Pub Date : 2023-05-04DOI: 10.1080/02572117.2023.2248756
Don Chukwuemeka Utulu
AbstractÈwùlù (Igboid: West Benue–Congo, southern Nigeria) is a type 2IU dialect with a rather pervasive advanced tongue root (ATR) effect in its productive affixation morphology. Consequently, all vowels in affixes and those in adjoining root morphemes acquire the same value for ATR feature, with the latter morphemes determining with what specific ATR value the vowels in the former morphemes are specified. This sort of root-controlled ATR/vowel harmony system is yet to be independently explored in western dialects of Igbo (in particular, Èwùlù) spoken in Delta State, Nigeria. The goal of this article, therefore, is to describe the spread of ATR from roots to the adjoining affixes of the endangered dialect, with a view to advancing understanding of a typology of long-distance assimilation of vowel features across a string of vocalic elements in stems despite an intervening string of consonants. In order to insightfully capture the ATR-spread effect from roots to affixes, the study employs autosegmental theory, the mechanism of which uses association lines to link features to their specific melodic units operating independently on different tiers in phonological representations. The finding of this study showed this generalisation: if the dominant harmony feature of a root vowel is [+ATR], the adjoining prefix or suffix takes on the exact feature, otherwise it takes on the opposing feature, [−ATR].
{"title":"Advanced tongue root effect in Igbo affixation: perspectives from Èwùlù","authors":"Don Chukwuemeka Utulu","doi":"10.1080/02572117.2023.2248756","DOIUrl":"https://doi.org/10.1080/02572117.2023.2248756","url":null,"abstract":"AbstractÈwùlù (Igboid: West Benue–Congo, southern Nigeria) is a type 2IU dialect with a rather pervasive advanced tongue root (ATR) effect in its productive affixation morphology. Consequently, all vowels in affixes and those in adjoining root morphemes acquire the same value for ATR feature, with the latter morphemes determining with what specific ATR value the vowels in the former morphemes are specified. This sort of root-controlled ATR/vowel harmony system is yet to be independently explored in western dialects of Igbo (in particular, Èwùlù) spoken in Delta State, Nigeria. The goal of this article, therefore, is to describe the spread of ATR from roots to the adjoining affixes of the endangered dialect, with a view to advancing understanding of a typology of long-distance assimilation of vowel features across a string of vocalic elements in stems despite an intervening string of consonants. In order to insightfully capture the ATR-spread effect from roots to affixes, the study employs autosegmental theory, the mechanism of which uses association lines to link features to their specific melodic units operating independently on different tiers in phonological representations. The finding of this study showed this generalisation: if the dominant harmony feature of a root vowel is [+ATR], the adjoining prefix or suffix takes on the exact feature, otherwise it takes on the opposing feature, [−ATR].","PeriodicalId":42604,"journal":{"name":"South African Journal of African Languages","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135010740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/02572117.2023.2248746
Ernest Mapunda, Chrispina Alphonce
AbstractThe article reports the results on the lexical change in Hehe, grounded in substratum theory. This exploration focused on the extent of lexical change. The qualitative data were collected in Kilolo District through reversetranslation and documentary-review methods. Forty-eight purposively selected informants were asked to interpret 120 lists of words and 10 phrases written in both English and Kiswahili. The qualitative analysis of the data, using descriptions, informants’ quotations and tables, revealed continuous lexical change in Hehe through time. The changes are both swift and sluggish. The results revealed that the Hehe language has undergone lexical borrowing, loss, replacement, maintenance and the change of meaning. The data obtained also revealed that lexical change is as a result of language contact. The non-linguistic factors are corrosion of generational transmission of the language, deterioration of socialisation intervals between elders and youths, education, and the advancement of science and technology. Every identified lexical change was classified based on its lexical class and other patterns. The lexical class with the highest number of affected items was the nouns. The authors opine that lexical change in Hehe language has been strongly affected by Kiswahili, the national language, as well as Bena and Kinga, the languages of neighbouring ethnic groups.
