Pub Date : 2020-09-01DOI: 10.1080/10228195.2020.1839122
Isaac Mumpande, L. Barnes
Abstract This article investigates the strategies that were adopted for the revitalisation of Tonga, an endangered, marginalised language in Zimbabwe. Using Yamamoto's (1998) nine-factor model for language revitalisation, the article analyses the strategies adopted by the marginalised Tonga ethnic group in Zimbabwe to revitalise their language. It argues that the Tonga revitalisation initiative was a success as it adopted a holistic approach which identified and addressed the critical and complex sociological, political, economic, and cultural factors that caused language shift in the first place. These strategies focused primarily on raising awareness through promoting educational programmes about the endangered language and culture and developing a strong sense of ethnic identity within the community. The creation of a bilingual/bicultural school programme, the training of native speakers as teachers, and the amendment of the national language legislation were considered vital to the success of the initiative.
{"title":"The Revitalisation of the Tonga Language in Zimbabwe: The Strategies","authors":"Isaac Mumpande, L. Barnes","doi":"10.1080/10228195.2020.1839122","DOIUrl":"https://doi.org/10.1080/10228195.2020.1839122","url":null,"abstract":"Abstract This article investigates the strategies that were adopted for the revitalisation of Tonga, an endangered, marginalised language in Zimbabwe. Using Yamamoto's (1998) nine-factor model for language revitalisation, the article analyses the strategies adopted by the marginalised Tonga ethnic group in Zimbabwe to revitalise their language. It argues that the Tonga revitalisation initiative was a success as it adopted a holistic approach which identified and addressed the critical and complex sociological, political, economic, and cultural factors that caused language shift in the first place. These strategies focused primarily on raising awareness through promoting educational programmes about the endangered language and culture and developing a strong sense of ethnic identity within the community. The creation of a bilingual/bicultural school programme, the training of native speakers as teachers, and the amendment of the national language legislation were considered vital to the success of the initiative.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"51 1","pages":"43 - 65"},"PeriodicalIF":0.5,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2020.1839122","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45442545","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: 10.1080/10228195.2020.1776040
Amina Sheriff, Evdokia Pittas
Abstract The goal of the study reported on in this article was to determine whether the current biliteracy programme in Ghana (National Literacy Acceleration Program or NALAP) and the medium of instruction are considered as factors contributing to language and literacy learning of public school students according to teachers and parents. The target group (n = 126) consisted of 63 teachers and 63 parents in the Ashanti region of Ghana. The results drawn from self-administered questionnaires indicated that most of the respondents were positive that the biliteracy programme enhances students’ literacy skills. Most teachers reported that they prefer the use of both the Ghanaian L1 and English as media of classroom interaction and instruction, whereas most parents preferred English to be used as the medium of interaction. The study contributes to understanding the factors which support biliteracy learning based on teachers’ and parents’ views. The study made a methodological contribution in the development of a set of questionnaires.
{"title":"Factors Contributing to Student Language Outcomes in a Biliteracy Setting According to Teachers’ and Parents’ Views","authors":"Amina Sheriff, Evdokia Pittas","doi":"10.1080/10228195.2020.1776040","DOIUrl":"https://doi.org/10.1080/10228195.2020.1776040","url":null,"abstract":"Abstract The goal of the study reported on in this article was to determine whether the current biliteracy programme in Ghana (National Literacy Acceleration Program or NALAP) and the medium of instruction are considered as factors contributing to language and literacy learning of public school students according to teachers and parents. The target group (n = 126) consisted of 63 teachers and 63 parents in the Ashanti region of Ghana. The results drawn from self-administered questionnaires indicated that most of the respondents were positive that the biliteracy programme enhances students’ literacy skills. Most teachers reported that they prefer the use of both the Ghanaian L1 and English as media of classroom interaction and instruction, whereas most parents preferred English to be used as the medium of interaction. The study contributes to understanding the factors which support biliteracy learning based on teachers’ and parents’ views. The study made a methodological contribution in the development of a set of questionnaires.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"51 1","pages":"4 - 23"},"PeriodicalIF":0.5,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2020.1776040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48746106","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: 10.1080/10228195.2020.1769712
Shamila Naidoo, Roshni Gokool
Abstract An evaluation of the link between the promotion of social cohesion and the introduction of a compulsory isiZulu language module for non-mother-tongue speakers at the University of KwaZulu-Natal was reported on in a quantitative study by Naidoo, Gokool, and Ndebele (2018). This follow-up study explores and describes students’ attitudes to the module, focussing specifically on attitudes towards the module's compulsoriness and sentiments towards the target language. The data was obtained from responses to an open-ended statement contained in the previous quantitative study (“Please feel free to add any comments you would like.”) The analysis of these responses revealed that students are aware of the value of acquiring competence in isiZulu. However, they challenge the usefulness of the module. Informed by this qualitative analysis, this article makes recommendations for the improvement of the compulsory isiZulu module at the University of KwaZulu-Natal.
