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Language Surveys in Developing Nations
DOCUMENT RESUME ED 104 170 FL 006 842 AUTHOR Ohannessian, Sirirpi, Ed.; And Others TITLE Language Surveys in Developing Nations. Papersand Reports on Sociolinguistic Surveys. PUB DATE 75 NOTE 227p. AVAILABLE FROMCenter for Applied Linguistics,1611 North Kent Street, Arlington, Virginia 22209($8.50) EDRS PRICE Mr-$0.76 RC Not Available from EDRS..PLUS POSTAGE DESCRIPTORS *Developing Nations; Evaluation Methods; Language Patterns; Language Planning: *LanguageResearch; Language Role; *Language Usage;Nultilingualism; Official Languages; Public Policy;Sociocultural Patterns; *Sociolinguistics; *Surveys ABSTRACT This volume is a selection of papers preparedfor a conference on sociolinguistically orientedlanguage surveys organized by the Center for Applied Linguisticsand held in New York in September 1971. The purpose of theconference vas to review the role and function of such language surveysin the light of surveys conducted in recent years. The selectionis intended to give a general picture of such surveys to thelayman and to reflect the aims of the conference. The papers dealwith scope, problems, uses, organization, and techniques of surveys,and descriptions of particular surveys, and are mostly related tothe Eastern Africa Survey. The authors of theseselections are: Charles A. Ferguson, Ashok R. Kelkar, J. Donald Bowen, Edgar C.Polorm, Sitarpi Ohannessiam, Gilbert Ansre, Probodh B.Pandit, William D. Reyburn, Bonifacio P. Sibayan, Clifford H. Prator,Mervyn C. Alleyne, M. L. Bender, R. L. Cooper aLd Joshua A.Fishman. (Author/AN) Ohannessian, Ferquson, Polonic a a Center for Applied Linqirktie,, mit Language Surveys in Developing Nations papersand reportson sociolinguisticsurveys 2a Edited by Sirarpi Ohannessian, Charles A. Ferguson and Edgar C. Polomd Language Surveysin Developing Nations CY tie papers and reports on 49 LL sociolinguisticsurveys U S OE P MAL NT OF NEAL spt PERMISSION TO REPRODUCETMIT. -
The Development of the Liberation War Novel
CORE Metadata, citation and similar papers at core.ac.uk Provided by Unisa Institutional Repository INTERFACE OF HISTORY AND FICTION: THE ZIMBABWEAN LIBERATION WAR NOVEL By ITAI MUWATI UNIVERSITY OF SOUTH AFRICA NOVEMBER 2009 INTERFACE OF HISTORY AND FICTION: THE ZIMBABWEAN LIBERATION WAR NOVEL By ITAI MUWATI submitted in accordance with the requirements for the degree of DOCTOR OF LITERATURE AND PHILOSOPHY in the subject of African Languages at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: PROF D E MUTASA JOINT SUPERVISOR: DR M L BOPAPE NOVEMBER 2009 DECLARATION Student number: 4310-995-0 I declare that Interface of History and Fiction: The Zimbabwean Liberation War Novel is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. 30 September 2009 Signature Date i ACKNOWLEDGEMENTS I want to acknowledge first and foremost, the efforts of and the selflessness shown by my Promoter, Professor Davie E. Mutasa. His encouragement and belief in me made me walk what appeared to be an unwalkable doctoral research journey. I am also very thankful to my Co-Promoter, Doctor Malekutu L. Bopape, who, together with Professor Mutasa, convinced me that I was intellectually tall each time I felt I was short. These two men’s views and expert guidance helped significantly in shaping this thesis. My gratitude also goes to the Financial Aid Bureau (FAB) which offered me a bursary that enabled me to pursue doctoral studies with the University of South Africa. I am further thankful to Professor Zifikile Gambahaya, my mentor and colleague, who allowed me unfettered access to her library and other resources. -
Languages of New York State Is Designed As a Resource for All Education Professionals, but with Particular Consideration to Those Who Work with Bilingual1 Students
TTHE LLANGUAGES OF NNEW YYORK SSTATE:: A CUNY-NYSIEB GUIDE FOR EDUCATORS LUISANGELYN MOLINA, GRADE 9 ALEXANDER FFUNK This guide was developed by CUNY-NYSIEB, a collaborative project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the Graduate Center, The City University of New York, and funded by the New York State Education Department. The guide was written under the direction of CUNY-NYSIEB's Project Director, Nelson Flores, and the Principal Investigators of the project: Ricardo Otheguy, Ofelia García and Kate Menken. For more information about CUNY-NYSIEB, visit www.cuny-nysieb.org. Published in 2012 by CUNY-NYSIEB, The Graduate Center, The City University of New York, 365 Fifth Avenue, NY, NY 10016. [email protected]. ABOUT THE AUTHOR Alexander Funk has a Bachelor of Arts in music and English from Yale University, and is a doctoral student in linguistics at the CUNY Graduate Center, where his theoretical research focuses on the semantics and syntax of a phenomenon known as ‘non-intersective modification.’ He has taught for several years in the Department of English at Hunter College and the Department of Linguistics and Communications Disorders at Queens College, and has served on the research staff for the Long-Term English Language Learner Project headed by Kate Menken, as well as on the development team for CUNY’s nascent Institute for Language Education in Transcultural Context. Prior to his graduate studies, Mr. Funk worked for nearly a decade in education: as an ESL instructor and teacher trainer in New York City, and as a gym, math and English teacher in Barcelona. -
