Pub Date : 2023-01-02DOI: 10.2989/16073614.2023.2185966
Shilela Nkadimeng, B. Lepota, L. Makalela
presents a template for using accessible vocabulary as a launchpad for understanding an African language by non-mother-tongue speakers. Using textual analysis of past question papers from Siswati as a prototype for indigenous African languages, his findings reveal that vocabulary attention is minimal and that this may not be a good method for easy access to learning African languages. This article has implications for the department’s language policy on the incremental introduction of African languages. It also has implications for an increased focus on direct assessments of vocabulary knowledge in the Siswati FAL question papers at Grade 12 level and the resultant quality assurance practices.
{"title":"The language enigma: Two decades of quality assuring language assessment in South Africa","authors":"Shilela Nkadimeng, B. Lepota, L. Makalela","doi":"10.2989/16073614.2023.2185966","DOIUrl":"https://doi.org/10.2989/16073614.2023.2185966","url":null,"abstract":"presents a template for using accessible vocabulary as a launchpad for understanding an African language by non-mother-tongue speakers. Using textual analysis of past question papers from Siswati as a prototype for indigenous African languages, his findings reveal that vocabulary attention is minimal and that this may not be a good method for easy access to learning African languages. This article has implications for the department’s language policy on the incremental introduction of African languages. It also has implications for an increased focus on direct assessments of vocabulary knowledge in the Siswati FAL question papers at Grade 12 level and the resultant quality assurance practices.","PeriodicalId":54152,"journal":{"name":"Southern African Linguistics and Applied Language Studies","volume":"41 1","pages":"1 - 4"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41762783","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 : 2022-10-02DOI: 10.2989/16073614.2022.2077224
Mzimkulu Samson Honey Dyasi, Cina P Mosito
Abstract The aim of this study is to explore the teachers' philosophies in literacy teaching at rural primary schools in South Africa. Studies show that South African primary school learners’ literacy skills and abilities are significantly below the norm for their age and grade. One-on-one, semi-structured interviews are employed to elicit responses from eight primary school teachers in the Foundation Phase. The data were thematically analysed to isolate certain themes which showed how teachers taught literacy. The findings revealed a range of teachers' personal philosophies. Teachers demonstrated different beliefs or philosophies of how they taught literacy. It was important in this study to synthesise a conceptual framework by drawing upon (i) Vygotsky's pioneering work on mediation pertaining to the teachers' role, and (ii) Freire's theory on constructivism emphasising learner-centred education. This article concludes and suggests that if teachers are made aware of their personal theories and assumptions about teaching literacy, their tuition may become more innovative, creative and rewarding. They may come to realise that knowledge is constructed between learners and teachers. If literacy teachers are liberated in this way, they can adjust their literacy teaching to the social and intellectual backgrounds of their learners, and learners can come to identify with the literacy lessons to become truly literate.
{"title":"Application of teachers’ philosophies on literacy teaching and learning in rural schools","authors":"Mzimkulu Samson Honey Dyasi, Cina P Mosito","doi":"10.2989/16073614.2022.2077224","DOIUrl":"https://doi.org/10.2989/16073614.2022.2077224","url":null,"abstract":"Abstract The aim of this study is to explore the teachers' philosophies in literacy teaching at rural primary schools in South Africa. Studies show that South African primary school learners’ literacy skills and abilities are significantly below the norm for their age and grade. One-on-one, semi-structured interviews are employed to elicit responses from eight primary school teachers in the Foundation Phase. The data were thematically analysed to isolate certain themes which showed how teachers taught literacy. The findings revealed a range of teachers' personal philosophies. Teachers demonstrated different beliefs or philosophies of how they taught literacy. It was important in this study to synthesise a conceptual framework by drawing upon (i) Vygotsky's pioneering work on mediation pertaining to the teachers' role, and (ii) Freire's theory on constructivism emphasising learner-centred education. This article concludes and suggests that if teachers are made aware of their personal theories and assumptions about teaching literacy, their tuition may become more innovative, creative and rewarding. They may come to realise that knowledge is constructed between learners and teachers. If literacy teachers are liberated in this way, they can adjust their literacy teaching to the social and intellectual backgrounds of their learners, and learners can come to identify with the literacy lessons to become truly literate.","PeriodicalId":54152,"journal":{"name":"Southern African Linguistics and Applied Language Studies","volume":"40 1","pages":"441 - 455"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47127411","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 : 2022-10-02DOI: 10.2989/16073614.2022.2149578
Johannes Sibeko
Abstract This article investigates the syllabification of Sesotho words using a rule-based approach. A total of eleven syllabification rules are proposed based on Guma's (1982) three types of syllables, that is, consonant only (C), consonants and vowels (CV), and vowels only (V) syllable types. The syllabification rules are established using the South African Sesotho (SAS) orthography. The proposed syllabification rules are illustrated and applied to an extract from Masowa (2017). The outcomes indicate that the laws of syllabification proposed in this article are sufficient for syllabification of Sesotho words. Among other findings, we differ from Guma (1982) by proposing the removal of the /ny/ consonant digraph from the list of C syllable subtypes. Moreover, we extend Madigoe's (2003) list of CV syllable subtypes by adding two more CV syllable subtypes based on the number of consonants preceding the vowel in CV syllables. These suggested CV subtypes focus on the number of vowels that precede the consonant-vowel syllable types. We believe that if the rules suggested in this article are used correctly, the development of an automated syllabification system for Sesotho can be achieved.
