Introduction Introduction

Total Page:16

File Type:pdf, Size:1020Kb

Introduction Introduction INTRODUCTION Outcomes By the end of this lesson, you should be able: • To know and understand the history of the Xhosa language and its speakers. • To pronounce vowels, clicks and consonant sounds which are not common in English and Afrikaans. Historical background Xhosa is one of the indigenous languages of South Africa. It belongs to the Nguni Group of languages with Zulu, Ndebele and Swati. Xhosa is the second most spoken language after Zulu in South Africa. It is one of the 11 official languages of South Africa and is spoken in 5 of the 9 provinces of South Africa (Eastern Cape, Western Cape, Free State, Northern Cape and Gauteng). In the Western Cape, where it is legislated by the Western Cape Languages Act that Xhosa should be actively used as an official language, it is actively used by the Provincial Government. Xhosa was first recorded by the missionaris early in 1820 in the Eastern Cape. The Xhosa variety recognized as the standard variety is spoken by the Amarharhabe. The missionaries were stationed in this area, which is why this variety was recorded, as the Xhosa standard variety. Though strongly argued against by some scholars and researchers, it is believed that the name Xhosa comes from the Khoisan word meaning angry men. It is believed that other Xhosa clicks also come from the Khoisani. Xhosa people intermingled with the Khoisan in the Eastern Cape, especially in the coastal areas. Pronunciation Vowels Xhosa vowels are pronounced as follows: Vowel Pronunciation Examples aaa as in aaa in aaarma amanzi (water) eee as aiaiai in aiaiairai ipete (pip, fruit seed) iii as i in iiinki i-inki (ink) ooo as o in doooooooor imoto (motor car) uuu as oo in oooooozeoo umntwana (child) Clicks Click Example Pronunciation ccc cela (ask for) This click is produced by pressing the front of the tongue where the front palate and the front teeth meet. XXX uxolo This is produced by sucking the side of the tongue to the side teeth and palate and pulling it away quickly. QQQ qala (start) This is produced by sucking the front of the tongue to the front of the palate and pulling it away rapidly to produce a popping sound. Clicks have a number of variants. Here are some examplesexamples:::: xxx xxxokax tell lies ggxxgx ggxxgxothagx dismiss xxhhxh XXhhXhosaXh Xhosa ccc ccculac sing ggccgc ggccgcisagc stingy cchhch cchhchithach spill qqq qqqondaq understand ggqqgq ggqqgqibilegq finished qqhhqh qqhhqhubaqh drive More practice Eli cici lincinci This earring is small Ucikicane uyangcangcazela The small finger is trembling Uxam uyaxhentsa The monitor lizard is dancing Inxanxadi lixabene negxiya The butcher bird has quarrelled with the tick bird AmaXhosa axoxa ingxelo kaNxele The Xhosa people are discussing Nxele’s report Iqaqa liyaqhaqhazela The polecat is shivering Iqaqa laqhawuk’ uqhoqhoqho The polecat has broken its windpipe Beqhumisa iinqawa bangqengqa kuqaqaqa Lighting their pipes and lounging on the couch grass Sounds not common in other languages Note that once an -h- is with another consonant, that combination is pronounced as an explosive sound, i.e. articulated by explosion of breath. Can you explain the difference between the ways these sounds are formed? Implosive sounds Explosive sounds bbb beka = put bhbhbh bhala = write like b of boo ppp pela = spell phphph pheka = cook like p of Afrikaans pap like p of pack ttt tofa = inject (medical) ththth thatha = take like t of Afrikaans tot like t of take rrr ilori = lorry rhrhrh rhola = take out like r of lorry, rat like g of Afrikaans gogga kkk ikati = cat khkhkh khetha = choose/prefer like k of Afrikaans kat like c of coo Double consonants Double consonants are slightly more difficult, see the following examples below. Dl dlala play Hl hlala stay/live Nd ndi I Ng ngena come in Ty ukutya food Tyh tyhila uncover Rh irhorho an insect The hl is created by placing the tip of the tongue on the roof of the mouth just behind the teeth and breath. The sound dldldl is created in the same way as the hlhlhl sound, except that it requires more resonance. The sound ndndnd is created by putting the two sounds together and not pausing between them. Begin by just pronouncing the ddd,d otherwise you will not really hear nnn since it is a nasal consonant e.g. ndiya could sound like IndiaIndia.... .
