South African Journal of African Languages

The adverse effects of monolingual home-language teachers in bilingual Sesotho and isiXhosa foundation phase classrooms

Jeremia Lepheana — Wed, 28 May 2025 00:00:00 +0000

This article is about home-language teachers who are monolingual teaching in bilingual classrooms in the foundation phase, and the repercussions for other languages. The staff numbers are determined by the total number of learners enrolled at the school, not by the number of home languages or subjects offered or taught at that school. In public schools, the foundation phase (Grades 1–3) teachers teach all learners in their mother tongue in all subjects. This leads to one language dominating in teaching and learning, and disadvantaging learners of the other language that is influenced by the teachers’ home languages. This may also lead to the learners of the disadvantaged language opting for the language of the teacher (dominant language). The Language-in-Education Policy emphasises that children have a right to be educated in their mother tongue. A qualitative approach was used in this article in which five Grade 3 teachers from five schools were selected. A wide range of data was gathered using the action research methods of observations, interviews and questionnaires. The triangulation method was also used as it refers to the use of multiple methods or data sources in qualitative research to develop a comprehensive understanding of phenomena.

Ukuhlaziywa kobuthakathaka namandla abalingiswa besilisa enovelini kaJC Buthelezi ethi Impi Yabomdabu Isethunjini

Celani Lucky Zwane — Wed, 28 May 2025 00:00:00 +0000

Okugxilwe kukho kuleli phepha locwaningo okungakaze kucwaningwe abacwaningi okumayelana nokuhlaziywa kobuthakathaka namandla abalingiswa besilisa okutholakala enovelini kaJC Buthelezi ethi Impi Yabomdabu Isethunjini. Ubuthakathaka namandla babalingiswa besilisa kuvezwe ngokusobala kule noveli. Inhloso enkulu yaleli phepha locwaningo ukukhombisa ukuthi uButhelezi ubethula kanjani ubuthakathaka namandla abalingiswa besilisa kule noveli yakhe. Iveze ubuthakathaka namandla abo ngemuva kwesikhathi sobandlululo kwazise igxile ezimweni ezenzakalayo ngemuva kwesikhathi sobandlululo. Ukuziphatha kwabalingiswa besilisa abakubonisa kubalingani babo besifazane nabazali nezenzo zabalingiswa besifazane mayelana nentuthuko yabalingani babo besilisa kubhekiwe. Kusetshenziswe indlela yekhwalithethivu kuleli phepha locwaningo ngoba umcwaningi usebenzise izincwadi, amathisisi namajeneli ukuthola ulwazi. Izinjulalwazi umcwaningi abone ukuthi zihambisana nocwaningo ireader-oriented theory (injulalwazi egxile kubafundi) ebuye ibizwe ngokuthi ireaderresponse criticism noma ireception theory. Zontathu lezi zinjulalwazi ziyahambisana nokucwaningwa kuleli phepha locwaningo kwazise zigxile ekuziphatheni komuntu nasekubhekeni okufanelwe ukwenziwa ngumuntu nokungafanele. Imiphumela yocwaningo iveza ukuthi enovelini kaJC Buthelezi ethi Impi Yabomdabu Isethunjini kukhona lapho kutholakala khona ubuthakathaka babalingiswa besilisa lapho bengakhulumi ngendlela efanele noma bengenzi izinto ngendlela eyamukelekile. Imiphumela yocwaningo ibuye ithole ukuthi enovelini ka kaJC Buthelezi ethi Impi Yabomdabu Isethunjini kukhona lapho kutholakala khona ukuba namandla kwabalingiswa besilisa lapho bengakhuluma khona izinto ezifanele (bemela iqiniso) noma benza izinto ngendlela eyamukelekile.

The focus of this research article is that most researchers are not aware of the weaknesses and strengths of the male characters that are depicted in JC Buthelezi’s novel. The weaknesses and strengths of the male characters show their true characteristics in the novel. The main intention of this article is to show how Buthelezi presents the weaknesses and strengths of the male characters in his novel. It exposes their weaknesses and strengths after the apartheid period. Male behaviour demonstrated to their female partners and parents as well as the actions of the female characters about the developments of their male partners has been looked at. A qualitative method was used in this article using books, theses and journals. The theories that the researcher found to be relevant to the study are reader-oriented theory, also known as reader-response criticism or reception theory. All these three theories are good for this article as they focus on human behavior. The results show that there is a weakness of the male characters when they do not speak properly or do things in an acceptable manner, and that there is strength of the male characters when they speak in the right manner (representing the truth), or do things in an acceptable way.