{"title":"Tshebediso ya melao kabong ya dinoko tsa Sesotho","authors":"Johannes Sibeko","doi":"10.2989/16073614.2022.2149578","DOIUrl":"https://doi.org/10.2989/16073614.2022.2149578","url":null,"abstract":"Abstract This article investigates the syllabification of Sesotho words using a rule-based approach. A total of eleven syllabification rules are proposed based on Guma's (1982) three types of syllables, that is, consonant only (C), consonants and vowels (CV), and vowels only (V) syllable types. The syllabification rules are established using the South African Sesotho (SAS) orthography. The proposed syllabification rules are illustrated and applied to an extract from Masowa (2017). The outcomes indicate that the laws of syllabification proposed in this article are sufficient for syllabification of Sesotho words. Among other findings, we differ from Guma (1982) by proposing the removal of the /ny/ consonant digraph from the list of C syllable subtypes. Moreover, we extend Madigoe's (2003) list of CV syllable subtypes by adding two more CV syllable subtypes based on the number of consonants preceding the vowel in CV syllables. These suggested CV subtypes focus on the number of vowels that precede the consonant-vowel syllable types. We believe that if the rules suggested in this article are used correctly, the development of an automated syllabification system for Sesotho can be achieved.","PeriodicalId":54152,"journal":{"name":"Southern African Linguistics and Applied Language Studies","volume":"40 1","pages":"494 - 506"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44420188","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 : 2022-10-02DOI: 10.2989/16073614.2022.2121293
S. Rudman
Abstract Language, as discourse, largely determines one's perception of the world, including one's own identity and the identity of others. As a subject of discourse, one is generally unaware of the manner in which ideological assumptions dictate one's thoughts and actions. It is only when underlying ideological tenets are made explicit that one is given the opportunity to evaluate the validity of such assumptions and, if desired, reposition oneself with regard to the discoursal context. The role of the analyst, explains Lacan, is to facilitate a journey of exposure in which the analysand is made aware of pertinent issues influencing their thought processes and behaviour, thus allowing them to assume agency in dealing with them. Along with Lacan, this article argues that the analyst's discourse can be initiated in the context of a larger group - in this case, a first-year university classroom. Student reflections accurately reflect that - as Lacan suggests - individuals as subjects of discourse are able to reposition themselves with regard to influential discourses in their contexts. The example discussed in this article proves that this process of change can be facilitated through activating the discourse of the analyst through the strategic compilation of a module or programme.
{"title":"Knowing you, knowing me: Identity, agency and the analyst’s discourse in the context of a South African university classroom","authors":"S. Rudman","doi":"10.2989/16073614.2022.2121293","DOIUrl":"https://doi.org/10.2989/16073614.2022.2121293","url":null,"abstract":"Abstract Language, as discourse, largely determines one's perception of the world, including one's own identity and the identity of others. As a subject of discourse, one is generally unaware of the manner in which ideological assumptions dictate one's thoughts and actions. It is only when underlying ideological tenets are made explicit that one is given the opportunity to evaluate the validity of such assumptions and, if desired, reposition oneself with regard to the discoursal context. The role of the analyst, explains Lacan, is to facilitate a journey of exposure in which the analysand is made aware of pertinent issues influencing their thought processes and behaviour, thus allowing them to assume agency in dealing with them. Along with Lacan, this article argues that the analyst's discourse can be initiated in the context of a larger group - in this case, a first-year university classroom. Student reflections accurately reflect that - as Lacan suggests - individuals as subjects of discourse are able to reposition themselves with regard to influential discourses in their contexts. The example discussed in this article proves that this process of change can be facilitated through activating the discourse of the analyst through the strategic compilation of a module or programme.","PeriodicalId":54152,"journal":{"name":"Southern African Linguistics and Applied Language Studies","volume":"40 1","pages":"481 - 493"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69797126","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 : 2022-09-30DOI: 10.2989/16073614.2022.2085592
Ni Li, Lianrui Yang
{"title":"Second Language Acquisition: An Introductory Course (5th edn)","authors":"Ni Li, Lianrui Yang","doi":"10.2989/16073614.2022.2085592","DOIUrl":"https://doi.org/10.2989/16073614.2022.2085592","url":null,"abstract":"","PeriodicalId":54152,"journal":{"name":"Southern African Linguistics and Applied Language Studies","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49208672","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 : 2022-09-29DOI: 10.2989/16073614.2022.2085591
Lin Shi, Yinxia Wei
What explains variation in human language? How are linguistic and social factors related? How do we examine possible semantic differences between variants? These questions and many more are explored in this volume, which examines syntactic variables in a range of languages. It brings together a team of internationally acclaimed authors to provide perspectives on how and why syntax varies between and within speakers, focusing on explaining theoretical backgrounds and methods. The analyses presented are based on a range of languages, making it possible to address the questions from a cross-linguistic perspective. All chapters demonstrate rigorous quantitative analyses, which expose the conditioning factors in language change as well as offering important insights into community and individual grammars. It is essential reading for researchers and students with an interest in language variation and change, and the theoretical framework and methods applied in the study of how and why syntax varies.