Recommended publications
  • Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future
    DOCUMENT RESUME ED 415 168 SO 028 325 AUTHOR Warnsley, Johnnye R. TITLE Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future. A Curriculum Unit. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). INSTITUTION Center for International Education (ED), Washington, DC. PUB DATE 1996-00-00 NOTE 77p. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *African Studies; *Apartheid; Black Studies; Foreign Countries; Global Education; Instructional Materials; Interdisciplinary Approach; Peace; *Racial Discrimination; *Racial Segregation; Secondary Education; Social Studies; Teaching Guides IDENTIFIERS African National Congress; Mandela (Nelson); *South Africa ABSTRACT This curriculum unit is designed for students to achieve a better understanding of the South African society and the numerous changes that have recently, occurred. The four-week unit can be modified to fit existing classroom needs. The nine lessons include: (1) "A Profile of South Africa"; (2) "South African Society"; (3) "Nelson Mandela: The Rivonia Trial Speech"; (4) "African National Congress Struggle for Justice"; (5) "Laws of South Africa"; (6) "The Pass Laws: How They Impacted the Lives of Black South Africans"; (7) "Homelands: A Key Feature of Apartheid"; (8) "Research Project: The Liberation Movement"; and (9)"A Time Line." Students readings, handouts, discussion questions, maps, and bibliography are included. (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** 00 I- 4.1"Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future" A Curriculum Unit HERE SHALL watr- ALL 5 HALLENTOEQUALARTiii. 41"It AFiacAPLAYiB(D - Wad Lli -WIr_l clal4 I.4.4i-i PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY (4.)L.ct.0-Aou-S TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Johnnye R.
    [Show full text]
  • Language Policy: Legal Aid South Africa
    130 No. 40733 GOVERNMENT GAZETTE, 31 MARCH 2017 GENERAL NOTICES • ALGEMENE KENNISGEWINGS Board / Raad/ Board / Raad BOARD / RAAD NOTICE 244 OF 2017 244 Constitution of the Republic of South Afric (108/1996): Legal Aid South Africa: Language Policy 40733 Pv'\ Legal Aid A/ South Africa Your voice. For justice. Independent and within reach. LANGUAGE POLICY TERMS OF REFERENCE Initiated By: Approved By: Date Approved: Version Number: Malebogo Mahape- Board 30 July 2016 Version 1 Marimo: CE Janeske Botes: Board 26 November 2016 Version 2 A/CE This gazette is also available free online at www.gpwonline.co.za 1 | P a g e Final Legal Aid SA Language Policy STAATSKOERANT, 31 MAART 2017 No. 40733 131 PV'\..LegalAid A/ South Africa Your voice. For justice. Independent and within reach. LEGAL AID SOUTH AFRICA: LANGUAGE POLICY 1. Introduction 1.1. South Africa is a multilingual country and Section 6 of the Constitution of the Republic of South Africa, 1996 (Act No. 108 of 1996) grants official language status to 11 languages, namely Sepedi, Sesotho, Setswana, siSwati, Tshivenda, Xitsonga, Afrikaans, English, isiNdebele, isiXhosa and isiZulu. 1.2. There is increased awareness of the need to intensify efforts to develop the previously marginalised indigenous languages and to promote multilingualism. 1.3. The Use of Official Languages Act, 2012 (Act No. 12 of 2012) strives to give effect to the constitutional obligation of multilingualism. This Act requires that every national department, national public entity and national public enterprise must adopt a language policy and establish language units. 1.4. Legal Aid South Africa has a constitutional mandate and a legislative mandate (Legal Aid South Africa Act (39 of 2014)) to provide legal representation to persons at state expense, to provide legal aid and legal advice and to provide education and information concerning legal rights and obligations.