{"title":"Lexical change: a case of the Hehe language","authors":"Ernest Mapunda, Chrispina Alphonce","doi":"10.1080/02572117.2023.2248746","DOIUrl":"https://doi.org/10.1080/02572117.2023.2248746","url":null,"abstract":"AbstractThe article reports the results on the lexical change in Hehe, grounded in substratum theory. This exploration focused on the extent of lexical change. The qualitative data were collected in Kilolo District through reversetranslation and documentary-review methods. Forty-eight purposively selected informants were asked to interpret 120 lists of words and 10 phrases written in both English and Kiswahili. The qualitative analysis of the data, using descriptions, informants’ quotations and tables, revealed continuous lexical change in Hehe through time. The changes are both swift and sluggish. The results revealed that the Hehe language has undergone lexical borrowing, loss, replacement, maintenance and the change of meaning. The data obtained also revealed that lexical change is as a result of language contact. The non-linguistic factors are corrosion of generational transmission of the language, deterioration of socialisation intervals between elders and youths, education, and the advancement of science and technology. Every identified lexical change was classified based on its lexical class and other patterns. The lexical class with the highest number of affected items was the nouns. The authors opine that lexical change in Hehe language has been strongly affected by Kiswahili, the national language, as well as Bena and Kinga, the languages of neighbouring ethnic groups.","PeriodicalId":42604,"journal":{"name":"South African Journal of African Languages","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135010745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/02572117.2023.2248753
Pumla Cutalele-Maqhude
AbstractIsiXhosa is one of the 11 official languages offered as a subject in the South African school curriculum at Home Language (HL) level. The examination of this subject in grade 12 (the school-exit year) consists of three papers: Paper 1 (P1), which focuses on reading for understanding and language usage; Paper 2 (P2), which focuses on reading for analysis using prescribed genres; and Paper 3 (P3), which focuses on writing. The Department of Basic Education (DBE) publishes a diagnostic report after every examination session, following the completion of marking of the final examinations, detailing the performance of the grade 12 learners in each subject written. The 2018 and 2019 reports show that the performance of candidates in isiXhosa HL is poor and suggests that they cannot read for understanding. This study sought to analyse the impact of poor literacy skills on grade 12 candidates’ performance in the isiXhosa HL final examinations. This was done by analysing the DBE’s 2018 and 2019 isiXhosa HL Diagnostic Reports for P1 and determining how a lack of reading skills affects learners’ comprehension and analysis skills. The South African Curriculum and Assessment Policy Statements (CAPS) emphasise the importance of reading for different purposes. The findings of this study suggest that learners do not have a solid foundation in reading and textual analysis and that reading is not given priority in the classroom, which ultimately leads to poor performance. The article concludes that reading and academic performance go hand in hand and that learners should be exposed to different texts; this can be achieved when teachers prepare well for their reading lessons and use not only the prescribed works. Furthermore, every learner should be given a chance to read, as no learner will ever perform well in their academics if their reading skills are poor.
{"title":"The impact of poor reading skills on Grade 12 isiXhosa Home Language exam results","authors":"Pumla Cutalele-Maqhude","doi":"10.1080/02572117.2023.2248753","DOIUrl":"https://doi.org/10.1080/02572117.2023.2248753","url":null,"abstract":"AbstractIsiXhosa is one of the 11 official languages offered as a subject in the South African school curriculum at Home Language (HL) level. The examination of this subject in grade 12 (the school-exit year) consists of three papers: Paper 1 (P1), which focuses on reading for understanding and language usage; Paper 2 (P2), which focuses on reading for analysis using prescribed genres; and Paper 3 (P3), which focuses on writing. The Department of Basic Education (DBE) publishes a diagnostic report after every examination session, following the completion of