Locatives in isiZulu: A grammatico-linguistic analysis of usage trends

Nthabiseng Tsotetsi, Linda Van Huyssteen, Martha Lungi Kabinde Machate — Wed, 28 May 2025 00:00:00 +0000

The formation of nominal locatives occurs through the use of different locative affixes, which include the prefixing of e-, o-, ku-, kwi- and kwa- as well as the suffixing of -ini, as grammatically captured through rule formulation in isiZulu grammars. This article presents a grammatico-linguistic analysis of the usage of isiZulu locatives, which proves to be an interrelation of morphology, phonology, syntax and semantics. It furthermore covers the realisation of different ways in which locative affixes are used in everyday communication, which differs to an extent from documented grammatical rules. The study used a qualitative method and adopted a descriptive research design. Data was acquired using three data collection instruments: prompt exercises distributed among 40 isiZulu young males and females from Newcastle and Thembisa. These tools included a transcription of an isiZulu radio station broadcast and document analysis with extracts from an isiZulu newspaper. This collection resulted in the identification of linguistic themes referred to as locativisation trends, termed ku- dominance, kwi- prominence and prefix substitution with prefix and suffix for +human nouns.

A semiotic reading of Thomas Mofolo’s Chaka: a structuralist approach

Refiloe Felicia Makibi, Mantoa Molete, Sephiri Hlohlolo — Wed, 28 May 2025 00:00:00 +0000

This article explores the impact of various semiotic signs as they appear in the novel Chaka by Thomas Mofolo. The article aims to analyse the signs in the novel and how they contribute to bringing meaning to the novel and the character Chaka, who is a compilation of the signs. Arguing that even though there are numerous cultures in the African context, African cultures have a commonality in the formation of symbolism and the creation of cultural identification of objects, events, people, etc. Therefore, the novel Chaka should be analysed from an African cultural perspective, rather than an individual cultural perspective. Considering the preceding assertion and the analysis of Thomas Mofolo’s novel, Chaka, this article makes use of structuralism as a theoretical framework from a cultural perspective. Signs contribute to the meaning of a novel and interrelatedly portray the character, in this case, Chaka. Structuralism looks at the links among numerous elements in the self-contained, well-organised structure of a text to understand how the text creates meaning. Semiotics promotes structuralism, that is, the ways that varied cultural structures are organised to give meaning.

Ukusetshenziswa kwezimo zokukhuluma: kubhekwa kabanzi ingosi yesiminyaminya emgwaqeni no- Ayanda Msweli woKhozi FM

Melusi Ernest Msomi, Mpho Siphosenkosi Mhlungu, Dumisani Khumalo — Wed, 28 May 2025 00:00:00 +0000

Leli phepha lihlaziya izimo zokukhuluma ezisetshenziswa ngu-Ayanda Msweli engosini yakhe yokuxwayisa ngezingozi emgwaqeni emsakazweni Ukhozi FM. Imisakazo ivamisile ukuba nezingosi lapho izintatheli zisuke ziphawula khona ngezindaba ezithinta iminxa eminingi, okungaba impilo yabantu, ezomnotho, ezemidlalo, ezepolitiki, ezesimo sezulu kanye nezemigwaqo lapho lolu cwaningo lugxile khona. Izintatheli zinalo ilungelo lokubhala nokukhuluma ngenkululeko ezingosini zezokusakaza. Kuvamile ukuthi okushiwo abasakazi emsakazweni kusheshe kusabalale emphakathini. Okuqondene nalolu cwaningo kunakho konke izimo zokukhuluma. Izimo zokukhuluma ziyinhlanganisela yezinto ezazenzeka ezisenzeka namanje ziphindaphindeka esintwini. Abantu babezibukisisa lezo zinto zenzeka ngokuphindaphindeka maqede baqambe izimo zokukhuluma, kube ngulwazi oludluliselwa ezizukulwaneni njengoba kusenjalo namanje. lLeli phepha lihlose ukuhlaziya ukusetshenziswa kwezimo zokukhuluma njengesu lokuqwashisa umphakathi malungana nezinselelo obhekana nazo emgwaqeni, nendlela yokuziphatha nokuhlonipha abanye abantu emgwaqeni. Kuzogxilwa olimini olusetshenziswa kule ngosi nomthelela walo kulokhu osekubaliwe ngenhla. Ulwazi lukhiqizwe ngokukhethwa kwezinkulumo ezisetshenziswa ngu-Ayanda Msweli woKhozi FM. Kusetshenziswe ikhwalithethivu njenge dizayini yalolu cwaningo. Le ndlela ivumela umcwaningi ukuba aphume ayohlwaya ulwazi emphakathini ehlala ababambiqhaza bocwaningo. Ngaphansi kwekhwalithethivu kusetshenziswe ukusampula okubizwa ngokuqoka ngenhloso ukukhetha ababambiqhaza balolu cwaningo. Leli phepha lisebenzisa injulalwazi ye-realism ukuhlaziya ingosi yesiminyaminya somqwaqo no-Ayanda Msweli emgwaqeni esakazwa njalo phakathi nesonto ekuseni nantambama. Le zinjulalwazi zingena khaxa ezinhlosweni zalolu cwaningo. Ngempela lolu cwaningo likuvezile ukuthi izimo zokukhuluma ezisetshenziswa nguMsweli ziyisithombe sobuqiniso ngokwenzeka emphakathini.