    [Show full text]
  • Documentary Photographs (In Order of Appearance)
    Documentary Photographs (in order of appearance) Teacher and students in one room during Apartheid education. Digital image. Strife. Accessed October 10, 2015. http://strifeblog.org/2014/03/04/diary-of-a-teacher- reflections-of-a-south-african-mp-on-education-during-apartheid/ Westfield Primary School girls’ volleyball team. Digital image. Westfield Primary School. Accessed October 10, 2015. http://www.westfieldsprimary.co.za/ourschool.html Mine in South Africa. Digital image. History Revived. Accessed October 10, 2015. http://historyrevived.blogspot.com/2014/01/voting-rights-and-imperialism-in- boer.html South African workers. Digital image. Learning for Peace. Accessed October 10, 2015. http://learningforpeace.unicef.org/resources/joint-message-from-unesco-undp- unicef-ilo-and-education-international-on-the-occasion-of-world-teachers-day-5- october-2011/ Traditional Xhosa people. Digital image. Gallery Ezakwantu. Accessed October 10, 2015. http://www.ezakwantu.com/Tribes%20Xhosa%20Van%20Vasco%20da%20Gam a%20van%20Blommenstein%201904%201905%20at%20Mbiza%20Transkei.jpg San cave painting. Digital image. Bradshaw Foundation. Accessed October 10, 2015. http://www.bradshawfoundation.com/rari/page6.php Teacher and students during Bantu Education. Digital image. Afristock. Accessed October 10, 2015. http://www.afristock.com/galleries/1985Oneclassroomschool.jpg Kollwitz, Kathe. “Never Again War.” Digital image. Minooka Tap. 1924. Accessed October 10, 2015. https://minookatap.files.wordpress.com/2015/05/bantu-ed- act.jpg Students protest unequal education. Digital image. Ground Up. Accessed October 10, 2015. http://groundup.org.za/sites/default/files/styles/article_image/public/field/image/E EMarch31Oct-0.jpg?itok=8B6YNt3i South African Department of Education logo. Digital image. Department of Education in South Africa.
    [Show full text]
  • The Use of the Augment in Nguni Languages with Special Reference to the Referentiality of the Noun Eva-Marie Bloom Ström & Matti Miestamo
    [Draft, August 2020; to appear in Lutz Marten, Rozenn Guérois, Hannah Gibson & Eva-Marie Bloom-Ström (eds), Morphosyntactic Variation in Bantu. Oxford: Oxford University Press.] The use of the augment in Nguni languages with special reference to the referentiality of the noun Eva-Marie Bloom Ström & Matti Miestamo Abstract This chapter examines the use of the augment, a prefix preceding the noun class prefix, in a number of language varieties in the Nguni subgroup of Bantu languages. The study of these closely related varieties, which show striking similarities as well as differences in the use of the augment, gives new insights into developmental tendencies of the augment. All contexts in which the augment can be omitted are non-fact contexts. Contrary to what has previously been argued for some varieties, however, we find that the presence vs. absence of the augment does not mark a referentiality distinction. It is argued that referentiality constitutes a semantic and pragmatic explanation to the absence and presence of the augment in different contexts in a diachronic perspective, but that this function is eroded in present-day Nguni. What remains is a limited referentiality distinction for some speakers in some varieties. The loss of function explains why the augment is included in the noun in nearly all contexts in some varieties, and omitted everywhere in others. Due to its loss of function, the augment has become free to participate in sociolinguistic and stylistic variation in some Bantu languages. Key-words: negation, non-fact, referentiality, augment, morphosyntax, Nguni 1. Introduction The aim of this paper is to explore the connection between the use of a nominal prefix in Bantu referred to as the augment1 and (non-)referentiality, such as has been claimed to exist in Swati: 2 (1) a.
    [Show full text]
  • The Third War of Dispossession and Resistance in the Cape of Good Hope Colony, 1799–1803
    54 “THE WAR TOOK ITS ORIGINS IN A MISTAKE”: THE THIRD WAR OF DISPOSSESSION AND RESISTANCE IN THE CAPE OF GOOD HOPE COLONY, 1799–1803 Denver Webb, University of Fort Hare1 Abstract The early colonial wars on the Cape Colony’s eastern borderlands and western Xhosaland, such as the 1799–1803 war, have not received as much attention from military historians as the later wars. This is unexpected since this lengthy conflict was the first time the British army fought indigenous people in southern Africa. This article revisits the 1799–1803 war, examines the surprisingly fluid and convoluted alignments of participants on either side, and analyses how the British became embroiled in a conflict for which they were unprepared and for which they had little appetite. It explores the micro narrative of why the British shifted from military action against rebellious Boers to fighting the Khoikhoi and Xhosa. It argues that in 1799, the British stumbled into war through a miscalculation – a mistake which was to have far-reaching consequences on the Cape’s eastern frontier and in western Xhosaland for over a century. Introduction The eighteenth- and nineteenth-century colonial wars on the Cape Colony’s eastern borderlands and western Xhosaland (emaXhoseni) have received considerable attention from historians. For reasons mostly relating to the availability of source material, the later wars are better known than the earlier ones. Thus the War of Hintsa (1834–35), the War of the Axe (1846–47), the War of Mlanjeni (1850–53) and the War of Ngcayecibi (1877–78) have received far more coverage by contemporaries and subsequently by historians than the eighteenth-century conflicts.2 The first detailed examination of Scientia Militaria, South African the 1799–1803 conflict, commonly known as Journal of Military Studies, Vol the Third Frontier War or third Cape–Xhosa 42, Nr 2, 2014, pp.
