthuli areas of Kwazulu-Natal.Gumede, Mzuyabonga Amon. January 2000 (has links)
Abstract not available. / Thesis (M.Ed.) - University of Natal, Durban, 2000.
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