Pub Date : 2021-01-02DOI: 10.1080/10228195.2021.1879238
E. Kari
Abstract This article discusses the factative and perfect markers in Degema and Kalaḅarị. The research is motivated by the observed similarities and differences in the properties/behaviour of these markers in both languages. The article notes that the factative and perfect markers are monosyllabic in both languages, and that the perfect marker in Kalaḅarị is opaque to vowel harmony because it is prosodically independent. With reference to morphology, it notes that whereas the Degema factative and perfect markers are clitics, their Kalaḅarị counterparts are words. On a morphosyntactic level, the article observes that unlike in Degema, the factative marker in Kalaḅarị does not occur within monomorphemic stems because it is not a clitic. It is further restricted by syllable structure. The findings of this article validate the fact that although languages may have elements with similar features, such elements may not pattern in the same way, and that differences in patterning make each human language unique.
{"title":"The Factative and Perfect Aspect Markers in Degema and Kalaḅarị","authors":"E. Kari","doi":"10.1080/10228195.2021.1879238","DOIUrl":"https://doi.org/10.1080/10228195.2021.1879238","url":null,"abstract":"Abstract This article discusses the factative and perfect markers in Degema and Kalaḅarị. The research is motivated by the observed similarities and differences in the properties/behaviour of these markers in both languages. The article notes that the factative and perfect markers are monosyllabic in both languages, and that the perfect marker in Kalaḅarị is opaque to vowel harmony because it is prosodically independent. With reference to morphology, it notes that whereas the Degema factative and perfect markers are clitics, their Kalaḅarị counterparts are words. On a morphosyntactic level, the article observes that unlike in Degema, the factative marker in Kalaḅarị does not occur within monomorphemic stems because it is not a clitic. It is further restricted by syllable structure. The findings of this article validate the fact that although languages may have elements with similar features, such elements may not pattern in the same way, and that differences in patterning make each human language unique.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"52 1","pages":"113 - 138"},"PeriodicalIF":0.5,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2021.1879238","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43602427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/10228195.2020.1854331
N. Bosman, Elsabé Taljard
Abstract Although a considerable body of corpus-based metaphor research—with Conceptual Metaphor Theory as theoretical framework and heuristic tool—has been published internationally, South African studies in this field are lagging behind. This article aims to demonstrate how cross-linguistic metaphor research within a cognitive semantics framework can benefit from lexical and corpus-linguistic methodologies, with specific reference to two lesser-resourced languages, namely, Afrikaans and Northern Sotho. Criticism against the so-called lexical approach that characterised the early work on conceptual metaphor has led to an increase in corpus-based investigation. Corpus-based research into metaphor has many advantages, but it depends on the availability of large, annotated corpora, which is not a resource that indigenous South African languages, including Afrikaans, can rely upon. Our article demonstrates how metaphor research can benefit from both methodologies. Relying also on another conceptual tool, metonymy, we identified three conceptual metaphors, namely LIFE IS BLOOD, EMOTIONS ARE BLOOD, and INHERITANCE IS BLOOD.