marking of the final examinations, detailing the performance of the grade 12 learners in each subject written. The 2018 and 2019 reports show that the performance of candidates in isiXhosa HL is poor and suggests that they cannot read for understanding. This study sought to analyse the impact of poor literacy skills on grade 12 candidates’ performance in the isiXhosa HL final examinations. This was done by analysing the DBE’s 2018 and 2019 isiXhosa HL Diagnostic Reports for P1 and determining how a lack of reading skills affects learners’ comprehension and analysis skills. The South African Curriculum and Assessment Policy Statements (CAPS) emphasise the importance of reading for different purposes. The findings of this study suggest that learners do not have a solid foundation in reading and textual analysis and that reading is not given priority in the classroom, which ultimately leads to poor performance. The article concludes that reading and academic performance go hand in hand and that learners should be exposed to different texts; this can be achieved when teachers prepare well for their reading lessons and use not only the prescribed works. Furthermore, every learner should be given a chance to read, as no learner will ever perform well in their academics if their reading skills are poor.","PeriodicalId":42604,"journal":{"name":"South African Journal of African Languages","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135010739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/02572117.2023.2248725
Napjadi Letsoalo
AbstractIn instances where verbs that start with vowel sounds and a vowel prefix is attached, the hiatus is repaired through resyllabification, i.e. the manifestation of an initial underlying sound called a glottal catch. This sound fills the onset position of vowel initial verbs in Sepedi, and is responsible for the drastic alternation when the verb comes into contact with a reflexive prefix or an object concord. This article examines the effect of morphophonological realisation on inflected verbal roots with initial vowel sounds in Sepedi. The data collected through documents and semi-structured interviews shows that the glottal catch makes verbs follow the CV syllable pattern. The vowel reflexive prefix which threatens to create a hiatus is repaired through epenthesis by adding a sound to the interior of a word (at the beginning of prosthesis). This repair strategy ensures that the CV syllable structure of Sepedi is maintained. This article provides new data that offers innovative understanding of Sepedi on the concepts such as epenthesis and hiatus, relating to alternations in morphophonological environments using the optimality theory.
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Pub Date : 2023-05-04DOI: 10.1080/02572117.2023.2248744
Melusi Msomi
AbstractLeli phepha lihlaziya ukushayisana phakathi kwesiko nemfundo okwenzeka enovelini ethi: lmpi yabomdabu isethunjini ebhalwe ngu JC Buthelezi ngowezi-2015. Kule noveli kubonakala sengathi kukhona ukungaqondi kwabanye abalingiswa ukuthi imfundo iyini nokuthi uma umuntu esefundile kufanele aziphathe kanjani. Lokho kugcina sekudala uqhekeko nokungezwani emndenini. Lokhu kungaqondwa kweqhaza elibanjwe imfundo nesiko emndenini kugcina kudale ukuthi imindeni ingasahambelani ngenxa yokungezwani okudalwa ukusetshenziswa kwemfundo ngendlela engafanele. Kuleli phepha kuhlaziywa izinto ezidala umonakalo ekhaya uma amalungu omndeni engaliqondi isiko okumele lenziwe uma intombazane ithole izingane ekhaya yabe isiyogana yazishiya ekhaya lezo zingane. Uma leli siko lingaqondwa, lokho kungadala omkhulu umonakalo kuze kuhlukane umuzi phakathi imbala. lnhloso yaleli phepha ukuthola ukuthi ikuphi okumele kwenziwe uma imindeni inenkinga yokungaboni ngaso linye ekusetshenzisweni kwamasiko kanye nemfundo. Leli phepha lihlose ukuveza ukuthi imfundo kanye nesiko kungahlanganiswa kanjani ukubumba imindeni ngaphandle kokubukelana phansi. Kuleli phepha kusetshenziswe indlela yekhwalithethivu ukuqoqa ulwazi. Kusetshenziswe isampula ebizwa ngeprobability kanye nepurposive ukuthola ulwazi kubantu abathile ababambe iqhaza ocwaningweni. lnsizakuhlaziya esetshenziswe kulolu cwaningo ibizwa ngokuthi yi-Cultural theory. Le nsizakuhlaziya iveza ukuthi isiko liyindlela yokuphila elandelwa ngabantu abaningi esizweni. Lakhiwe indlela abantu abaziphatha ngayo eyenza ukuba ligcine seliyinto eyamukelekile. Leli phepha lithole ukuthi abantu abafundile bazibona bengcono kunalabo abangafundile abalandela amasiko. Okuvelile ngukuthi