{"title":"Compulsory isiZulu at the University of KwaZulu-Natal: The Attitudes of Enrolled Students","authors":"Shamila Naidoo, Roshni Gokool","doi":"10.1080/10228195.2020.1769712","DOIUrl":"https://doi.org/10.1080/10228195.2020.1769712","url":null,"abstract":"Abstract An evaluation of the link between the promotion of social cohesion and the introduction of a compulsory isiZulu language module for non-mother-tongue speakers at the University of KwaZulu-Natal was reported on in a quantitative study by Naidoo, Gokool, and Ndebele (2018). This follow-up study explores and describes students’ attitudes to the module, focussing specifically on attitudes towards the module's compulsoriness and sentiments towards the target language. The data was obtained from responses to an open-ended statement contained in the previous quantitative study (“Please feel free to add any comments you would like.”) The analysis of these responses revealed that students are aware of the value of acquiring competence in isiZulu. However, they challenge the usefulness of the module. Informed by this qualitative analysis, this article makes recommendations for the improvement of the compulsory isiZulu module at the University of KwaZulu-Natal.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"51 1","pages":"24 - 42"},"PeriodicalIF":0.5,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2020.1769712","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47346917","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: 10.1080/10228195.2020.1842485
Lefty Mabela, C. Mann, Thabo Ditsele
Abstract This study analyses written and spoken corpora of three South African political party leaders (Jacob Zuma of the African National Congress [ANC], Mmusi Maimane of the Democratic Alliance [DA], and Julius Malema of the Economic Freedom Fighters [EFF]) in different discourse contexts. A mixed-methods approach was used to collect the data, while Critical Discourse Analysis and text analysis constituted the analytical framework. Twelve political-leader speeches (four each), three senior party official interviews, and seventeen focus group interviews with the voting public were explored as data. The findings established that each political leader had his own persuasive strategies and choice of words, usually aligned with his ideological and personal agenda, and that these political leaders were not entirely responsible for their speeches. The study concludes that these political leaders used and chose words strategically in their speeches to persuade and manipulate their audiences.
{"title":"Language and Discourse in Contemporary South African Politics: A Critical Discourse Analysis","authors":"Lefty Mabela, C. Mann, Thabo Ditsele","doi":"10.1080/10228195.2020.1842485","DOIUrl":"https://doi.org/10.1080/10228195.2020.1842485","url":null,"abstract":"Abstract This study analyses written and spoken corpora of three South African political party leaders (Jacob Zuma of the African National Congress [ANC], Mmusi Maimane of the Democratic Alliance [DA], and Julius Malema of the Economic Freedom Fighters [EFF]) in different discourse contexts. A mixed-methods approach was used to collect the data, while Critical Discourse Analysis and text analysis constituted the analytical framework. Twelve political-leader speeches (four each), three senior party official interviews, and seventeen focus group interviews with the voting public were explored as data. The findings established that each political leader had his own persuasive strategies and choice of words, usually aligned with his ideological and personal agenda, and that these political leaders were not entirely responsible for their speeches. The study concludes that these political leaders used and chose words strategically in their speeches to persuade and manipulate their audiences.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"51 1","pages":"108 - 129"},"PeriodicalIF":0.5,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2020.1842485","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44002202","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 : 2020-05-03DOI: 10.1080/10228195.2020.1773518
Eventhough Ndlovu
Abstract This article examines the status of translation and interpretation as disciplines and professions in Zimbabwe. A critical appraisal of both past and present Zimbabwean language policy documents, triangulated with data from semi- structured interviews and observations, reveals that the two disciplines and professions are still in their formative stages despite their long history. It emerged that translation and interpretation are para-professions and are neither fully-fledged nor well-established disciplines. The lack of an enabling language policy seems to account for this underdevelopment, at least to some extent. The marginalisation of the majority of local languages thus appears to stifle and thwart efforts to promote the disciplinary and professional growth of both translation and interpretation in Zimbabwe. These observations suggest that language policy, translation, and interpretation in the Zimbabwean context have an intricate and symbiotic relationship; thus the lack of an enabling language policy environment both past and present constrains their development.