{"title":"Explanations in Sociosyntactic Variation","authors":"Lin Shi, Yinxia Wei","doi":"10.2989/16073614.2022.2085591","DOIUrl":"https://doi.org/10.2989/16073614.2022.2085591","url":null,"abstract":"What explains variation in human language? How are linguistic and social factors related? How do we examine possible semantic differences between variants? These questions and many more are explored in this volume, which examines syntactic variables in a range of languages. It brings together a team of internationally acclaimed authors to provide perspectives on how and why syntax varies between and within speakers, focusing on explaining theoretical backgrounds and methods. The analyses presented are based on a range of languages, making it possible to address the questions from a cross-linguistic perspective. All chapters demonstrate rigorous quantitative analyses, which expose the conditioning factors in language change as well as offering important insights into community and individual grammars. It is essential reading for researchers and students with an interest in language variation and change, and the theoretical framework and methods applied in the study of how and why syntax varies.","PeriodicalId":54152,"journal":{"name":"Southern African Linguistics and Applied Language Studies","volume":"41 1","pages":"224 - 226"},"PeriodicalIF":0.6,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42939997","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 : 2022-09-29DOI: 10.2989/16073614.2022.2077225
Mampoi Irene Mabena, K. Sobane
Abstract Commissions of enquiry have become a common platform for establishing facts where there have been disputes. They are often established to unpack the facts that would have led to controversies and make recommendations for solutions to such conflicts. Language then becomes an essential tool that facilitates extracting information that helps the commission to get to the truth and make informed recommendations. This article critically analyses the role played by Sesotho figurative language in the Leon and Phumaphi commissions of enquiry in Lesotho. This is a non-intrusive study that relied on audio recordings that were made during the enquiries. The article argues that figurative language was a conversationally ineffective communicative strategy that withheld information from the commissioners who were not speakers of Sesotho, the home language for the majority of participants who testified before the commissions. In the end, the implications of the study for transforming conversational events in commissions of enquiry are discussed.
{"title":"Sesotho figurative language: Ineffective conversational strategy in commissions of enquiry","authors":"Mampoi Irene Mabena, K. Sobane","doi":"10.2989/16073614.2022.2077225","DOIUrl":"https://doi.org/10.2989/16073614.2022.2077225","url":null,"abstract":"Abstract Commissions of enquiry have become a common platform for establishing facts where there have been disputes. They are often established to unpack the facts that would have led to controversies and make recommendations for solutions to such conflicts. Language then becomes an essential tool that facilitates extracting information that helps the commission to get to the truth and make informed recommendations. This article critically analyses the role played by Sesotho figurative language in the Leon and Phumaphi commissions of enquiry in Lesotho. This is a non-intrusive study that relied on audio recordings that were made during the enquiries. The article argues that figurative language was a conversationally ineffective communicative strategy that withheld information from the commissioners who were not speakers of Sesotho, the home language for the majority of participants who testified before the commissions. In the end, the implications of the study for transforming conversational events in commissions of enquiry are discussed.","PeriodicalId":54152,"journal":{"name":"Southern African Linguistics and Applied Language Studies","volume":"40 1","pages":"456 - 468"},"PeriodicalIF":0.6,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48516190","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 : 2022-09-29DOI: 10.2989/16073614.2022.2075903
S. F. Ebrahimi, A. Mohsenzadeh
Abstract The study of stance as a linguistic feature that conveys the attitude of writers to their materials and readers has become an important research area. The head noun in noun complement structures is one of the overlooked means of stance. This study aims to explore the frequencies, forms and functions of such a structure in a sample of 50 research articles from the discipline of English Language Teaching (ELT). The classifications of stance nouns proposed by Jiang and Hyland were used to meet the study objectives. According to the results, stance nouns were more frequent in this study compared to studies reviewed in literature, suggesting the impact of disciplinary conventions. Also, the findings indicated that the attribute class of stance was the most frequent, pointing to the intention of ELT writers to use stance nouns to make judgments and evaluations. In addition, the findings showed that stance nouns were dominant in the of-preposition structure. In conclusion, the findings of this study could act as a guideline to include stance nouns in the syllabus for teaching research article writing in ELT and relevant disciplines.
