The aim of this study is to investigate and critically appraise E.D.M. Sibiya’s manipulation of the isiZulu language in his novels. Sibiya has contributed greatly to the growth of isiZulu literature. Despite being an award-winning novelist, his works, particularly novels, have not received the amount of attention they deserve as there is relatively less research done on them. Most research on Sibiya’s novels has focused on literary elements such as characterisation and social ills as depicted by themes. There is very little that has been done on evaluating language in his novels.
Human beings the world over benefit from sharing experiences and knowledge through language. African languages have now demonstrated that they also have capacity to transmit intellectualism that advances human progress and knowledge beyond human boarders. Words such as ubuntu, imbizo and lobola have broken bonds of linguistic superiority. But is it possible to translate the linguistic superiority into English without acculturation?
Counselling psychologists represent a considerable proportion of psychologists in South Africa (SA), yet knowledge on the discipline’s workforce is limited. In addition, professional lifespan issues have received inadequate attention, inclusive of the early career stage, identified as an exceptionally vulnerable segment of the professional lifespan.
Police culture plays a crucial role in shaping law enforcement practices and the overall functioning of police organisations. In Africa, the study of police culture holds particular importance due to the unique historical, social, and political contexts that influence policing in the region. Academic research on police organisational culture has been one of the most robust and productive areas in the study of policing, uncovering many of the day-to-day realities, lived experiences and cultural meanings of police work.
This study aimed to examine the ESL students' perceptions and experience of academic writing with blended learning applications at a South African Technical and Vocational Education and Technology (TVET) college in the Western Cape. This study's aim was to come up with recommendations and interventions for improving the English academic writing skills of first-year students with blended learning applications and therefore the focus was on the students and their experiences. The study utilised a mixed-methods approach to obtain and analyse the data obtained from the study respondents.
The present study examined language policy management in higher education institutions in South Africa using a University of Technology as a case study. The first objective of the study was to ascertain the extent of students’ language learning problems that manifest at the University of Technology after the adoption of the English-only language policy. The second objective was to determine whether students’ biographical factors (gender, age, year of study, home language, and faculty) have any influence on their language learning problems.
There is limited scholarly attention on the ANC land policy from 1955 to 2017 and how the ANC land policy shifts coupled with lack of commitment exacerbated Black landlessness. In addition, there is dearth of scholarship on how the slow pace of the ANC land reform programme affects the marginalised groups such as the Khoisan, women, youth and the poor Black majority. Using the voices of the marginalised people and the available secondary sources, this study sought to fill in this identified gap.
The foundation of the South African narrative is framed by identity politics; a politics instituted at the intersection of race and class to exclude all people considered non-White concerning the socioeconomic and political landscape of the country. The preamble of the Freedom Charter signed in 1955 declared that the country belongs to all who live in it: Black and White people. The dominant constructivist narratives of addressing the racial dichotomy obliterate the injustice suffered by the Khoe-San people whose identity was overshadowed under the homogeneous term, Coloured people.
This thesis interrogates the gendered constructions and representations of Indian South African women (ISAW), South African Indian women (SAIW), and/or South African women of Indian descent’s (SAWOID) identity through a study of such playwrights and their plays, including my own work. ISAW, SAIW and/or SAWOID lives are critically affected by the roles we are expected to perform in our families, namely those of daughter, sister, wife, and mother. Sylvia Walby (1990) distinguishes two key forms of patriarchy: public and private.
From its inception, the primary focus of the field of Linguistic Landscape Studies has been the interplay between language and space, or language on display. Recently, however, scholars have begun to consider the human element of linguistic landscapes (LLs), and include the body in their work [See for example Stroud and Jegels (2014), Peck and Stroud (2015), Peck and Banda (2014)].