This article investigates the figures of speech used by Ayanda Msweli in his transport slot about road traffic updates on Ukhozi FM. Radio stations often have slots where journalists comment on issues that affect many areas, such as people’s health, economics, sports, politics, weather and roads, which is where this research is focused. Journalists have the freedom to write and speak freely through media outlets. It is common for what broadcasters say on the radio to quickly spread among the public. Figures of speech are a combination of things that have happened and are still happening to humanity. This article aims to analyse the use of figures of speech as a strategy to raise public awareness about the challenges they face on the road. A qualitative design was used as a method of data collection for this study. This design allows the researcher to go out and collect data from the community where the research participants live. Under the qualitative design, purposive sampling was used to select participants for this study. This article utilises realism and functionalism as theoretical frameworks to investigate figures of speech relating to traffic jams with Ayanda Msweli on the road, which is broadcast every weekday morning and afternoon.

Umphumela wokufundiswa koLimi lokuQala loKwengeza kubafundi abasincele ebeleni isiZulu

Xolani Khohliso, Siphelele Mbatha — Wed, 28 May 2025 00:00:00 +0000

Leli phepha lethula ulwazi nenkinga yokuncishwa kwabafundi abangamaZulu ithuba lokufunda ulimi lwabo njengolimi lwaseKhaya ezikoleni ezixube izinhlanga. Okuhlalukile kulolu cwaningo ukuthi, kuhanjiswa phambili ulimi lwesiNgisi kube ilona olufundiswa njengolimi lwaseKhaya bese isiZulu sizakamuva sibe ulimi lokuqala lokwengeza. Abacwaningi-ke badalula inkinga yokuthi abafundi abangamaZulu kuthi kuyibona abaningi kulezi zikole kodwa futhi ulimi lwabo lushaywe indiva. Ngakho-ke abacwaningi bebephokophele ukubheka umthelela okhona kulo ngalesi senzeko, esibonakala singesivamile ezikoleni. Kuleli phepha kusetshenziswe imibono yensizakuhlaziya kaKrashen eyabunjwa ngowe-1982. okuyisiHlawumbiselo soMthamo wolimi neNgxenye yokuKodwa eyeNgeziwe kanye nesiHlawumbiselo isiQaphelisi. Lolu cwaningo luye lwamiswa ngomdwebomumo we-ethinografikhi, okhonze ngaphansi kocwaningo lobunjalo botho. Abahlanganyeli baye baqokwa ngenhloso, ukuphendula umbuzongqangi wocwaningo othi: Ngabe yimuphi umphumela wokufundiswa kwesiZulu njengolimi lokuqala lokwengeza kubafundi abancele ebeleni ulimi lwesiZulu? Kube sokusetshenziswa inhlololwazi esakuhleleka njengethuluzi lokunyombulula ulwazi kothisha abayishumi nambili abafundisa isiZulu ebangeni lesine kuya kwelesithupha, ezikoleni eziyisithupha ezahlukahlukene. Phakathi kokutholakele, kuvele ukuthi abafundi abangamaZulu abafunda ezikoleni ezixube izinhlanga babhekene nenkinga yokulahlekelwa isiZulu ulimi lwabo lwaseKhaya ngenxa yokuthi, bathi uma befika kule zikole, isiZulu basifunde njengoLimi lokuQala loKwengeza. Kuphinde kwatholakala ukuthi othisha abafundisa isiZulu uLimi lokuQala loKwengeza kabaqeqeshelwe ukwethula ulwazi lolimi lwesiZulu. Ngaleso-ke sizathu, [othisha] kabanazo izindlelasu ezuphusile zokufundisa ulimi.