{"title":"Functional analysis of stance nouns in English Language Teaching research articles","authors":"S. F. Ebrahimi, A. Mohsenzadeh","doi":"10.2989/16073614.2022.2075903","DOIUrl":"https://doi.org/10.2989/16073614.2022.2075903","url":null,"abstract":"Abstract The study of stance as a linguistic feature that conveys the attitude of writers to their materials and readers has become an important research area. The head noun in noun complement structures is one of the overlooked means of stance. This study aims to explore the frequencies, forms and functions of such a structure in a sample of 50 research articles from the discipline of English Language Teaching (ELT). The classifications of stance nouns proposed by Jiang and Hyland were used to meet the study objectives. According to the results, stance nouns were more frequent in this study compared to studies reviewed in literature, suggesting the impact of disciplinary conventions. Also, the findings indicated that the attribute class of stance was the most frequent, pointing to the intention of ELT writers to use stance nouns to make judgments and evaluations. In addition, the findings showed that stance nouns were dominant in the of-preposition structure. In conclusion, the findings of this study could act as a guideline to include stance nouns in the syllabus for teaching research article writing in ELT and relevant disciplines.","PeriodicalId":54152,"journal":{"name":"Southern African Linguistics and Applied Language Studies","volume":"40 1","pages":"430 - 440"},"PeriodicalIF":0.6,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43765783","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 : 2022-09-29DOI: 10.2989/16073614.2022.2081229
Luoyun Chen
{"title":"Perception and Metaphor: A Comparative Perspective Between English and Chinese","authors":"Luoyun Chen","doi":"10.2989/16073614.2022.2081229","DOIUrl":"https://doi.org/10.2989/16073614.2022.2081229","url":null,"abstract":"","PeriodicalId":54152,"journal":{"name":"Southern African Linguistics and Applied Language Studies","volume":"41 1","pages":"222 - 223"},"PeriodicalIF":0.6,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47123279","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 : 2022-09-29DOI: 10.2989/16073614.2022.2077226
Vimbai Mbirimi-Hungwe
Abstract This article examines the use of translanguaging pedagogy in a multilingual classroom through a critical literacy lens. The article focuses on the events leading to the collection of data for my PhD thesis. During this period, data was collected using first-year health care students who participated in translingual activities during a collaborative task. The set-up and the process of data collection involved a critical literacy stance. Issues of power of language and how language can position people as subjects could be observed, and ultimately the language politics of the classroom were evident. In the classroom where the study was conducted, students were required to be in translanguaging discussion groups. It was evident that those students who were in the majority due to them speaking a common language grouped together. Those who spoke the minority languages also grouped together. From these observations there was a clear indication of politics in that classroom. This political situation made those who were in the majority feel more powerful than those in the minority.
{"title":"Translanguaging pedagogy as seen through a critical literacy lens","authors":"Vimbai Mbirimi-Hungwe","doi":"10.2989/16073614.2022.2077226","DOIUrl":"https://doi.org/10.2989/16073614.2022.2077226","url":null,"abstract":"Abstract This article examines the use of translanguaging pedagogy in a multilingual classroom through a critical literacy lens. The article focuses on the events leading to the collection of data for my PhD thesis. During this period, data was collected using first-year health care students who participated in translingual activities during a collaborative task. The set-up and the process of data collection involved a critical literacy stance. Issues of power of language and how language can position people as subjects could be observed, and ultimately the language politics of the classroom were evident. In the classroom where the study was conducted, students were required to be in translanguaging discussion groups. It was evident that those students who were in the majority due to them speaking a common language grouped together. Those who spoke the minority languages also grouped together. From these observations there was a clear indication of politics in that classroom. This political situation made those who were in the majority feel more powerful than those in the minority.","PeriodicalId":54152,"journal":{"name":"Southern African Linguistics and Applied Language Studies","volume":"40 1","pages":"469 - 480"},"PeriodicalIF":0.6,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47448768","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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