scholarly journals Die rol van die Saamwerk-Unie in die beslaggewing van Afrikaanse taaleksamens in Natal, 1917-1928

Literator ◽  
1995 ◽  
Vol 16 (2) ◽  
pp. 225-245
Author(s):  
P. J.J. Prinsloo
Keyword(s):  
South African ◽  
First Language ◽  
African Language ◽  
Examination System ◽  
Grass Roots ◽  
Language Problems ◽  
Cultural Pattern ◽  
Dutch Language ◽  
Joint Examination

The role of the Co-operative Union in establishing Afrikaans language examinations in Natal, 1917-1928This article deals with the role of Afrikaner Nationalists who had striven to develop the selfassertiveness of their compatriots by means of promoting Afrikaans. Their attempt was aimed at obtaining an equal position to the deeply-rooted British tradition in Natal. The Co-operative Union (“Saamwerk-Unie") consequently had taken up position in the midst of the language problems. The Union made a deliberate attempt at promoting the development of Afrikaans by means of establishing the first language examinations in Afrikaans. This examination system evoked greater interest with every passing year and resulted in a clash between the Co-operative Union and the South African Language Union. The Language Union, with its Dutch language examinations, was the embodiment of the Dutch influence, while the Co-operative Union promoted Afrikaans at grass roots level. A compromise between the two organisations thus had to be made. A joint Examination Commission was therefore established in 1928. Consequently, the new cultural pattern which had been launched by the Co-operative Union was acknowledged in the ranks of the Afrikaner.

scholarly journals The onomastic possibility of renaming the Sepedi and Sesotho sa Leboa (Northern Sotho) language names to restore peace, dignity and solidarity

Literator ◽  
2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Tebogo J. Rakgogo ◽  
Evangeline B. Zungu
Keyword(s):  
South African ◽  
First Language ◽  
Official Language ◽  
African Language ◽  
Northern Sotho ◽  
University Of Technology ◽  
Arts And Culture ◽  
Speakers Of Other Languages ◽  
Quota Sampling ◽  
Africa University

The study embraced the onomastic possibility of renaming the Sepedi and Sesotho sa Leboa (Northern Sotho) language names that have caused and are still causing onomastic confusion to the first language (L1) speakers of the language under scrutiny, and also to the speakers of other languages. The study was conducted in 2019 at five selected South African universities – University of Johannesburg, University of South Africa, University of Limpopo, University of Venda and Tshwane University of Technology – which offered the language under investigation as an L1 module. In addition, language experts (practitioners) at the Pan South African Language Board (PanSALB) and its sub-structures and the National Department of Arts and Culture, including Limpopo and Gauteng Department of Sport, Arts, Culture and Recreation, were also involved in the study. Quota sampling was used to select all the 267 participants in the study. The study found that both Sepedi and Sesotho sa Leboa (Northern Sotho) language names are rejected by onomastic principles of naming an official language. An overwhelming majority of the participants opined that this language should be renamed, with the anticipation that the new name will bring peace, unity and solidarity to the L1 speakers of Sepedi.

scholarly journals BREAKING THE LANGUAGE BARRIER IN LEGAL EDUCATION: A METHOD FOR AFRICANISING LEGAL EDUCATION

2020 ◽  
Author(s):  
Thokozani Dladla
Keyword(s):  
South Africa ◽  
South African ◽  
First Language ◽  
Legal Education ◽  
African Language ◽  
Law Schools ◽  
African Languages ◽  
Chief Justice ◽  
The Law ◽  
The Republic

Section 6 of the Constitution of the Republic of South Africa, 1996 recognises eleven official languages of the Republic and further requires the State to take practical steps to advance the use of African languages. The Statistics South Africa 2017/18 report shows that most South Africans’ first language are African languages. Despite this reality and the constitutional imperatives, the South African Bachelor of Laws (LLB) curriculum does not prescribe any African language as a compulsory course, and very few sources of law are in an African language. Some law schools do offer some African languages as an elective. However, it is submitted that this is not sufficient. Experience has shown that the inability to articulate oneself in English can be a barrier to completing the LLB degree in regulation-time and admission to legal practice. Furthermore, it is submitted that the Chief Justice 2017 Directive, in which Chief Justice Mogoeng declared English as the only language of record in South African courts, does not address the language problems experienced by court staff. Instead it simply perpetuates the Eurocentric legal system. This is because it counters the advancement and use of African languages envisaged by the Constitution. This article investigates how the failure to advance multilingualism in the current LLB curriculum can disadvantage law students going to practice. It is proposed that law schools begin to address this issue by introducing two innovations. First, it is suggested that law schools make at least one African language a compulsory course. For English first language speakers in particular, this arrangement will strengthen their understanding of the sociological context in which the law operates. Second, it is proposed that each law school should choose an African language that is predominantly spoken in their geographical area and partner with schools of languages to translate sources of law. For African first language speakers in particular, this will assist them in understanding legal concepts better. Translations of legal texts may also allow for law schools to teach the law in the local African language.