{"title":"A Cross-Linguistic Study of BLOOD Metaphors in Afrikaans and Northern Sotho","authors":"N. Bosman, Elsabé Taljard","doi":"10.1080/10228195.2020.1854331","DOIUrl":"https://doi.org/10.1080/10228195.2020.1854331","url":null,"abstract":"Abstract Although a considerable body of corpus-based metaphor research—with Conceptual Metaphor Theory as theoretical framework and heuristic tool—has been published internationally, South African studies in this field are lagging behind. This article aims to demonstrate how cross-linguistic metaphor research within a cognitive semantics framework can benefit from lexical and corpus-linguistic methodologies, with specific reference to two lesser-resourced languages, namely, Afrikaans and Northern Sotho. Criticism against the so-called lexical approach that characterised the early work on conceptual metaphor has led to an increase in corpus-based investigation. Corpus-based research into metaphor has many advantages, but it depends on the availability of large, annotated corpora, which is not a resource that indigenous South African languages, including Afrikaans, can rely upon. Our article demonstrates how metaphor research can benefit from both methodologies. Relying also on another conceptual tool, metonymy, we identified three conceptual metaphors, namely LIFE IS BLOOD, EMOTIONS ARE BLOOD, and INHERITANCE IS BLOOD.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"52 1","pages":"3 - 29"},"PeriodicalIF":0.5,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2020.1854331","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48559939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/10228195.2021.1876157
Gastor Mapunda, Tove Rosendal
Abstract Building on investment theory, this study analyses the language attitudes of secondary school students in Songea, Tanzania, with a focus on identity and access to digital technology. The study involved 467 secondary school students aged 14–21 years. The data were collected through questionnaires and interviews. Less than half of the students had access to digital technology. Most of them lacked the required linguistic resources. English, a challenge to most students, and, to some extent, even Swahili, are seen as tools for future possibilities and success. Students invest in learning English and want to go abroad. Lack of resources notwithstanding, students’ decisions to invest in learning a particular language is mostly influenced by imagined possibilities. Structural inequalities and socioeconomic differences impact both language skills and the use of digital tools. Consequently, digital resources using mainly English and difficult Swahili terminology become an exclusion mechanism for many Tanzanian secondary school students.
{"title":"Imagined Futures and New Technology: Youths’ Language Attitudes in Songea, Tanzania","authors":"Gastor Mapunda, Tove Rosendal","doi":"10.1080/10228195.2021.1876157","DOIUrl":"https://doi.org/10.1080/10228195.2021.1876157","url":null,"abstract":"Abstract Building on investment theory, this study analyses the language attitudes of secondary school students in Songea, Tanzania, with a focus on identity and access to digital technology. The study involved 467 secondary school students aged 14–21 years. The data were collected through questionnaires and interviews. Less than half of the students had access to digital technology. Most of them lacked the required linguistic resources. English, a challenge to most students, and, to some extent, even Swahili, are seen as tools for future possibilities and success. Students invest in learning English and want to go abroad. Lack of resources notwithstanding, students’ decisions to invest in learning a particular language is mostly influenced by imagined possibilities. Structural inequalities and socioeconomic differences impact both language skills and the use of digital tools. Consequently, digital resources using mainly English and difficult Swahili terminology become an exclusion mechanism for many Tanzanian secondary school students.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"52 1","pages":"92 - 112"},"PeriodicalIF":0.5,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2021.1876157","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43598195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/10228195.2021.1885478
Ansie Maritz, Bertus van Rooy
Abstract Former South African President Jacob Zuma recently delivered his opening statement at the Zondo Commission in order to address his implication in state capture. Instead of systematically addressing factual aspects, Zuma narrated events in a manner which set him up as strategic key in understanding the “true” reasons for South Africa's current situation. This article aims to understand the metaphors that build up the conceptual system in terms of which Zuma articulates his self-defence during this appearance, within the broader context of frames and scenarios. Two main frames unite the metaphorical expressions: the frames of warfare and journeys. In order to structure his argument, Zuma capitalises on the way in which these metaphors highlight and hide important factors, but he also manipulates overlapping elements by exploiting the grey area between the literal and metaphorical interpretation of his language.