    [Show full text]
  • South Africa in the Global Imaginary: an Introduction
    South Africa in the Global Imaginary: An Introduction Leon de Kock English, South Africa 1. The Elements in Play What I want to write about is the penetration, expansion, skir- mishing, coupling, mixing, separation, regrouping of peoples and cultures—the glorious bastardisation of men and women mutually shaped by sky and rain and wind and soil....Andeverywhereis exile; we tend to forget that now. The old ground disappears, ex- propriated by blood as new conflicting patterns emerge. Breyten Breytenbach, Dog Heart, Introductions to South African literary culture conceived as an entity have a peculiar trademark: They apologize for attempting to do the impossible 1 and then go ahead anyway. This gesture, ranging from rhetorical genu- flection to anxious self-examination to searing critique of others who have dared to undertake what should not be attempted lightly, reveals a signifi- cant fault line in the field of South African literary studies, although field is a problematic metaphor here, like almost every other metaphor one cares to use. Literary ‘‘fields’’—entities, groupings—require some reason other than the mere convenience of geography for their existence: they need mini- mal convergence in the domains of origin, language, culture, history, and nationalism (contested or not) to become, in some sense, cohesive and inter- referential. But in the South African case each of these domains fragments . See, for example, Gray (: ); Van Wyk Smith (: i–iii); Chapman (: xx); Wade (: –); and Jolly and Attridge (: ). Poetics Today : (Summer ). Copyright © by the Porter Institute for Poetics and Semiotics. Downloaded from http://read.dukeupress.edu/poetics-today/article-pdf/22/2/263/458140/22.2de_kock01.pdf by guest on 25 September 2021 264 Poetics Today 22:2 into heterogeneity the moment one looks more closely at the literary ob- jects at hand.
    [Show full text]
  • The Pronunciation of English in South Africa by L.W
    The Pronunciation of English in South Africa by L.W. Lanham, Professor Emeritus, Rhodes University, 1996 Introduction There is no one, typical South African English accent as there is one overall Australian English accent. The variety of accents within the society is in part a consequence of the varied regional origins of groups of native English speakers who came to Africa at different times, and in part a consequence of the variety of mother tongues of the different ethnic groups who today use English so extensively that they must be included in the English-using community. The first truly African, native English accent in South Africa evolved in the speech of the children of the 1820 Settlers who came to the Eastern Cape with parents who spoke many English dialects. The pronunciation features which survive are mainly those from south-east England with distinct Cockney associations. The variables (distinctive features of pronunciation) listed under A below may be attributed to this origin. Under B are listed variables of probable Dutch origin reflecting close association and intermarriage with Dutch inhabitants of the Cape. There was much contact with Xhosa people in that area, but the effect of this was almost entirely confined to the vocabulary. (The English which evolved in the Eastern and Central Cape we refer to as Cape English.) The next large settlement from Britain took place in Natal between 1848 and 1862 giving rise to pronunciation variables pointing more to the Midlands and north of England (List C). The Natal settlers had a strong desire to remain English in every aspect of identity, social life, and behaviour.