eqinisweni ukufunda okuhle ukubheka impllo ngeso elibanzi, elikwazi ukuhlanganisa amasiko nolwazi lwemfundo ngobuhlakani nangenhloso yokwakha isizwe esisha esingacwasani ngokwezinga lempilo.The conflict between culture and education in the novel/mpiyabomdabu isethunjiniThis article analyses the conflict between culture and education in the novel lmpi yabomdabu isethunjini by JC Buthelezi, published in 2015. Some characters in this novel seem to lack understanding of the relationship between culture (traditional practices) and education. Characters such as Bafana and Popi think that culture is for uneducated people; they think education is more significant than culture. This conflict becomes problematic because some characters end up losing everything they have, arguably because of not adhering to their culture. Bafana and Popi think that education makes them better than other community members. This analysis uses a qualitative approach as the data-collection method. Cultural theory is used to analyse data because of how it exhibits the ways humans interpret their environments. The findings indicate that there is a conflict between education and culture in this novel: those who had the privilege of receiving an education think that they are better than those
{"title":"Ukushayisana kwesiko nemfundo enovelini ethi <i>lmpi yabomdabu isethunjini</i>","authors":"Melusi Msomi","doi":"10.1080/02572117.2023.2248744","DOIUrl":"https://doi.org/10.1080/02572117.2023.2248744","url":null,"abstract":"AbstractLeli phepha lihlaziya ukushayisana phakathi kwesiko nemfundo okwenzeka enovelini ethi: lmpi yabomdabu isethunjini ebhalwe ngu JC Buthelezi ngowezi-2015. Kule noveli kubonakala sengathi kukhona ukungaqondi kwabanye abalingiswa ukuthi imfundo iyini nokuthi uma umuntu esefundile kufanele aziphathe kanjani. Lokho kugcina sekudala uqhekeko nokungezwani emndenini. Lokhu kungaqondwa kweqhaza elibanjwe imfundo nesiko emndenini kugcina kudale ukuthi imindeni ingasahambelani ngenxa yokungezwani okudalwa ukusetshenziswa kwemfundo ngendlela engafanele. Kuleli phepha kuhlaziywa izinto ezidala umonakalo ekhaya uma amalungu omndeni engaliqondi isiko okumele lenziwe uma intombazane ithole izingane ekhaya yabe isiyogana yazishiya ekhaya lezo zingane. Uma leli siko lingaqondwa, lokho kungadala omkhulu umonakalo kuze kuhlukane umuzi phakathi imbala. lnhloso yaleli phepha ukuthola ukuthi ikuphi okumele kwenziwe uma imindeni inenkinga yokungaboni ngaso linye ekusetshenzisweni kwamasiko kanye nemfundo. Leli phepha lihlose ukuveza ukuthi imfundo kanye nesiko kungahlanganiswa kanjani ukubumba imindeni ngaphandle kokubukelana phansi. Kuleli phepha kusetshenziswe indlela yekhwalithethivu ukuqoqa ulwazi. Kusetshenziswe isampula ebizwa ngeprobability kanye nepurposive ukuthola ulwazi kubantu abathile ababambe iqhaza ocwaningweni. lnsizakuhlaziya esetshenziswe kulolu cwaningo ibizwa ngokuthi yi-Cultural theory. Le nsizakuhlaziya iveza ukuthi isiko liyindlela yokuphila elandelwa ngabantu abaningi esizweni. Lakhiwe indlela abantu abaziphatha ngayo eyenza ukuba ligcine seliyinto eyamukelekile. Leli phepha lithole ukuthi abantu abafundile bazibona bengcono kunalabo abangafundile abalandela amasiko. Okuvelile ngukuthi eqinisweni ukufunda okuhle ukubheka impllo ngeso elibanzi, elikwazi ukuhlanganisa amasiko nolwazi lwemfundo ngobuhlakani nangenhloso yokwakha isizwe esisha esingacwasani ngokwezinga lempilo.The conflict between culture and education in the novel/mpiyabomdabu isethunjiniThis article analyses the conflict between culture and education in the novel lmpi yabomdabu isethunjini by JC Buthelezi, published in 2015. Some characters in this novel seem to lack understanding of the relationship between culture (traditional practices) and education. Characters such as Bafana and Popi think that culture is for uneducated people; they think education is more significant than culture. This conflict becomes problematic because some characters end up losing everything they have, arguably because of not adhering to their culture. Bafana and Popi think that education makes them better than other community members. This analysis uses a qualitative approach as the data-collection method. Cultural theory is used to analyse data because of how it exhibits the ways humans interpret their environments. The findings indicate that there is a conflict between education and culture in this novel: those who had the privilege of receiving an education think that they are better than those ","PeriodicalId":42604,"journal":{"name":"South African Journal of African Languages","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135011583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/02572117.2023.2248739
