“English is the best way to communicate” - South African Indian students’ blind spot towards the relevance of Zulu

2020 ◽  
Vol 34 (1) ◽  
pp. 155-171
Author(s):  
Sana Jeewa ◽  
Stephanie Rudwick
Keyword(s):  
Language Learning ◽  
South African ◽  
Undergraduate Students ◽  
Language Ideologies ◽  
Policy Decision ◽  
Blind Spot ◽  
Language Management ◽  
Kwazulu Natal ◽  
The Status ◽  
Indian Students

AbstractThe South African University of KwaZulu-Natal has developed an ambitious language policy aiming “to achieve for isiZulu the institutional and academic status of English” (UKZN LP 2006/2014). Part of this ambition is a mandatory Zulu language module that all undergraduate students have to pass if they cannot prove knowledge of the language. In this article, we examine attitudes of South African Indian students towards this compulsory module against the strained history and relationship between Zulu and Indian people in the province. Situated within the approach of Language Management Theory (LMT), our focus is on students as micro level actors who are affected by a macro level policy decision. Methodologically combining quantitative and qualitative tools, we attempt to find answers to the following broad question: What attitudes do South African Indian students have towards Zulu more generally and the UKZN module more specifically? The empirical findings show that students’ motivations to learn Zulu are more instrumental than integrative as the primary goal is to ‘pass’ the module. South African Indian students have developed a blind spot for the prevalence and significance of Zulu in the country which impacts negatively on the general attitudes towards the language more general and the module more specifically. Language ideologies that elevate the status of English in the country further hamper the success of Zulu language learning.

Compulsory African language learning at a South African university

2017 ◽  
Vol 41 (2) ◽  
pp. 115-135 ◽  
Author(s):  
Stephanie Rudwick
Keyword(s):  
Language Learning ◽  
Language Policy ◽  
South African ◽  
Undergraduate Students ◽  
English Language ◽  
African Language ◽  
The South ◽  
Language Management ◽  
Higher Education System ◽  
Vernacular Language

Abstract While many universities in the world are making provisions to include the English language in their institutional structure, the South African University of KwaZulu-Natal (UKZN) is opposing the hegemony of English in its institution. The University has launched a language policy and planning (LPP) strategy that makes provisions first to incorporate the vernacular language Zulu as language of learning and teaching, and second, to promote it as a subject. In this vein, the institution recently made an unprecedented decision for the South African higher education system. Since the first semester of 2014, a specific Zulu language module is a mandatory subject for undergraduate students who have no proficiency in the language. Although considered a watershed moment among many African language promoters, the mandatory ruling is fiercely discussed and debated in the institution and beyond. Theoretically grounded in Language Management Theory (LMT) and empirically based on semi-ethnographic fieldwork, this article examines the interplay between macro and micro language dynamics at UKZN in the context of the mandatory Zulu module. In juxtaposing interview discourses of language policy stakeholders with those of Zulu lecturers, the study reveals a stark discrepancy between macro and micro language management at this university. The article argues that this mismatch between the language policy intents and actual practices on the ground is symptomatic for South Africa’s language policy in education being shaped more by ideological interests than by pedagogical regards.

Taxonomic revision of South African Memecylon (Melastomataceae—Olisbeoideae), including three new species

Phytotaxa ◽  
2019 ◽  
Vol 418 (3) ◽  
pp. 237-257
Author(s):  
ROBERT DOUGLAS STONE ◽  
IMERCIA GRACIOUS MONA ◽  
DAVID STYLES ◽  
JOHN BURROWS ◽  
SYD RAMDHANI
Keyword(s):  
South African ◽  
Taxonomic Revision ◽  
Limpopo Province ◽  
Eastern Cape ◽  
African Species ◽  
Kwazulu Natal ◽  
North Eastern ◽  
The Status ◽  
Three New Species ◽  
Vegetative Characters

Earlier works recognised two South African species Memecylon bachmannii and M. natalense within M. sect. Buxifolia, but recent molecular analyses have revealed that M. natalense as previously circumscribed is not monophyletic and includes several geographically outlying populations warranting treatment as distinct taxa. In this revision we recognise five endemic South African species of which M. bachmannii and M. natalense are both maintained but with narrower circumscriptions, and M. kosiense, M. soutpansbergense and M. australissimum are newly described. Memecylon kosiense is localised in north-eastern KwaZulu-Natal (Maputaland) and is closely related to M. incisilobum of southern Mozambique. Memecylon soutpansbergense, from Limpopo Province, was previously confused with M. natalense but is clearly distinguished on vegetative characters. Memecylon australissimum occurs in the Eastern Cape (Hluleka and Dwesa-Cwebe nature reserves) and has relatively small leaves like those of M. natalense, but the floral bracteoles are persistent and the fruit is ovoid as in M. bachmannii. We further designate a lectotype for M. natalense, provide an updated key to the South African species of Memecylon, and provisionally assess the status of each species in accordance with International Union for Conservation of Nature criteria.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Critical Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