    [Show full text]
  • (Bantugent – Ugent Centre for Bantu Studies) Digital Colloquium on African Languages and Linguistics Humboldt University, Berlin – 19 May 2020 OVERVIEW
    DEPARTMENT OF LANGUAGES AND CULTURES AFRICAN LANGUAGES AND CULTURES THE HISTORY OF CLICKS IN NGUNI LANGUAGES Hilde Gunnink – Ghent University (BantUGent – UGent centre for Bantu Studies) Digital colloquium on African languages and linguistics Humboldt University, Berlin – 19 May 2020 OVERVIEW 1. Bantu/Khoisan language contact 2. Clicks in Bantu languages 3. The Nguni languages 1. Click inventories 2. Subclassification 3. Reconstruction of Proto-Nguni clicks When did clicks enter the Nguni languages and what does this tell us about the contact history between Nguni and Khoisan speakers? 3 PRE-BANTU SOUTHERN AFRICA “Khoisan”: languages with phonemic clicks that do not belong to another language family (e.g. Bantu or Cushitic) Southern Africa: ̶ Kx’a (Northern Khoisan) ̶ Khoe-Kwadi (Central Khoisan) ̶ Tuu (Southern Khoisan) Most Khoisan languages are endangered/extinct Güldemann, T. 2014. 'Khoisan' linguistic classification today. In Güldemann, T & A.-M. Fehn (eds.), Beyond 'Khoisan': historical relations in the Kalahari 4 basin, 1-40. Amsterdam/Philadelphia: John Benjamins Publishing Company. BANTU/KHOISAN LANGUAGE CONTACT ̶ Lexicon: ̶ loanwords ̶ lexical semantics ̶ Phonology ̶ clicks ̶ other rare consonants ̶ Morphology ̶ borrowed affixes ̶ contact-induced grammaticalization 5 CLICKS Clicks are unique to: ̶ “Khoisan” languages: Khoe-Kwadi, Kx’a, Tuu families + Sandawe, Hadza ̶ Bantu languages in southern Africa ̶ The Cushitic language Dahalo in east Africa ̶ Damin, ritual register of Australian language Lardil Very unique so clear hallmark of Khoisan contact! 6 CLICKS South East Bantu click languages - Nguni: Xhosa, Phuthi, Zulu, Swati, Southern Ndebele, Zimbabwean Ndebele - Sotho: Southern Sotho South West Bantu click languages - Kavango: Kwangali, Manyo, Mbukushu - Bantu Botatwe: Fwe - Yeyi Adapted from: Pakendorf, B., et al.
    [Show full text]
  • In Search of the Understanding of the Old Testament in Africa: the Case of the Lemba
    IN SEARCH OF THE UNDERSTANDING OF THE OLD TESTAMENT IN AFRICA: THE CASE OF THE LEMBA by MAGDEL LE ROUX submitted in accordance with the requirements for the degree of DOCTOR OF LITERATURE AND PHILOSOPHY in the subject BIBLICAL STUDIES at the UNIVERSITY OF SOUTH AFRICA PROMOTER: PROF E H SCHEFFLER NOVEMBER 1999 Contemporary (1964) Ethiopian painting on cloth depicting how the Queen ofSheba journeyed to King Solomon by boat accompanied by her retinue (Photo: Kessler 1982) - 'WE CAME BY BOAT TO AFRICA .. .' CA LEMBA TRADITION) 'Solomon sent his ships to get gold from Ophir ... Some ofthe Jews who went on those boats stayed in Africa. That is the origin ofthe Lemba' (cfpp 155,156) CONTENTS ACKNOWLEDGEMENTS SUMMARY MAPS CHAPTER ONE INTRODUCTION ~ 1.1 HISTORY OF THE PROJECT . 1 1.2 METHODOLOGICAL CONSIDERATIONS ............................ 3 I~ 1.2.1 Qualitative research methods . 3 1.2.l.l The phenomenological perspective . 4 1.2.1.2 Participant observation . 5 1.2.1.3 Jn-depth interviewing . 6 1.2.1.4 The interview guide . 6 1.2.2 Processing and interpretation . 7 1.2.3 Conclusion ~··~ . 8 1.3 THE PURPOSE AND STRUCTURE OF THE THESIS .................... 8 1.3.1 The purpose of the thesis . 8 1.3.2 Limitations and delimitations of this project: the structure of the thesis . 11 CHAPTER TWO VARIOUS RECEPTIONS OF THE OLD TESTAMENT IN AFRICA: SOME OBSERVATIONS 2.1 INTRODUCTION ................................................ 14 2.2 OSTENSIBLE REASONS FOR 'RELIGIOUS SHIFTS' WORLD-WIDE . 17 2.3 'JUDAISING' MOVEMENTS IN AFRICA . 19 2.3.1 Groups upon whom the idea of Jewishness was imposed ................