scholarly journals Why exposure to prosody should precede the teaching of reading

2011 ◽  
Vol 35 (4) ◽  
pp. 68
Author(s):  
Meredith Anne Stephens
Keyword(s):  
Reading Comprehension ◽  
First Language ◽  
Examination System ◽  
Efl Learners ◽  
Japanese Students ◽  
Teaching Of Reading ◽  
Comprehension Skills ◽  
Oral Skills ◽  
Reading Comprehension Skills

Japanese students of EFL typically demonstrate superior reading comprehension to oral skills. This is a reflection of an examination system weighted in favour of reading comprehension skills (see Garant, 2000). However attaining reading comprehension skills without an oral foundation is burdensome (Watanabe, 2002) and typically requires considerable memorization. Studies of first language acquisition indicate the formative role of prosody in developing reading comprehension. (Fox, 2010, Whalley & Hansen, 2006). Japanese EFL learners would benefit from increased exposure to prosody in order to develop reading comprehension more efficiently. 外国語として英語を学習する日本人学生は、通常、会話力よりも読解力が優れている。読解力に重きを置いた入試の在り方が反映されているからである。しかし、会話の基礎力がない状態で、読解力を伸ばすのは、学生の負担になり、通常、相当な丸暗記が必要になる。第1言語と第2言語の習得に関する研究では、読解力を伸ばす上での音素認識と韻律の役割が指摘されている。つまり、このふたつが読解学習の前提条件とみなされているのである。第1言語学習者が頻繁に音読を聞かされるのと同じく、日本の子どもたちに、読解力をより効率的に向上させるのに役立つよう、音読を頻繁に聞かせるべきである。

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.

ROLE OF LIBRARIANS IN TEACHING INFORMATION LITERACY IN ZIMBABWEAN AND SOUTH AFRICAN UNIVERSITIES: A COMPARATIVE STUDY

Mousaion ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 23-42 ◽  
Author(s):  
Tinashe Mugwisi
Keyword(s):  
South Africa ◽  
South African ◽  
Information Literacy ◽  
Ethical Issues ◽  
University Libraries ◽  
Information And Communications Technologies ◽  
Communications Technologies ◽  
Information Skills ◽  
The University

Information and communications technologies (ICTs) and the Internet have to a large extent influenced the way information is made available, published and accessed. More information is being produced too frequently and information users now require certain skills to sift through this multitude in order to identify what is appropriate for their purposes. Computer and information skills have become a necessity for all academic programmes. As libraries subscribe to databases and other peer-reviewed content (print and electronic), it is important that users are also made aware of such sources and their importance. The purpose of this study was to examine the teaching of information literacy (IL) in universities in Zimbabwe and South Africa, and the role played by librarians in creating information literate graduates. This was done by examining whether such IL programmes were prioritised, their content and how frequently they were reviewed. An electronic questionnaire was distributed to 12 university libraries in Zimbabwe and 21 in South Africa. A total of 25 questionnaires were returned. The findings revealed that IL was being taught in universities library and non-library staff, was compulsory and contributed to the term mark in some institutions. The study also revealed that 44 per cent of the total respondents indicated that the libraries were collaborating with departments and faculty in implementing IL programmes in universities. The study recommends that IL should be an integral part of the university programmes in order to promote the use of databases and to guide students on ethical issues of information use.