{"title":"Interpretation and Translation as Disciplines and Professions in Zimbabwe: A Critical Appraisal","authors":"Eventhough Ndlovu","doi":"10.1080/10228195.2020.1773518","DOIUrl":"https://doi.org/10.1080/10228195.2020.1773518","url":null,"abstract":"Abstract This article examines the status of translation and interpretation as disciplines and professions in Zimbabwe. A critical appraisal of both past and present Zimbabwean language policy documents, triangulated with data from semi- structured interviews and observations, reveals that the two disciplines and professions are still in their formative stages despite their long history. It emerged that translation and interpretation are para-professions and are neither fully-fledged nor well-established disciplines. The lack of an enabling language policy seems to account for this underdevelopment, at least to some extent. The marginalisation of the majority of local languages thus appears to stifle and thwart efforts to promote the disciplinary and professional growth of both translation and interpretation in Zimbabwe. These observations suggest that language policy, translation, and interpretation in the Zimbabwean context have an intricate and symbiotic relationship; thus the lack of an enabling language policy environment both past and present constrains their development.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"51 1","pages":"129 - 147"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2020.1773518","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42165916","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 : 2020-05-03DOI: 10.1080/10228195.2020.1767180
Robyn Berghoff
Abstract Afrikaans has two degree modifiers translatable as “much,” “many,” or “a lot,” namely veel and baie. However, the default excessive and equative constructions in Afrikaans are te veel (too much) and ewe veel (as much), not te baie and ewe baie. This article argues that veel is dominant in these constructions because the atypical/marked status of te baie and ewe baie can lend these formulations a marked meaning. Specifically, this marked meaning is argued to be one of evaluativity, where baie in these constructions makes reference to a high degree, whereas veel does not. Native speaker judgements support this interpretation, but also show that baie can have a bleached meaning in these constructions, serving as a neutral substitute for veel. This possibility is attributed to a process of markedness shift, where because of its ubiquity in other degree-modification contexts, baie is inserted in the equative and excessive as well.
{"title":"Evaluativity in the Afrikaans Equative and Excessive Constructions","authors":"Robyn Berghoff","doi":"10.1080/10228195.2020.1767180","DOIUrl":"https://doi.org/10.1080/10228195.2020.1767180","url":null,"abstract":"Abstract Afrikaans has two degree modifiers translatable as “much,” “many,” or “a lot,” namely veel and baie. However, the default excessive and equative constructions in Afrikaans are te veel (too much) and ewe veel (as much), not te baie and ewe baie. This article argues that veel is dominant in these constructions because the atypical/marked status of te baie and ewe baie can lend these formulations a marked meaning. Specifically, this marked meaning is argued to be one of evaluativity, where baie in these constructions makes reference to a high degree, whereas veel does not. Native speaker judgements support this interpretation, but also show that baie can have a bleached meaning in these constructions, serving as a neutral substitute for veel. This possibility is attributed to a process of markedness shift, where because of its ubiquity in other degree-modification contexts, baie is inserted in the equative and excessive as well.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"51 1","pages":"25 - 48"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2020.1767180","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43017862","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 : 2020-05-03DOI: 10.1080/10228195.2020.1740299
Felicia Asadu
Abstract New lexical items have entered the Igbo lexicon through the indigenous music of the Igbo people. This study aims to explicate how cultural and linguistic resources are harnessed by Igbo indigenous musicians in creating new expressions to convey new ideas, and how these expressions diffuse into the mainstream lexicon of the language. A total of 19 innovated words from 10 musicians both from former and contemporary periods were used in the study. The results show that the Igbo belief system was the main basis of the created words. Such words include ákáńcháwá, bùnyém̄ úchè, élétéàghàrá, òtím̄ kpū, òkóǹgwù, and èkpèrìmà. The study also found that factors such as innovations and communication channels were responsible for the rapid diffusion of the terms and expressions into the lexicon of the language. I randomly used AntConc search and Igwe's (2001) Igbo–English dictionary to confirm that these words have diffused and become permanent additions to the mainstream lexicon.