Needs Analysis and Teachers' Perceptions: A Study of the English Undergraduate Students

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Needs Analysis ◽  
Learning Needs ◽  
English Learning ◽  
Visual Aids ◽  
Analysis Model ◽  
Classroom Activities ◽  
Teaching Aids

Needs Analysis in the context of language-learning-teaching is an important process to design a certain course and syllabus. It helps course designers to set objectives, choose content, method of instruction, appropriate teaching aids, and classroom activities for different courses. This paper reports the perceptions of the researchers on the English language learning needs of the English undergraduate students of Shaheed Benazir Bhutto University Sheringal, Pakistan. The data is based on the researchers’ personal experience and first-hand observation of the population as the researchers have been teaching in the target context for about a decade. Furthermore, the researchers have always been in discussion with their students and colleagues about the target students’ English learning needs, preferred learning styles, motivation in learning English, interest, strengths/weaknesses, and attitude toward English learning in the target setting. Learners’ assignments, exam answer sheets, and presentations have also been used is a source of data collection. A needs analysis model proposed by Hutchinson and Waters (1987) has been applied in order to analyze the data. The results show that the students lack well grammatical sentences, have poor spellings, capitalization problems, limited vocabulary, unaware of collocations, poor/slow reading comprehension, and lack of effective presentation skills. Furthermore, most of the students have a lack of involvement in classroom activities and feel shy about speaking the English language. It was reported that the provision of authentic material, interesting activities, suitable audio-visual aids, relevant texts, language labs, and other logistic arrangements can better help them in learning the English language. The findings demonstrate that the students wished to have a learner-centered-course that helps them excel in their academic life and learning the English language.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles ◽  
Language Needs

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

PROPERTY TAX: THE SOUTH AFRICAN AND KWAZULU-NATAL EXPERIENCE

2014 ◽  
Author(s):  
Joey Krishnan ◽  
Roshinee Naidoo ◽  
Greg Cowden
Keyword(s):  
South African ◽  
Property Tax ◽  
The South ◽  
Kwazulu Natal

Learning Zulu

2016 ◽  
Author(s):  
Mark Sanders
Keyword(s):  
Language Learning ◽  
Cultural History ◽  
South African ◽  
Press Coverage ◽  
African History ◽  
African Culture ◽  
The Past ◽  
Correct Form ◽  
Linguistic Purism

When this book's author began studying Zulu, he was often questioned why he was learning it. This book places the author's endeavors within a wider context to uncover how, in the past 150 years of South African history, Zulu became a battleground for issues of property, possession, and deprivation. The book combines elements of analysis and memoir to explore a complex cultural history. Perceiving that colonial learners of Zulu saw themselves as repairing harm done to Africans by Europeans, the book reveals deeper motives at work in the development of Zulu-language learning—from the emergence of the pidgin Fanagalo among missionaries and traders in the nineteenth century to widespread efforts, in the twentieth and twenty-first centuries, to teach a correct form of Zulu. The book looks at the white appropriation of Zulu language, music, and dance in South African culture, and at the association of Zulu with a martial masculinity. In exploring how Zulu has come to represent what is most properly and powerfully African, the book examines differences in English- and Zulu-language press coverage of an important trial, as well as the role of linguistic purism in xenophobic violence in South Africa. Through one person's efforts to learn the Zulu language, the book explores how a language's history and politics influence all individuals in a multilingual society.