{"title":"“Linking the Dots”: Metaphors in the Narrative of Self-Justification by Former President Zuma","authors":"Ansie Maritz, Bertus van Rooy","doi":"10.1080/10228195.2021.1885478","DOIUrl":"https://doi.org/10.1080/10228195.2021.1885478","url":null,"abstract":"Abstract Former South African President Jacob Zuma recently delivered his opening statement at the Zondo Commission in order to address his implication in state capture. Instead of systematically addressing factual aspects, Zuma narrated events in a manner which set him up as strategic key in understanding the “true” reasons for South Africa's current situation. This article aims to understand the metaphors that build up the conceptual system in terms of which Zuma articulates his self-defence during this appearance, within the broader context of frames and scenarios. Two main frames unite the metaphorical expressions: the frames of warfare and journeys. In order to structure his argument, Zuma capitalises on the way in which these metaphors highlight and hide important factors, but he also manipulates overlapping elements by exploiting the grey area between the literal and metaphorical interpretation of his language.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"52 1","pages":"30 - 49"},"PeriodicalIF":0.5,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2021.1885478","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47741740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/10228195.2020.1825514
F. Southwood, M. White
Abstract This study sets out to investigate the use of articles, specifically the development of part/whole and general/specific article distinctions in Afrikaans- and English-speaking children. Previous studies comparing the development of these distinctions yielded conflicting results. In order to address this gap in the literature, a large-scale study was conducted on two languages. Two research questions were posed: (a) Does development in the article system take place after age four in terms of part/whole and general/specific distinctions?, and Specifically, is there a difference in children's production of part/whole and general/specific articles? An article production task was performed with 1012 Afrikaans- and 413 South African English-speaking four- to nine-year-olds. Results indicate that even the nine-year-olds had not mastered all items, and that items involving a part/whole distinction were more difficult, across age groups, than those involving a general/specific distinction.
{"title":"Elicited Production of Part/Whole and General/ Specific Articles by Four- to Nine-Year-Old Afrikaans- and South African English-Speaking Monolinguals","authors":"F. Southwood, M. White","doi":"10.1080/10228195.2020.1825514","DOIUrl":"https://doi.org/10.1080/10228195.2020.1825514","url":null,"abstract":"Abstract This study sets out to investigate the use of articles, specifically the development of part/whole and general/specific article distinctions in Afrikaans- and English-speaking children. Previous studies comparing the development of these distinctions yielded conflicting results. In order to address this gap in the literature, a large-scale study was conducted on two languages. Two research questions were posed: (a) Does development in the article system take place after age four in terms of part/whole and general/specific distinctions?, and Specifically, is there a difference in children's production of part/whole and general/specific articles? An article production task was performed with 1012 Afrikaans- and 413 South African English-speaking four- to nine-year-olds. Results indicate that even the nine-year-olds had not mastered all items, and that items involving a part/whole distinction were more difficult, across age groups, than those involving a general/specific distinction.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"52 1","pages":"71 - 91"},"PeriodicalIF":0.5,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2020.1825514","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42569881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/10228195.2020.1839539
B. Antia, Tedros H. Weldemichael, Charlyn Dyers
Abstract This article examines the relatively understudied question of how cognition and emotion (as induced by language) interact in assessment situations in higher education contexts. It does so against the backdrop of different outcomes for students with varying forms of linguistic cultural capital in South African higher education. Applying phenomenology as methodology, we unpack the ways in which students at the University of the Western Cape experience both monolingual and multilingual assessment from the standpoint of the cognition– emotion interface. The findings show that while monolingual assessment created affective barriers to cognition, a far more enabling environment was created by the provision of alternative multilingual linguistic arrangements. The article reflects on the implications of the analysis both for levelling the playing field in a context where language is a major source of inequality and for scholarship on language in assessment.