{"title":"Lexical Innovation and Mainstreaming in Igbo Indigenous Music","authors":"Felicia Asadu","doi":"10.1080/10228195.2020.1740299","DOIUrl":"https://doi.org/10.1080/10228195.2020.1740299","url":null,"abstract":"Abstract New lexical items have entered the Igbo lexicon through the indigenous music of the Igbo people. This study aims to explicate how cultural and linguistic resources are harnessed by Igbo indigenous musicians in creating new expressions to convey new ideas, and how these expressions diffuse into the mainstream lexicon of the language. A total of 19 innovated words from 10 musicians both from former and contemporary periods were used in the study. The results show that the Igbo belief system was the main basis of the created words. Such words include ákáńcháwá, bùnyém̄ úchè, élétéàghàrá, òtím̄ kpū, òkóǹgwù, and èkpèrìmà. The study also found that factors such as innovations and communication channels were responsible for the rapid diffusion of the terms and expressions into the lexicon of the language. I randomly used AntConc search and Igwe's (2001) Igbo–English dictionary to confirm that these words have diffused and become permanent additions to the mainstream lexicon.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"51 1","pages":"105 - 90"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2020.1740299","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47260599","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 : 2020-05-03DOI: 10.1080/10228195.2020.1769713
S. Vandeyar, Theresa Catalano
Abstract Increased multilingualism and mobility have witnessed an increased focus on multilingual immigrant learners. This study aims to help educators understand experiences of immigrant students in South Africa that relate to language and identity by comparing such experiences across three different school settings: an urban school with a high (Black) immigrant and indigenous population, a former Indian school, and a former White school. Drawing on semi-structured interviews from a larger case study, this study makes visible the immigrant learner experience in multilingual settings in which xenophobic conditions arise. The findings reveal similarities as well as differences in individual identity construction and negotiation and its vital connection to language. Furthermore, they illustrate ways in which these learners must navigate xenophobic trends, exclusive language pedagogies, and language loss. The implications of this study point to a call for policy, practice, and research to take into account multilingual immigrant learners as well as a need to attend to the social construction of identities.
{"title":"Language and Identity: Multilingual Immigrant Learners in South Africa","authors":"S. Vandeyar, Theresa Catalano","doi":"10.1080/10228195.2020.1769713","DOIUrl":"https://doi.org/10.1080/10228195.2020.1769713","url":null,"abstract":"Abstract Increased multilingualism and mobility have witnessed an increased focus on multilingual immigrant learners. This study aims to help educators understand experiences of immigrant students in South Africa that relate to language and identity by comparing such experiences across three different school settings: an urban school with a high (Black) immigrant and indigenous population, a former Indian school, and a former White school. Drawing on semi-structured interviews from a larger case study, this study makes visible the immigrant learner experience in multilingual settings in which xenophobic conditions arise. The findings reveal similarities as well as differences in individual identity construction and negotiation and its vital connection to language. Furthermore, they illustrate ways in which these learners must navigate xenophobic trends, exclusive language pedagogies, and language loss. The implications of this study point to a call for policy, practice, and research to take into account multilingual immigrant learners as well as a need to attend to the social construction of identities.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"51 1","pages":"106 - 128"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2020.1769713","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42289083","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 : 2020-05-03DOI: 10.1080/10228195.2020.1794018
G. Stell
Abstract This study discusses Kasietaal, a continuum of language practices associated with youth in the low-income areas of Windhoek, the capital of Namibia. To what extent does Kasietaal fit the description of an urban youth speech style or of a new lingua franca? To answer this question, this study discusses sociolinguistic perceptions of younger and older residents of Katutura, Windhoek's historically Black neighbourhood. It also uses linguistic materials produced by a Kasietaal performance elicited from a subset of the younger informants. The data suggest that Kasietaal is a post-independence phenomenon, with a manipulated lexicon of diverse origins as its most salient feature. But Kasietaal is not just a “floating lexicon” like South Africa's Tsotsitaal: It is tied to an Afrikaans variety with low-status lingua franca functions, with which it is likely to be co-evolving for want of other linguistic options for projecting urban inter-ethnic solidarity.
{"title":"Urban Youth Style or Emergent Urban Vernacular? The Rise of Namibia's Kasietaal","authors":"G. Stell","doi":"10.1080/10228195.2020.1794018","DOIUrl":"https://doi.org/10.1080/10228195.2020.1794018","url":null,"abstract":"Abstract This study discusses Kasietaal, a continuum of language practices associated with youth in the low-income areas of Windhoek, the capital of Namibia. To what extent does Kasietaal fit the description of an urban youth speech style or of a new lingua franca? To answer this question, this study discusses sociolinguistic perceptions of younger and older residents of Katutura, Windhoek's historically Black neighbourhood. It also uses linguistic materials produced by a Kasietaal performance elicited from a subset of the younger informants. The data suggest that Kasietaal is a post-independence phenomenon, with a manipulated lexicon of diverse origins as its most salient feature. But Kasietaal is not just a “floating lexicon” like South Africa's Tsotsitaal: It is tied to an Afrikaans variety with low-status lingua franca functions, with which it is likely to be co-evolving for want of other linguistic options for projecting urban inter-ethnic solidarity.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"51 1","pages":"49 - 67"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2020.1794018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44370495","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：