Nonhlanhla Ntuli, Ramona Kunene Nicolas
AbstractThis study examines the structure and cognitive demands of questions found in Grade 5 learners’ English first additional language (FAL) and isiZulu home language (HL) subject workbooks. Using document analysis as the qualitative method, the present study provides an analysis of different comprehension task questions using Bloom’s revised taxonomy of educational objectives (BRT) as a framework for evaluating the standard and existence of a continuum of thinking skills expected of learners from the curriculum. The results show that English and isiZulu language subjects do not follow an equitable assessment order from basic remembering to the highest level category of creating in the categorisation of questions. This implies that English FAL enjoys a more systematic categorisation of questions, allowing learners to answer questions at a lower processing level to a higher cognitively demanding level of question processing. Whereas, in isiZulu HL, the categorisation is mixed from a higher level of question processing to a medium level of processing in a non-systematic manner. It is suggested that curriculum developers harmonise these assessment levels and standards to better scaffold Grade 5 learners’ (average age 10 to 11 years old) ability to answer questions correctly according to their cognitive levels.
{"title":"The categorisation of questions in the assessment of language subjects for multilingual learners in South African primary schools","authors":"Nonhlanhla Ntuli, Ramona Kunene Nicolas","doi":"10.1080/02572117.2023.2248739","DOIUrl":"https://doi.org/10.1080/02572117.2023.2248739","url":null,"abstract":"AbstractThis study examines the structure and cognitive demands of questions found in Grade 5 learners’ English first additional language (FAL) and isiZulu home language (HL) subject workbooks. Using document analysis as the qualitative method, the present study provides an analysis of different comprehension task questions using Bloom’s revised taxonomy of educational objectives (BRT) as a framework for evaluating the standard and existence of a continuum of thinking skills expected of learners from the curriculum. The results show that English and isiZulu language subjects do not follow an equitable assessment order from basic remembering to the highest level category of creating in the categorisation of questions. This implies that English FAL enjoys a more systematic categorisation of questions, allowing learners to answer questions at a lower processing level to a higher cognitively demanding level of question processing. Whereas, in isiZulu HL, the categorisation is mixed from a higher level of question processing to a medium level of processing in a non-systematic manner. It is suggested that curriculum developers harmonise these assessment levels and standards to better scaffold Grade 5 learners’ (average age 10 to 11 years old) ability to answer questions correctly according to their cognitive levels.","PeriodicalId":42604,"journal":{"name":"South African Journal of African Languages","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135010737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/02572117.2023.2248733
Isaac Mndawe
AbstractThis article examines the skill employed by poets in creating satirical isiZulu poems and the extent to which these satirical elements have been used in exposing indecent and immoral acts that reveal the degeneration of ubuntu culture. IsiZulu writers and researchers have not dealt with the aspects of satire as a literary genre much. As a result, this article discusses model satirical poems to unearth rare skills used in isiZulu satire. This is beneficial to reluctant writers and those who have little exposure to satire. The article is centred on five poems by four prominent writers chosen for their richness in elements of satire. The study adopts a discourse analysis method as a qualitative approach to textual analysis. Critical discourse analysis is used to support the interpretation and analysis of the idiomatic language used in the poems. The author argues that some of the satirical isiZulu poems resemble traditional praise poems where the poets criticise and ridicule those in power for their stupidity or vices. The study concludes that the poets use certain elements of satire depending on the context of the poems.