‘I me Mine’ The Acquisition of Dutch Pronominal Possessives by L1 Children, L2 Children and L2 Adults

2008 ◽  
Vol 155 ◽  
pp. 23-52
Author(s):  
Elma Nap-Kolhoff ◽  
Peter Broeder
Keyword(s):  
Adult Learners ◽  
Young Children ◽  
First Language ◽  
Spontaneous Speech ◽  
L2 Acquisition ◽  
Possessive Constructions ◽  
Speech Data ◽  
L2 Learners ◽  
Dutch Language ◽  
L1 Acquisition

Abstract This study compares pronominal possessive constructions in Dutch first language (L1) acquisition, second language (L2) acquisition by young children, and untutored L2 acquisition by adults. The L2 learners all have Turkish as L1. In longitudinal spontaneous speech data for four L1 learners, seven child L2 learners, and two adult learners, remarkable differences and similarities between the three learner groups were found. In some respects, the child L2 learners develop in a way that is similar to child L1 learners, for instance in the kind of overgeneralisations that they make. However, the child L2 learners also behave like adult L2 learners; i.e., in the pace of the acquisition process, the frequency and persistence of non-target constructions, and the difficulty in acquiring reduced pronouns. The similarities between the child and adult L2 learners are remarkable, because the child L2 learners were only two years old when they started learning Dutch. L2 acquisition before the age of three is often considered to be similar to L1 acquisition. The findings might be attributable to the relatively small amount of Dutch language input the L2 children received.

Problematic Political Consumerism

2018 ◽  
pp. 698-720
Author(s):  
Michele Micheletti ◽  
Didem Oral
Keyword(s):  
South African ◽  
Moral Dilemmas ◽  
Ideal Type ◽  
Type Model ◽  
Political Consumerism ◽  
Research Challenges ◽  
Moral Claims

Typically, political consumerism is portrayed in straightforward, unproblematic ways. This chapter discusses how and why political consumerism—and particularly boycotts—can be confusing and problematic. Theoretically it focuses on moral dilemmas within political consumerism and the key role of overriding moral claims in the motivations for and actions of political consumer causes. An ideal type model, constructed for analyzing unproblematic and problematic political consumerism, is applied to cases of more unproblematic political consumerism (e.g., the Nestlé, Nike, and South African boycotts) and more problematic political consumerism (e.g., the Disney boycott and the movement against Israeli settlements in the occupied Palestine territories). The chapter also addresses why other forms of political consumerism (buycotts and discursive actions) seem less vulnerable to moral dilemmas as well as the research challenges in studying more problematic cases of political consumerism.

scholarly journals Truth and reconciliation in South Africa: Hindu experiences and concerns

2004 ◽  
Vol 60 (4) ◽  
Author(s):  
P.G.J. Meiring
Keyword(s):  
South Africa ◽  
South African ◽  
Truth And Reconciliation Commission ◽  
Faith Communities ◽  
The South ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Hindu Community ◽  
The Way

The author who served on the South African Truth and Reconciliation Commission (TRC), focuses on the Hindu experience in South Africa during the apartheid years. At a special TRC Hearing for Faith Communities (East London, 17-19 November 1997) two submissions by local Hindu leaders were tabled. Taking his cues from those submissions, the author discusses four issues: the way the Hindu community suffered during these years, the way in which some members of the Hindu community supported the system of apartheid, the role of Hindus in the struggle against apartheid, and finally the contribution of the Hindu community towards reconciliation in South Africa. In conclusion some notes on how Hindus and Christians may work together in th

scholarly journals A LONGITUDINAL INVESTIGATION OF EXPLICIT AND IMPLICIT AUDITORY PROCESSING IN L2 SEGMENTAL AND SUPRASEGMENTAL ACQUISITION

2021 ◽  
pp. 1-23
Author(s):  
Hui Sun ◽  
Kazuya Saito ◽  
Adam Tierney
Keyword(s):  
Adult Learners ◽  
Auditory Processing ◽  
First Language ◽  
Neural Representation ◽  
Immersion Experience ◽  
Initial Stage ◽  
Chinese Learners ◽  
Processing Ability ◽  
Speech Learning

Abstract Precise auditory perception at a subcortical level (neural representation and encoding of sound) has been suggested as a form of implicit L2 aptitude in naturalistic settings. Emerging evidence suggests that such implicit aptitude explains some variance in L2 speech perception and production among adult learners with different first language backgrounds and immersion experience. By examining 46 Chinese learners of English, the current study longitudinally investigated the extent to which explicit and implicit auditory processing ability could predict L2 segmental and prosody acquisition over a 5-month early immersion. According to the results, participants’ L2 gains were associated with more explicit and integrative auditory processing ability (remembering and reproducing music sequences), while the role of implicit, preconscious perception appeared to be negligible at the initial stage of postpubertal L2 speech learning.

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