    [Show full text]
  • A Statistical Comparison of the Physical Features of the Zulu
    0 A STATISTICAL COr~ARISON OF THE PHYSiCAL FEATURES OF . ~ . THE ZULU-XHOSA AND SOUTH SOTHO-TSWANA PEOPLES OF' SOUTH AFRICA by Frederick Wilhelm Strydom Thesis submitted I'or the degree.of. .DoctorPhil.oso12hiae oi the University of Cape Town; October, 1951 • . I - - The copyright of this thesis vests in the author. No quotation from it or information derived from it is to be published without full acknowledgement of the source. The thesis is to be used for private study or non- commercial research purposes only. Published by the University of Cape Town (UCT) in terms of the non-exclusive license granted to UCT by the author. ' , '•-.., __ ,. ...... - ... ,._ ...... ' ... , " ..... ~ .- '" ..... .... _ ............... ·- ........ ...... ..... f .. •' 0 The author wishes to express his sincere appre~iation to 'I lY The South African Cotmcil for Scientific and Industrial •. I Research for a sen~cr research grant which made this sur~ . vey possible.· .. 2) The Administrations of Basutoland and the Bechuanaland Pro- . t·ectorate. and t-he· Native CorEmi.ssioners of the· Uniori in the thi~ districts visited, for their. co-.operation whiie.. survey was being carried. ou·t •. 3) Dr. J .A. Keen and .Professor· M.R. Dr·ennan of the Unive·rsi ty · of Cape Town for their very h.elpful guiQ.ance in connection with this :study.· .• 4) Hi;s ·~wife who 3:ccornpanied him to the Nati,ve Reserves, tabu­ lated ~11 t~e data, did a l.arge part of the calculations, and prepared the album of photographs. ·• p . ' CONTENTS INTRODUCTION. • • • • • • • • • • • • • • • Page 4 Mf~ TERIL.L . AND lVIbTHODS. • • • • • . • • • • • •. •. • 5 Ethnic and Historical Background of each Tribe .
    [Show full text]
  • [.35 **Natural Language Processing Class Here Computational Linguistics See Manual at 006.35 Vs
    006 006 006 DeweyiDecimaliClassification006 006 [.35 **Natural language processing Class here computational linguistics See Manual at 006.35 vs. 410.285 *Use notation 019 from Table 1 as modified at 004.019 400 DeweyiDecimaliClassification 400 400 DeweyiDecimali400Classification Language 400 [400 [400 *‡Language Class here interdisciplinary works on language and literature For literature, see 800; for rhetoric, see 808. For the language of a specific discipline or subject, see the discipline or subject, plus notation 014 from Table 1, e.g., language of science 501.4 (Option A: To give local emphasis or a shorter number to a specific language, class in 410, where full instructions appear (Option B: To give local emphasis or a shorter number to a specific language, place before 420 through use of a letter or other symbol. Full instructions appear under 420–490) 400 DeweyiDecimali400Classification Language 400 SUMMARY [401–409 Standard subdivisions and bilingualism [410 Linguistics [420 English and Old English (Anglo-Saxon) [430 German and related languages [440 French and related Romance languages [450 Italian, Dalmatian, Romanian, Rhaetian, Sardinian, Corsican [460 Spanish, Portuguese, Galician [470 Latin and related Italic languages [480 Classical Greek and related Hellenic languages [490 Other languages 401 DeweyiDecimali401Classification Language 401 [401 *‡Philosophy and theory See Manual at 401 vs. 121.68, 149.94, 410.1 401 DeweyiDecimali401Classification Language 401 [.3 *‡International languages Class here universal languages; general
    [Show full text]
  • South Africa
    Opting to Settle in a Small African Town A Case Study of Refugees in Towns Makhanda (formerly Grahamstown), South Africa Barnabas Ticha Muvhuti February, 2019 Contents Location ..................................................................................................................................................... 3 Introduction and Methods........................................................................................................................ 4 The Urban Impact...................................................................................................................................... 6 Mapping Makhanda’s Immigrant Population ......................................................................................... 8 Refugees’ Experiences ............................................................................................................................ 9 Conclusion............................................................................................................................................... 14 References ............................................................................................................................................... 15 Appendix A: Background on Refugees in South Africa .................................................................... 17 Appendix B: Background on Migration in Makhanda ........................................................................ 19 About the RIT Project ............................................................................................................................
    [Show full text]