The article presents the findings on the impact of the learning and teaching of isiZulu in the intermediate phase. The article sought to investigate what is arguably the problem of delimiting home language isiZulu-speaking leaners from learning isiZulu as a home language in the former Model C schools. We uncovered data which indicate the lack of learning of isiZulu as a home language through teaching of isiZulu as the First Additional Language. We further reveal that isiZulu home language is oppressed by the learning of isiZulu as the First Additional Language. In this regard, we embarked on investigating the arguably ‘non-ostensible’ impact which emanates from this practice. Krashen’s theoretical stance on second language acquisition was operationalised as a lens for analysing the data. Framed in an ethnographic research design used in qualitative studies, and by utilising the 12 purposively sampled isiZulu First Additional Language teachers, the article sought to address the following research question: What is the impact of teaching isiZulu as the First Additional Language to home language speaking learners? Through semi-structured interviews conducted with the isiZulu First Additional Language teachers of Grades 4 to 6 from six different schools, the findings indicate the ‘unintentional’ yet ‘prevalent’ oppression of isiZulu home language through the teaching of isiZulu as the First Additional Language. The findings further reveal that the isiZulu First Additional Language teachers are not sufficiently trained to teach isiZulu, hence they lack the appropriate pedagogical skills to deliver isiZulu content knowledge.

The hurdle of translating idioms: Translating Mthembu’s UMamazane into English

Erick N. Nzimande — Wed, 28 May 2025 00:00:00 +0000

Translating idioms between languages that are culturally diverse is no easy task. This is mainly due to the fact that idioms are culturally bound and it is rare that an idiom in one language has an equivalent idiom in another language. Translators often have to make use of various translation strategies at their disposal to circumvent this hurdle. One of the scholars who have formulated translation strategies to help deal with this challenge is Baker, who devised six translation strategies specifically for the translation of idioms. The present study, therefore, seeks to determine which of these six strategies the translators of the isiZulu novel UMamazane utilised in their translation of idioms in the novel, which was translated into English by AT Cope and DM Mzolo. The descriptive translation studies (DTS) framework, which advances the notion that translations are facts of the target culture and that any translation is governed by norms, is used. The findings reveal that the translators employed ‘translation by paraphrase’, ‘using an idiom of similar meaning and form’, ‘using an idiom of similar meaning but dissimilar form’ and ‘borrowing the source language idiom’ as translation strategies.

The translation of non-lexicalised terms in Swahili health care texts

Douglas Ondara Orang’i — Wed, 28 May 2025 00:00:00 +0000

The constraints of non-lexicalised terms remain an obstacle with which many translators grapple in the translation process. The impediment is serious when translation not only involves highly specialised terms but also an African language. Theoretically anchored in descriptive translation studies, this article explores the translation of non-lexicalised terms in Swahili health care texts. It emerges that the problem-solving strategies used by translators are the use of pure loan words, the use of pure loan words preceded by an explanation, the use of indigenised loan words, the use of indigenised loan words preceded by an explanation, translation by omission, and the use of a more general word or superordinate. Furthermore, the study looks at the use of indigenised loan words preceded by an explanation strategy, which has not been delved into before. This study concludes that Swahili lags behind in the lexicalisation of health care-related terms, and translators sometimes resort to the Swahilinisation of terms to make them identifiable to the target audience.

Insights into language management in the health sector: Reflecting on the COVID-19 pandemic in South Africa

Hloniphani Ndebele, Nogwaja S. Zulu — Wed, 28 May 2025 00:00:00 +0000

This article explores language management issues in South Africa’s multilingual context during the COVID-19 pandemic. Understanding the critical role of language as both an enabler of and impediment to access to health care is important for health care systems and governments that are characterised by linguistically and culturally diverse populations as in South Africa. A significant concern during the pandemic was the inadequate use of indigenous African languages for disseminating crucial health care information. During this period, English was predominantly used for health care communication. For example, the president’s addresses to the nation and the Corona Virus Command Council announcements were done in English, thus disadvantaging most African language speakers who may not be fully proficient in English. This happened even though African languages are spoken by over 80% of the South African population. The article draws from the language management approach to argue that the sociolinguistic and cultural dynamics that affect language use in the health sector should be addressed through effective macro- and micro-level language management to achieve language management goals. In conclusion, although the disruption caused by the COVID-19 pandemic was unprecedented, it presented an essential opportunity for transformative and adaptive changes, offering valuable insights into language management in the health sector.