{"title":"Multilingual Assessment: Levelling the Cognition–Emotion Playing Field at the University of the Western Cape","authors":"B. Antia, Tedros H. Weldemichael, Charlyn Dyers","doi":"10.1080/10228195.2020.1839539","DOIUrl":"https://doi.org/10.1080/10228195.2020.1839539","url":null,"abstract":"Abstract This article examines the relatively understudied question of how cognition and emotion (as induced by language) interact in assessment situations in higher education contexts. It does so against the backdrop of different outcomes for students with varying forms of linguistic cultural capital in South African higher education. Applying phenomenology as methodology, we unpack the ways in which students at the University of the Western Cape experience both monolingual and multilingual assessment from the standpoint of the cognition– emotion interface. The findings show that while monolingual assessment created affective barriers to cognition, a far more enabling environment was created by the provision of alternative multilingual linguistic arrangements. The article reflects on the implications of the analysis both for levelling the playing field in a context where language is a major source of inequality and for scholarship on language in assessment.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"52 1","pages":"50 - 70"},"PeriodicalIF":0.5,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2020.1839539","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48524965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.1080/10228195.2020.1825515
Theodorus du Plessis
Abstract The South African Parliament’s Constitutional Review Committee recommended in 2017 that South African Sign Language (SASL) be declared the country’s 12th official language and that the Constitution be amended accordingly. Since the officialisation of a language entails its routinised use in official language domains and functions, one would expect this to be applicable to SASL. This would include, among other things, place-name standardisation, given the fact that place naming in signed languages is generally authentic and that written place names are consequently often renamed in signed languages. Using SASL as an alternative official language becomes challenging from a place-name planning point of view. This article considers place-name policy in South Africa in juxtaposition to the unique conventions regarding place naming in signed languages in general. The challenges regarding an inclusive approach to place-naming policy that accommodates the Deaf community are illustrated and recommendations are made regarding future place-name planning.
{"title":"The Officialisation of South African Sign Language: Implications for Place-Name Planning","authors":"Theodorus du Plessis","doi":"10.1080/10228195.2020.1825515","DOIUrl":"https://doi.org/10.1080/10228195.2020.1825515","url":null,"abstract":"Abstract The South African Parliament’s Constitutional Review Committee recommended in 2017 that South African Sign Language (SASL) be declared the country’s 12th official language and that the Constitution be amended accordingly. Since the officialisation of a language entails its routinised use in official language domains and functions, one would expect this to be applicable to SASL. This would include, among other things, place-name standardisation, given the fact that place naming in signed languages is generally authentic and that written place names are consequently often renamed in signed languages. Using SASL as an alternative official language becomes challenging from a place-name planning point of view. This article considers place-name policy in South Africa in juxtaposition to the unique conventions regarding place naming in signed languages in general. The challenges regarding an inclusive approach to place-naming policy that accommodates the Deaf community are illustrated and recommendations are made regarding future place-name planning.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"51 1","pages":"66 - 86"},"PeriodicalIF":0.5,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48423580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.1080/10228195.2020.1794017
K. Sobane, C. van der Merwe, B. Shandu
Abstract The language barrier continues to compromise adequate healthcare delivery in multilingual healthcare systems. This makes language an important issue for the policy agenda in such systems. This article highlights the silence of selected South African health policies on managing the language barrier in healthcare. The analysis establishes that the selected policies make limited provisions, if any, on the language barrier and fail to account for how the language barrier should be addressed in the provision of care. This silence derives from the level of attention that the subject receives in public discourses and national policies. It is therefore recommended that policies become explicit on how the language barrier in healthcare delivery should be addressed, and that effective implementation as well as monitoring and evaluation mechanisms be put in place to facilitate equitable access to healthcare services for all.
{"title":"The Silence of South African Health Policies on the Language Barrier Between Healthcare Providers and Patients","authors":"K. Sobane, C. van der Merwe, B. Shandu","doi":"10.1080/10228195.2020.1794017","DOIUrl":"https://doi.org/10.1080/10228195.2020.1794017","url":null,"abstract":"Abstract The language barrier continues to compromise adequate healthcare delivery in multilingual healthcare systems. This makes language an important issue for the policy agenda in such systems. This article highlights the silence of selected South African health policies on managing the language barrier in healthcare. The analysis establishes that the selected policies make limited provisions, if any, on the language barrier and fail to account for how the language barrier should be addressed in the provision of care. This silence derives from the level of attention that the subject receives in public discourses and national policies. It is therefore recommended that policies become explicit on how the language barrier in healthcare delivery should be addressed, and that effective implementation as well as monitoring and evaluation mechanisms be put in place to facilitate equitable access to healthcare services for all.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"51 1","pages":"87 - 107"},"PeriodicalIF":0.5,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2020.1794017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43909943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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