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 Call For Papers (BroadCom08)

2007 ◽  
Vol 3 (3) ◽  
Author(s):  
Technical Program Committee BroadCom08
Keyword(s):  
South Africa ◽  
South African ◽  
Cape Town ◽  
Ultra Wideband ◽  
The European Union ◽  
University Of Technology ◽  
Cape Peninsula ◽  
Broadband Communications ◽  
Research Organisations ◽  
Africa University

South Africa in recent years has continued to create significant excitement in R&D. This excitement is being supported by government, the National Research Fund (NRF), Department of Science and Technology (DST), industry and research organisations with strong collaboration and support from the European Union through its framework programs and the AU. This conference therefore is organised to further report and add impetus to the emerging collaborations and provide researchers the avenue for networking. In 2008 the International conference on wireless broadband and ultra wideband communication) is being hosted by South Africa with stronger and more broad emphasis. The current emphasis reflects the growing interest in new areas of broadband communications. In 2008 the conference is being co-organised by South Africa’s leading research organisations. The core theme of the conference has been expanded to include applications of broadband communications, broadband biomedical applications and biotechnology. The conference is co-organised by the French South African Technical Institute in Electronics (F’SATIE); Tshwane University of Technology (TUT), South Africa; Meraka Institute, South Africa; University of Technology Sydney, Australia, University of Cape Town and the Cape Peninsula University of Technology (CPUT), Cape Town, South Africa and South African National Centre for Informatics, Knowledge Management and Knowledge Economy (SANCIKMKE). All papers submitted to this conference are always peer-reviewed. All accepted papers will be published in the IEEE Xplore digital library and the best papers from the conference will be published as a book of best papers by River Publishers of Denmark (as in 2007). Other short-listed papers will also be published in a special edition of the African Journal of Information and Communication Technology (AJICT).

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 OPERATIONALIZING KISWAHILI AS A SECOND OFFICIAL LANGUAGE

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Miriam Osore ◽  
Brenda Midika
Keyword(s):  
Language Policy ◽  
South African ◽  
National Language ◽  
Language Usage ◽  
Official Language ◽  
African Language ◽  
Language Of Instruction ◽  
Policy Models ◽  
Official Languages ◽  
The Republic

In the last decade, Kenyans became extremely aware of the issue of language and language usage in the country. This awareness led to the recognition of Kiswahili as one of the official languages of Kenya. The Kenyan 2010 Constitution recognizes that the national language of the Republic of Kenya is Kiswahili while the official languages are Kiswahili and English (Chapter 2, Section 7 (2). Previously, English was used as the official language and language of instruction in education sector while Kiswahili was the national language. This paper is anchored around the success of the Canadian and South African models of promoting two or more official languages. The paper seeks to borrow from the language policies of the two nations and make recommendations on how the new language policy can be operationalized in tandem with the spirit of the new constitution promulgated in 2010. The paper seeks to isolate the strengths of bilingual language policy as exemplifed by both Canadian and South African language policy models that can effectively contribute to the promotion of Kiswahili as an official language in Kenya.

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.

Possible effects of previously-acquired languages on L3 learning: A study of Northern Sotho at a university of technology in Pretoria

2021 ◽  
Vol 51 (1) ◽  
Author(s):  
Chuene D. Sepua ◽  
Charles C. Mann
Keyword(s):  
South African ◽  
Language Learners ◽  
Target Language ◽  
First Year ◽  
Third Language ◽  
Black South African ◽  
Northern Sotho ◽  
University Of Technology ◽  
Language Data ◽  
First Year University

This study investigates the manifestation of Transfer or Cross-Linguistic Influence (CLI) from language learners’ previouslyknown languages in the learning of a third language, Northern Sotho, by examining errors identified in their written productions in the target language. Data for the study was gathered from first year university students learning Northern Sotho L3, with a roughly homogeneouslanguage background of isiZulu L1 and English L2 (elicitation tasks and questionnaires), and from three of their lecturers (interviews). The focus of the study was to determine whether the subjects produced patterns in their interlanguage that could be traced to one or both of their previously-known languages. Contrastive Analysis (CA) and Error Analysis (EA) techniques were used in the analyses of the learners’interlanguage (IL), to identify and quantify the errors, as well as to compare and contrast the three language systems at play in the learners’ minds, so as to pinpoint the possible source languages of the transfer. The findings indicate that most errors relating to spelling,vocabulary, and grammar, in general, showed evidence of prevalent influence from the language learners’ previouslyknown Black South African language (isiZulu L1), with no visible evidence of influence from English L2.  

A CUSTOMISED FRAMEWORK FOR EFFECTIVE PODCAST INTEGRATION IN A SOUTH AFRICAN HIGHER EDUCATION ENVIRONMENT

2016 ◽  
Vol 38 (1) ◽  
pp. 14-32
Author(s):  
Shane Pachagadu ◽  
Liezel Nel
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
South African ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Education Environment ◽  
University Of Technology ◽  
African Higher Education ◽  
South African Higher Education ◽  
Effective Integration

Numerous studies have explored the potential of podcast integration in teaching and learning environments. This paper first presents and organises perspectives from literature in a conceptual framework for the effective integration of podcasting in higher education. An empirical study is then discussed in which the guidelines presented in the framework were evaluated for applicability in a selected course at a South African University of Technology. Since the results of the study revealed a number of aspects not accounted for in the conceptual framework, the framework was customised to make it more applicable for the particular higher education environment. The customised framework identifies four principles and a series of related guidelines for the effective integration of podcasts in a South African higher education teaching and learning environment. This framework can become a valuable resource for effective podcast integration in similar environments.