Intergovernmental Conference on Language Policies in Africa
LANGUAGE POLICIES IN AFRICA INTERGOVERNMENTAL CONFERENCE ON LANGUAGE POLICIES IN AFRICA Harare, Zimbabwe 17-21 March 1997 FINAL REPORT (revised) by Herbert Chimhundu (Rapporteur General / University of Zimbabwe) Unesco Web version edited by Karsten Legère INTERGOVERNMENTAL CONFERENCE ON LANGUAGE POLICIES IN AFRICA Harare, Zimbabwe, 17-21 March 1998 FINAL REPORT by Herbert Chimhundu (Rapporteur General / University of Zimbabwe) ©UNESCO 2002 Preliminary remarks The material enclosed in this web version of the forthcoming publication “Language Policies in Africa” was originally compiled by Herbert Chimhundu after the Harare conference in March 1997. At that time, Prof. Chimhundu was commissioned by UNESCO to write a report on the meeting and to compile the speeches and other documents. The manuscript that he subsequently submitted to UNESCO was left unattended until Director Noriko Aikawa (Intangible Heritage Unit of UNESCO) approached me in a letter dated February 6, 2001, where she expressed UNESCO’s wish to have the manuscript published as soon as possible. She suggested that both a publisher and funds for subsidising the publication be found. The latter was a rather difficult issue, since a number of potential donors who were contacted while I was in Namibia were not able to support the publication. Finally, some Norwegian colleagues from Oslo University responded positively. They were prepared to fund publication of the document in Namibia within the framework of the trilateral cooperation between Universities of Oslo, Zimbabwe and Gothenburg. In the meantime, the manuscript returned by UNESCO was thoroughly checked to make sure that the version to be submitted to potential donors and publishers was in a proper shape. -
Herent Complement Verbs in Ibibio Viktoria Apel
Contents Acknowledgments ........................................................................... 1 Schedule ..................................................................................... 2 Abstracts .................................................................................... 10 Conference Venue ........................................................................... 50 Nearby Dining and Attractions ............................................................. 51 Notes ........................................................................................ 54 Invited Speakers Firmin Ahoua,Akin Akinlabi, and Gildas Gondo ....................................12 When a five-way opposition does not represent a five-tone language: The case of Dan Jeff Good .............................................................................10 Stability under contact as a guide to reconstruction: Noun classes, argument alignment, and the Macro-Sudan belt Tom G¨uldemann .....................................................................14 A shared pronominal canon in the Macro-Sudan belt: typological, areal and geneological aspects Claire Halpert .......................................................................11 Surmountable Barriers Sharon Rose .........................................................................13 Areal vowel harmony patterns in the Nuba Mountains and Beyond Papers and Posters Hasiyatu Abubakari ..................................................................28 Contrastive focus particles in Kusaal -
The International Status of Kiswahili: the Parameters of Braj Kachru's
The International Status of Kiswahili: The Parameters of Braj Kachru’s Model of World Englishes by Patrick Lugwiri Okombo, MA [email protected] Nairobi, Kenya & Edwin Muna, MA [email protected] Nairobi, Kenya Abstract This paper critically examines the status of Kiswahili as an international language within the parameters of Braj Kachru’s sociolinguistic construct – “Model of World Englishes”, that works to analyze how sociolinguistic histories, multicultural backgrounds and contexts of function influence the use of English in different regions of the world. In our view, such a model yields fairly objective results. Thus, the results of this paper are that Kiswahili perfectly meets the standards of an international language within Braj Kachru’s model, albeit with few disparities. The paper concludes that Kiswahili’s growth into an international language is clearly taking the trends taken by English as examined by Kachru. Hence, the findings reinforce Kiswahili’s geo- political significance as it recommends the creation of conditions that would encourage its spread and influence in the world. Key words: Kiswahili, international language, world Englishes, native speaker 55 Africology: The Journal of Pan African Studies, vol.10, no.7, September 2017 Introduction Kiswahili is an indigenous African language whose origin, according to many researchers, is the coast of Eastern Africa. Traditionally, it was regarded as the language of the coastal communities of Kenya and Tanzania. It remained the language of the people of East African coast for a long time. It is argued that the early visitors and traders, such as the Arabs and Persians who came to the East African coast, used to speak with the natives in Kiswahili. -