Exploring the role of digital media in the intergenerational transmission of the Igbo language

Ikechukwu Williams Eke, Abiodun Salawu — Wed, 28 May 2025 00:00:00 +0000

English colonialism minoritised the Igbo language, but it was a low level of intergenerational transmission, among other fringe factors, that ultimately endangered it. Since the language has a scanty presence in the broadcast media, and it has totally lost the print media domain, any hope of revitalising it lies with the emerging new media networks. Using mixed methods, this study gauges the extent to which a new media organisation has encouraged the acquisition of the Igbo language and filled the gulf created by older Igbo generations’ loss of the crucial family, home, neighbourhood and community pathways to transmitting the language to the young people. Findings show that by publishing on new media sites, BBC News Igbo has created several viable agencies for the production and transmission of literacy and oracy in the Igbo language. Theoretically, the findings substantiate an expert hypothesis that although it is under-utilised for language revitalisation, the internet holds immense hope for the survival for endangered languages.

Ubulili besifazane ekuthukeni inhlamba: kubhekwa isilwane esiyinja nomuntu wesifazane

Zinhle P Nkosi, Sicelo Z Ntshangase, Alexandra O’Neil — Wed, 28 May 2025 00:00:00 +0000

Kuyinkinga ukuthi ubulili besifazane bubukeka bungobedelelekile lapho buqhathaniswa nobesilisa. Lokhu kunomthelela nasekutheni abanye abantu emiphakathini baze basebenzise amagama angawalobu bulili njengawenhlamba nokwehlisa isithunzi kothukwayo. Ucwaningo luhlose: (1) Ukuphenya ukuthi ubulili besifazane ngesilwane esiyinja nomuntu wesifazane busetshenziswa kanjani ekuthukeni inhlamba. (2) Ukuthola izizathu zokuthi kungani kusetshenziswa amagama ahlobene nobulili besifazane bomuntu nobenja ekuthukeni inhlamba. Ngakho-ke imibuzongqangi ehola lolu cwaningo ithi: (1) Ubulili besifazane kumuntu nasesilwaneni esiyinja busetshenziswa kanjani ekuthukeni inhlamba? (2) Kungani kusetshenziswa amagama ahlobene nobulili besifazane bomuntu nobenja ekuthukeni inhlamba? Kusetshenziswe izindlela zekhwalithethivu ukuqhuba lolu cwaningo, kanti ucwaningo lungaphansi kwepharadaymu yomhumusho. Ngaphandle kwalokhu, ucwaningo lusebenzisa izindlela zocwaningo lwesimo. Kusetshenziswa izingxoxo eziyinhlololwazi esakuhleleka nababambiqhaza abayisishiyagalombili ukuthola imininingo yocwaningo, kanti ucwaningo lusebenzisa injulalwazi yefeminizimu. Ngenxa yokuthi ucwaningo lwaludinga ukuthi ababambiqhaza kube abantu abangamaZulu, futhi abahlala endaweni yaseClermont, baqokwa ngokwenhloso. Okutholakele ukuthi inhlamba okuthukwa ngayo yileyo esondelene nezitho zangasese, nobuthaka obuqondene nomuntu wesifazane. Okunye, nanxa inja isetshenziswa njengegama lokuthuka inhlamba, kodwa abanye ababambiqhaza baveza ukuthi kuyenzeka abathuki benhlamba bangahlukanisi ubulili okuyibona abathuka ngabo uma besebenzisa igama lenja, abagxili ebulilini benja. Ngokwababambiqhaza, ukubizwa ngenja noma ngabe eyabulili buni, kuyinhlamba. Ucwaningo lusonga ngokuthi kumele kufundiswe imiphakathi ngokugwema ukusebenzisa inja nomuntu wesifazane nezitho zakhe zangasese, njengamagama enhlamba ngoba lokho kunomthelela ekuhlukunyezweni kwabantu besifazane nezinja ngezindlela ezahlukene.