{"title":"Exposing impropriety and the degeneration of ubuntu through satire in selected isiZulu poems","authors":"Isaac Mndawe","doi":"10.1080/02572117.2023.2248733","DOIUrl":"https://doi.org/10.1080/02572117.2023.2248733","url":null,"abstract":"AbstractThis article examines the skill employed by poets in creating satirical isiZulu poems and the extent to which these satirical elements have been used in exposing indecent and immoral acts that reveal the degeneration of ubuntu culture. IsiZulu writers and researchers have not dealt with the aspects of satire as a literary genre much. As a result, this article discusses model satirical poems to unearth rare skills used in isiZulu satire. This is beneficial to reluctant writers and those who have little exposure to satire. The article is centred on five poems by four prominent writers chosen for their richness in elements of satire. The study adopts a discourse analysis method as a qualitative approach to textual analysis. Critical discourse analysis is used to support the interpretation and analysis of the idiomatic language used in the poems. The author argues that some of the satirical isiZulu poems resemble traditional praise poems where the poets criticise and ridicule those in power for their stupidity or vices. The study concludes that the poets use certain elements of satire depending on the context of the poems.","PeriodicalId":42604,"journal":{"name":"South African Journal of African Languages","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135011585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/02572117.2023.2248747
Tendai Mangena
AbstractThis article analyses the ways in which two internationally renowned Zimbabwean women writers, Yvonne Vera and Petina Gappah, show a fascination with names in their novels, and in the process call attention to theories and key concepts about personal names and naming practices. One of the main aims of this article is to complement the isolated discussions of the value of names as narrative strategies in Vera and Gappah’s novels. In particular, this article explores how onomastic statements and contexts highlighted in selected novels by Vera and Gappah could be interpreted as significant contributions to an understanding of personal names and naming practices in a specific socio-politico-cultural context of (post)colonial Zimbabwe. The selected onomastic statements and contexts are analysed in this article as comments on nicknames and nicknaming as a form of othering, and personal names and naming as significant pointers to human co-presence and interdependence.
{"title":"Personal names and naming theoretical concepts in selected texts of Yvonne Vera and Petina Gappah","authors":"Tendai Mangena","doi":"10.1080/02572117.2023.2248747","DOIUrl":"https://doi.org/10.1080/02572117.2023.2248747","url":null,"abstract":"AbstractThis article analyses the ways in which two internationally renowned Zimbabwean women writers, Yvonne Vera and Petina Gappah, show a fascination with names in their novels, and in the process call attention to theories and key concepts about personal names and naming practices. One of the main aims of this article is to complement the isolated discussions of the value of names as narrative strategies in Vera and Gappah’s novels. In particular, this article explores how onomastic statements and contexts highlighted in selected novels by Vera and Gappah could be interpreted as significant contributions to an understanding of personal names and naming practices in a specific socio-politico-cultural context of (post)colonial Zimbabwe. The selected onomastic statements and contexts are analysed in this article as comments on nicknames and nicknaming as a form of othering, and personal names and naming as significant pointers to human co-presence and interdependence.","PeriodicalId":42604,"journal":{"name":"South African Journal of African Languages","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135010742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/02572117.2023.2248723
Napjadi Letsoalo, Tshepho Justice Kgasago
AbstractThere is a paucity of literature on the importance of translating health risk messages into South Africa’s indigenous languages as a tool for crisis prevention and management. This article focuses on the quality of translations of COVID-19 information from English into Sepedi by the Limpopo Department of Health. Sepedi translations that are already available in the public domain are selected by means of the purposive sampling technique. House’s translation quality assessment (TQA) model is applied to evaluate the quality and accuracy of the translations as part of the strategic crisis response. Based on House’s model, errors in the translations are identified and classified as either ‘dimensional mismatches’ or ‘non-dimensional mismatches’. It is found that, in pursuit of covert translation, the target text from the Limpopo Department of Health does not retain the equivalent function of the source text. It is also observed that House’s model of TQA is applicable and useful in the field of translation of communications of health information. Furthermore, current studies in effective health communication miss the importance of translation during a crisis. Thus, this article bridges this gap by investigating the role of translation during the COVID-19 pandemic in South Africa. The article suggests that future research could investigate the experience of translators during the pandemic.