Using Indigenous Languages for Teaching and Learning in Zimbabwe Juliet Thondhlana
Using Indigenous Languages for Teaching and Learning in Zimbabwe Juliet Thondhlana The question of which language(s) to use for teaching and learning is a crucial one in bilingual and multilingual contexts. In former colonial countries, it is a question that has occupied the agendas of many governments since they attained independence. Some countries have made strides towards addressing it (e.g., Tanzania and Nigeria), although it continues to haunt others. As recently as 1997, African state representatives gathered in Harare, Zimbabwe for an inter- governmental conference on language policies in Africa hosted by UNESCO in order to discuss the question of language planning and policy in Africa. The meeting resulted in the Harare Declaration in which each country represented declared its commitment to the vision for Africa as expressed in the following statements: • A democratic Africa that seeks to enhance the active participation of all citizens in all institutions—social, economic, political, et cetera; • A democratic Africa where development is not construed in narrow economic goals but instead in terms of a culturally valued way of living together; and within a broader context of justice, fairness and equity for all; respect for linguistic rights as human rights, including those of minorities; • In broader terms, Africa that acknowledges its ethno-linguistic pluralism and accepts this as a normal way of life and as a rich resource for development and progress; • A democratic Africa that seeks to promote peaceful coexistence of people -
THE ROLE of READING in ENHANCING ENGLISH SECOND LANGUAGE LEARNING of ORDINARY LEVEL LEARNERS in NAMIBIA By
THE ROLE OF READING IN ENHANCING ENGLISH SECOND LANGUAGE LEARNING OF ORDINARY LEVEL LEARNERS IN NAMIBIA By Sylvia Ndapewa Ithindi Submitted in partial fulfilment of the requirements for the degree PHILOSOPHIAE DOCTOR Faculty of Education Department of Humanities Education University of Pretoria SUPERVISOR: Dr A. Engelbrecht CO-SUPERVISOR: Dr L.J. de Jager August 2019 Declaration of authorship I, Sylvia Ndapewa Ithindi, hereby declare that this thesis entitled, The role of reading in enhancing English Second Language learning in Namibia, which I hereby submit for the degree Philosophiae Doctor in Humanities Education, at the University of Pretoria, is my own work and has not previously been submitted by me for a degree at this or any other tertiary institution. i Ethics certificate ii Language editor Cell: 083 455 3723 Address: 9 Tiger Road Monument Park 0181 PRETORIA E-mail: [email protected] To whom it may concern This is to confirm that I, MJ de Jager, edited the language in the PhD dissertation, The role of reading in enhancing English second language learning in Namibia, by Sylvia Ndapewa Ithindi. The onus was on the author to attend to all my suggested changes and queries. Furthermore, I do not take responsibility for any changes effected in the document after the fact. MJ DE JAGER 5 October 2019 iii Dedication This study is dedicated to my children, Aino Ndamana Tangi Matheus, Simon Nanyooshili Tangeni Matheus, and my nephew Samuel Kalitheni Shiindi, in the hope that they will all complete their studies and lead successful independent, career lives. iv Acknowledgements I would like to express my sincere gratitude to all those who love and supported me and made my long, yet fruitful journey, worth completing. -
Profiles of Multilingualism in Kampala: an Analysis of Language Biographies and Linguistic Repertoires of University Students
PROFILES OF MULTILINGUALISM IN KAMPALA: AN ANALYSIS OF LANGUAGE BIOGRAPHIES AND LINGUISTIC REPERTOIRES OF UNIVERSITY STUDENTS By FLORENCE TENDO BAYIGA Dissertation presented for the degree of Doctor of Philosophy in General Linguistics in the faculty of Arts and Social Sciences at Stellenbosch University Supervisor: Prof. Christine Anthonissen Co-supervisor: Dr. Ondene Van Dulm March 2016 Stellenbosch University https://scholar.sun.ac.za DECLARATION By submitting this dissertation, I declare that I understand what constitutes plagiarism, that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights, and that I have not previously in its entirety or in part submitted it for obtaining any qualification. ................................................................................. .......................................................... Name Date Copyright ©2016 Stellenbosch University All rights reserved i Stellenbosch University https://scholar.sun.ac.za DEDICATION I dedicate this work to my three children who persevered staying without mummy for months as I was away for studies. I pray that they have the charisma to persevere even more challenges to achieve great goals in life. ii Stellenbosch University https://scholar.sun.ac.za ABSTRACT This is a sociolinguistic study that investigates the language biographies and repertoires that underpin the kinds of linguistic knowledge students in Kampala, Uganda have acquired by the time they enter university. The study relates such biographies and repertoires to the status of the various languages represented in the study. The concepts of ‘multilingualism’ and ‘linguistic repertoire’ are central to this study as they are relevant to multilingual African communities where a wide variety of indigenous languages are recorded. -