Emergency LMS Training During COVID-19 at an African University of Technology

2020 ◽  
Vol 11 (1) ◽  
pp. 113-113
Author(s):  
Leanri van Heerden
Keyword(s):  
South African ◽  
Instructional Designers ◽  
Delivery Mode ◽  
Skills Acquisition ◽  
Online Delivery ◽  
Face To Face ◽  
Department Of Health ◽  
University Of Technology ◽  
E Learning ◽  
Participant Perspectives

After the #FeesMustFall strikes that have been haunting South African universities since 2015, Instructional Designers felt pretty confident that they can drive their institutions through any dilemma. Along came the 2020 COVID-19 epidemic and they realised they have been playing in the kiddie pool all along. On 23 March 2020, President Cyril Ramaphosa announced a national lockdown level 5 to start on 26 March 2020 (Department of Health, 2020). Three days head start for a three-week lockdown (which was eventually extended till the time of writing) was a logistical nightmare for even the most technology driven universities. All staff were sent home with only enough time to grab their office plants and laptops and no idea how they were going to move forward. The issue with staff and students all working from home is that the lecturers working at the Central University of Technology (CUT), being primarily a face-to-face delivery university, was completely unprepared for moving their traditional and blended approaches to completely online. In their study, Mogeni, Ondigi and Mufo (2020) found that most of the investigated teachers were not empowered enough to deliver instruction fully online and either needed to be retrained, receive further specialised training or be trained completely from scratch. A lack of confidence in the delivery mode of instruction will cause even the most knowledgeable subject spcialist to fail in their task. At the CUT lecturers needed a way of quickly acquiring the necessary skills to deliver their content and assessments on the institution Learning Management System (LMS). The aim of this paper is to measure participant perspectives of an emergency intervention to facilitate the process of online delivery skills acquisition quickly and online. To ensure relevant results a systematic process of designing an intervention and recording participant perspectives is necessary. This extended abstract will take a look at the methods used to drive the paper, briefly discuss the results and findings, and lastly explore the implications and significance of the research for the use of higher education institutions for emergency LMS training. Keywords: LMS training; e-Learning; Online Instruction; Instructional Design

scholarly journals Mmino wa bana (Children’s Songs) as a Determinant of Reading Recorded Knowledge among Rural Teenagers in Ga Molepo, South Africa

2021 ◽  
Author(s):  
Mahlaga Molepo
Keyword(s):  
South Africa ◽  
South African ◽  
South African Journal ◽  
The South ◽  
National Library ◽  
Reading Initiatives ◽  
Information Studies ◽  
Children's Songs ◽  
Arts And Culture ◽  
African Journal

<p>The National Library of South Africa (NLSA) in conjunction with the Department of Sport, Arts and Culture (DSAC) and UNISA’s Information Services Department hosted the National Reading Summit from 24 to 26 March 2021.</p><p>The National Reading Summit responded to national reading initiatives as well as the National Reading Survey that was commissioned by the Department of Sport, Arts and Culture through the South African Book Development Council (SABDC) published in 2017. The survey found that a lot more needs to be done if we are to achieve significant literacy levels.</p><p><br></p><p>This pre-recorded virtual presentation was featured on the last day of the National Reading Summit. More details on the research is available in a peer reviewed article that was published on 27 May 2021 in Vol. 38 No.1 of <i>Mousaion: </i>The South African Journal of Information Studies.</p>

scholarly journals A preliminary inquiry on the association between pre-admission assessments and academic performance of first year dental technology students’ within a South African university of technology

2021 ◽  
Vol 76 (04) ◽  
pp. 187-193
Author(s):  
Anisa Vahed ◽  
Subhadranalene Naidoo ◽  
Deepak Singh
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
South African ◽  
First Year ◽  
Technology Curriculum ◽  
Cross Sectional ◽  
Technology Students ◽  
Admission Tests ◽  
University Of Technology ◽  
Dental Technology

The use of selection, diagnostic, proficiency, placement, admission, manual dexterity and aptitude tests can reportedly predict students’ academic success. Predictive admission procedures help to reduce dropout rates, improve academic performance, increase success rates, and selectively exclude applicants who are unlikely to be successful in the course. There is an absence of research, however, in this area of work in Dental Technology. To examine the association between pre-admission assessments and Dental Technology students’ academic performance in a South African University of Technology. A quantitative and cross-sectional study design was used. The target populations were the 2018 and 2019 first-year Dental Technology students. Retrospective data extracted from academic records and programme files were statistically analysed to measure the correlations against students’academic performance. Despite there being no significant differences between pre-admission tests and students’ academic performance, there were significant positive correlations between first year university subjects. There are indications of horizontal coherence between the discipline-specific subjects in the first-year Dental Technology curriculum. Examining the association between pre-admission tests and students’ academic results through to graduation, together with the horizontal and vertical alignments of all subjects in the undergraduate Dental Technology curriculum, can facilitate the learning pathways for students to succeed academically at universities.

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