{"title":"COVID-19 crisis communication in Sepedi: the quality of translation by the Limpopo Department of Health","authors":"Napjadi Letsoalo, Tshepho Justice Kgasago","doi":"10.1080/02572117.2023.2248723","DOIUrl":"https://doi.org/10.1080/02572117.2023.2248723","url":null,"abstract":"AbstractThere is a paucity of literature on the importance of translating health risk messages into South Africa’s indigenous languages as a tool for crisis prevention and management. This article focuses on the quality of translations of COVID-19 information from English into Sepedi by the Limpopo Department of Health. Sepedi translations that are already available in the public domain are selected by means of the purposive sampling technique. House’s translation quality assessment (TQA) model is applied to evaluate the quality and accuracy of the translations as part of the strategic crisis response. Based on House’s model, errors in the translations are identified and classified as either ‘dimensional mismatches’ or ‘non-dimensional mismatches’. It is found that, in pursuit of covert translation, the target text from the Limpopo Department of Health does not retain the equivalent function of the source text. It is also observed that House’s model of TQA is applicable and useful in the field of translation of communications of health information. Furthermore, current studies in effective health communication miss the importance of translation during a crisis. Thus, this article bridges this gap by investigating the role of translation during the COVID-19 pandemic in South Africa. The article suggests that future research could investigate the experience of translators during the pandemic.","PeriodicalId":42604,"journal":{"name":"South African Journal of African Languages","volume":"230 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135010747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/02572117.2023.2248719
Mfundo Mandla Masuku, Nomusa M Mlondo, Tholakele Henrietta Chiliza
AbstractProverbs are labelled as the expression of messages embedded in a language. This article analyses a selected proverb which reflects on motherhood and orphanhood and which is used to show the value of motherhood in the Zulu culture. The meaning of the selected proverb is profound in that it shows the value of the relationship between the mother and her child. After birth, the first person a child encounters is the mother, and through bonding and breastfeeding, the child forms its initial philosophy of life and coping mechanisms. This article expounds that breastfeeding leads to the total development of the child. A qualitative approach was used in exploring the proverb, intandane enhle ngumakhothwa unina (‘A good orphan is one that is licked by the mother’), specifically to critically analyse motherhood in an African context from Sibusiso Nyembezi’s book titled Zulu Proverbs. Referring to Zulu proverbs in the South African context, there is still a dearth of research in understanding the motherchild relationship during the formative years in the African context, and there is almost non-existent literature that analyses the significant role a mother plays in the early development of a child. The experiences to which a child is exposed, especially at the early stages of development, shape the way a child will view the world. This proverb encourages mothers to value their role in mothering their offspring. The article concludes that orphans and single mothers need security and stability as far as poverty is concerned as they face socio-economic challenges.
{"title":"Expressions from Zulu proverbs on the uniqueness of motherhood in mitigating the adverse effects of orphanhood","authors":"Mfundo Mandla Masuku, Nomusa M Mlondo, Tholakele Henrietta Chiliza","doi":"10.1080/02572117.2023.2248719","DOIUrl":"https://doi.org/10.1080/02572117.2023.2248719","url":null,"abstract":"AbstractProverbs are labelled as the expression of messages embedded in a language. This article analyses a selected proverb which reflects on motherhood and orphanhood and which is used to show the value of motherhood in the Zulu culture. The meaning of the selected proverb is profound in that it shows the value of the relationship between the mother and her child. After birth, the first person a child encounters is the mother, and through bonding and breastfeeding, the child forms its initial philosophy of life and coping mechanisms. This article expounds that breastfeeding leads to the total development of the child. A qualitative approach was used in exploring the proverb, intandane enhle ngumakhothwa unina (‘A good orphan is one that is licked by the mother’), specifically to critically analyse motherhood in an African context from Sibusiso Nyembezi’s book titled Zulu Proverbs. Referring to Zulu proverbs in the South African context, there is still a dearth of research in understanding the motherchild relationship during the formative years in the African context, and there is almost non-existent literature that analyses the significant role a mother plays in the early development of a child. The experiences to which a child is exposed, especially at the early stages of development, shape the way a child will view the world. This proverb encourages mothers to value their role in mothering their offspring. The article concludes that orphans and single mothers need security and stability as far as poverty is concerned as they face socio-economic challenges.","PeriodicalId":42604,"journal":{"name":"South African Journal of African Languages","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135010748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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