The African Storybook and Teacher Identity
THE AFRICAN STORYBOOK AND TEACHER IDENTITY by Espen Stranger-Johannessen A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Language & Literacy Education) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) December 2017 © Espen Stranger-Johannessen, 2017 Abstract The African Storybook (ASb) is a digital initiative that promotes multilingual literacy for African children by providing openly licenced children’s stories in multiple African languages, as well as English, French, and Portuguese. One of the ASb pilot sites, a primary school in Uganda, served as the focal case in this research, while two other schools and libraries were also included. Data was collected from June to December 2014 in the form of field notes, classroom observations, interview transcripts, and questionnaires, which were coded using retroductive coding. Based on Darvin and Norton’s (2015) model of identity and investment, and drawing on the Douglas Fir Group’s (2016) framework for second language acquisition, this study investigates Ugandan primary school teachers’ investment in the ASb and how their identities change through the process of using the stories and technology provided by the ASb. The findings indicate that the use of stories expands the repertoire of teaching methods and topics, and that this use is influenced by teachers’ social capital as well as financial factors and policies. Through the ASb initiative and its stories, the teachers began to imagine themselves as writers and translators; change agents; multimodal, multiliterate educators; and digital educators, reframing what it means to be a reading teacher. Teachers’ shifts of identity were indexical of their enhanced social and cultural capital as they engaged with the ASb, notwithstanding ideological constraints associated with mother tongue usage, assessment practices, and teacher supervision. -
Definiteness and Specificity in Runyankore-Rukiga
DEFINITENESS AND SPECIFICITY IN RUNYANKORE-RUKIGA by ASIIMWE ALLEN Dissertation presented for the degree of Doctor of Philosophy in the Faculty of Arts and Social Sciences at Stellenbosch University Supervisor: Professor Marianna W. Visser December 2014 Stellenbosch University http://scholar.sun.ac.za i DECLARATION By submitting this dissertation electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification Date: 20 November 2014 Copyright © 2014 Stellenbosch University All rights reserved Stellenbosch University http://scholar.sun.ac.za ii ABSTRACT This study investigates the manifestations of the universal categories of (in)definiteness and (non-)specificity in the Runyankore-Rukiga determiner phrase by means of discourse- pragmatic and morpho-syntactic considerations. Runyankore-Rukiga, like all other Bantu languages, exhibits no (in)definite articles, but there are various ways the language employs to encode the definiteness. Lyons’s (1999) semantic principles of definiteness and his definition of specificity are adopted for the study, as well as the Minimalist and Cartographic approaches to syntax. The data come from authentic written materials, recorded spoken discourse and elicitation (backed up by other native speakers’ grammaticality judgement). The study considers modified and unmodified (bare) nouns. Bare nouns are generally (save for those with inherent unique semantic features) ambiguous between (in)definite and (non-) specific readings Thus, an appropriate reading is contingent on a correct discourse-pragmatic setting. -
The Marginalisation of Tonga in the Education System in Zimbabwe
THE MARGINALISATION OF TONGA IN THE EDUCATION SYSTEM IN ZIMBABWE BY PATRICK NGANDINI UNIVERSITY OF SOUTH AFRICA NOVEMBER 2016 THE MARGINALISATION OF TONGA IN THE EDUCATION SYSTEM IN ZIMBABWE BY PATRICK NGANDINI Submitted in accordance with the requirements of the degree of DOCTOR OF LITERATURE AND PHILOSOPHY In the subject AFRICAN LANGUAGES at the UNIVERSITY OF SOUTH AFRICA PROMOTER: Professor D. E. Mutasa Co – Promoter: Professor M. L. Mojapelo November 2016 Declaration STUDENT NUMBER: 53259955 I, Patrick Ngandini, declare that THE MARGINALISATION OF TONGA IN THE EDUCATION SYSTEM IN ZIMBABWE is my own work and that the sources I have used or quoted have been indicated and acknowledged by means of complete references. November 2016 Signature Date (PATRICK NGANDINI) i Dedication To my lovely wife Jesca Benza Ngandini, and my four children, Wadzanai Ashley, Rutendo Trish, Masimba and Wedzerai Faith. This thesis is also dedicated to my late father Simon Tsvetai Ngandini and my late mother Emilly Chamwada Maposa Ngandini who were my pillars throughout the painful process of my education. ii List of tables Table 2:1 Continental number of languages .......................................................................... 21 Table 2:2 Linguistic profile of Botswana............................................................................... 35 Table 4:2 Sample of the population ..................................................................................... 108 Table 5:1 Clauses from the Secretary‘s Circular No. 3 of 2002 ..........................................