Transforming the Rural Agricultural Landscape Through Groundwater Optimisation: Exploring A Chinese-South African Partnership

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Nirmala Dorasamy ◽  
Olayemi Bakre
Keyword(s):  
South Africa ◽  
South African ◽  
Agricultural Landscape ◽  
Agricultural Practices ◽  
Subsistence Farming ◽  
Water Shortages ◽  
Subsistence Farmers ◽  
Farming Communities ◽  
Standards Of Living ◽  
Kwazulu Natal

The majority of the South African rural populace is directly or indirectly engaged in agricultural practices to earn a livelihood. However, impediments such as climate change, water shortages, and inadequacy of institutional support have undermined these once thriving subsistence farming communities. Furthermore, poor leadership in hydrology, coupled with a lack of depth in skills at all government levels to facilitate the understanding of the importance of groundwater, has made it near impossible for subsistence farmers to benefit optimally from groundwater. The 2012 drought experienced in South Africa paralysed several subsistence farming communities in KwaZulu-Natal. To revamp subsistence farming and assist these farmers across South Africa, the Department of Water and Sanitation launched interventions, but despite the enormous resources expended, indicators (e.g. unsustainable farming practices, poor crop yield, pitiable living conditions, and poor standards of living) provide evidence that these interventions have not yielded the desired results. This paper seeks to suggest practicable interventions aimed at reducing the vulnerability of subsistence farmers in KwaZulu-Natal. The study pursued a qualitative approach in that it solicited the views of experts on groundwater and in related fields to gain an in-depth perspective. Some of the core challenges undermining the sustainability and growth of subsistence farming in the study area were found to be the inadequacy of experts on groundwater, water shortages, institutional deficiencies, lack of political will, and lack of coordination among stakeholders. Pragmatic recommendations are made to address these challenges, among other things to encourage a South African-Chinese partnership in the hydrology sector.

Management of indiscipline among secondary school students in Ilembe District, KwaZulu-Natal, South Africa

2020 ◽  
Vol 9 (4) ◽  
pp. 139-156
Author(s):  
Ntombizandile Gcelu ◽  
◽  
Amy Sarah Padayachee ◽  
Sekitla Daniel Makhasane
Keyword(s):  
Secondary Schools ◽  
South African ◽  
School Administrators ◽  
Code Of Conduct ◽  
Structured Interview ◽  
School Students ◽  
Whole School ◽  
Kwazulu Natal ◽  
Whole School Approach ◽  
Meaningful Relationships

South African schools are faced with a serious problem of indiscipline. The available literature reveals that despite the efforts of school administrators and teachers to instil discipline among learners, indiscipline still abounds to the extent of getting out of hand. Based on the intention of this study, a qualitative study was adopted. A qualitative-based study underpinned by the interpretive research paradigm was employed to explore the perspectives of educators in their collaborative roles in managing discipline. The sample comprised twelve educators who were purposively selected from four secondary schools in the Ilembe District, KwaZulu-Natal. A semi-structured interview schedule was used to collect the data. The findings revealed that educators should apply the school code of conduct as a whole-school approach to managing discipline to create meaningful relationships with parents as stakeholders and communicate expected behaviours with learners. It is recommended that in implementing strategies to manage discipline, learners, educators, school managers and the school governing boards of all schools should take a collaborative approach to the management of discipline in secondary schools

A study of cane supply benefits associated with ad hoc mechanical harvesting to mitigate cutter absenteeism

2013 ◽  
pp. 532-538 ◽  
Author(s):  
Muhammad Kadwa ◽  
Carel N Bezuidenhout
Keyword(s):  
Supply Chain ◽  
South African ◽  
Ad Hoc ◽  
Sugar Mill ◽  
The South ◽  
Optimum Performance ◽  
Kwazulu Natal ◽  
Cane Quality ◽  
The Cost

The Eston Sugar Mill is the newest in the South African KwaZulu-Natal sugar belt. Like most other mills, it can be argued that there are inefficiencies in the supply chain due to systematic issues, which reduce optimum performance. It was alleged that mill processes are slowed, or stopped, on Sundays, Mondays, as well as some Tuesdays and Wednesdays, due to pay-weekends, because of the associated cutter absenteeism. This increases the length of the milling season (LOMS), increases milling costs and reduces the average cane quality for the season. Data on cane deliveries to the Eston Mill, over a period of five seasons, were analysed to study the magnitude of the problem. It was statistically verified that cane shortages occur immediately after payweekends and it was conservatively estimated that cutter absenteeism occurs between 25–29 days per season, which increases the LOMS by six to ten days. The associated cost of this problem equated to an average of US$159,500 (approximately EUR120,000) per milling season. In this paper, an alternative harvesting system scenario is suggested, assuming that mechanical harvesters be used after a pay-weekend, to mitigate the impacts of cutter shortages. However, the solution is calculated to be risky. When the cost of new equipment was considered, only two of the five seasons were able to justify the associated costs.

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