When considering terms used to denigrate others, insults referencing females are more common than those referencing males. This trend is found in insults that use vocabulary related to both animals and humans. This article uses feminist theory as a theoretical framework. The study uses a qualitative research approach, and a case study is used as a research design. Semi-structured interviews are used, and data is analysed using thematic analysis. The objectives of the study are: (1) to examine how the female gender for humans and dogs is used as insult words; (2) and to investigate the reasons for the use of a female person and a female dog as swear words. Therefore, the key questions are: (1) How are female human beings and female dogs used as swear words?; and (2) Why are female humans and dogs used as swear words? Our findings show that in addition to the prevalence of dogs and private parts in insults, commonly both the dog and the body parts referenced are female. This research concludes that communities should be educated on how the use of insults that negatively portray females may influence their individual and their community’s perception of females and how to counteract this bias.

Abafazi njengeentsika zesizwe: Ukutyhilwa kwabalinganiswa abangabafazi kwiidrama ezimbini ezibhalwe ngababhali bezini ezahlukileyo

Nobathembu Dilayi, Yolisa Madolo — Wed, 28 May 2025 00:00:00 +0000

Olu phando lugxile ekutyhilweni kwendlela abazotywe ngayo abalinganiswa abangabafazi ngumbhali ongumfazi nombhali oyindoda kwiidrama ezimbini ezichongiweyo. Kuphawuleka ukuba iidrama ezininzi, ngakumbi ezibhalwe ngamadoda, zisoloko zityhila abafazi njeengabalinganiswa abadlala iindima ezingabalulekanga nezibonakalisa ukuba ngezantsi kwamadoda. Kwakhona, ezi drama zithi zibazobe njengabenza izinto ezingakhiyo nezibonakalisa ukuswela ingqiqo ephangaleleyo. Kwezi ncwadi zichongiweyo kolu phando ababhali batyhile icala labafazi elahlukileyo kwelo liqhelekileyo. Abalinganiswa abangabafazi batyhilwe bedlala iindima ezibalulekileyo nezakhayo kwaye zibonakalisa ubukrelekrele nokuba bangabemi abagqibeleleyo nabathembekileyo kwiintsapho zabo, ekuhlaleni naselizweni ngokubanzi. Olu phando luqhutywe ngokuhlalutya uncwadi olusele lubhaliwe, kusetyenziswa indlela yedesktop. Loo nto ithethe ukuba khange kuqokelelwe zinkcukacha zophando kubathathinxaxheba bophando. Olu phando lubondelwa kwithiyori yeAfricana Womanism. Le thiyori ijolise kwiinkcubeko nentlalo yaseAfrika. Ngokusebenzisa le thiyori, olu phando luyityhile intlalo yabafazi njengengentlanga kwaphela, ngokubangelwa kukusingelwa phantsi kwabo kubomi babo bemihla ngemihla. Abafazi bafunyaniswe benegalelo elikhulu ekuxhaseni amadoda nasekukhuliseni iintsatshana. Babonakele bengatyhafi lula yaye bekwazi ukuxhasana bekwaxhasa namadoda. Ukuvinjwa imfundo kubonakele njengomba ofuna ukuqwalaselwa, nangona loo nto ingabathezi mandla nje xa besebenzisa ingqiqo yabo yemveli.

This research delves into the portrayal of female characters in two selected plays each authored by a male and a female writer. We aim to shed light on the prevalent stereotypes and biases often perpetuated through literature. The investigation exposes a common trend in many dramas predominantly written by men, where female characters are consistently depicted in subordinate roles, engaging in negative behaviours that undermine their intelligence and common sense. In contrast, the examined literary works challenge these stereotypes by presenting female characters in pivotal and constructive roles, showcasing their intelligence, and portraying them as devoted and exemplary citizens in their families, communities and the broader society. The methodology employed in this research is qualitative desktop research, which involved a thorough analysis of existing literature, and not collecting new data directly from research participants. The study aligns itself with a prominent theory, Africana Womanism, providing a cultural and societal context for the analysis. Through the application of this theory, the research unveils the racial dimension of women’s societal experiences, highlighting their oppression in daily life. The findings underscore the significant contributions by women in supporting men and nurturing children, revealing their resilience and mutual support networks. While acknowledging the challenge of limited access to education, the research emphasises that women, guided by traditional wisdom, exhibit remarkable strength in overcoming such obstacles. This research highlights the need to address issues of gender inequality and emphasises the importance of challenging and redefining traditional gender roles in literature and society.

Ukuphuhliswa kolwazi lwesigama kubafundi bebanga lesi-3 kusetyenziswa izaci zesiXhosa

Nomfundo Nondalana-Vuzane — Wed, 28 May 2025 00:00:00 +0000

Eli phepha ligxile kuphando olusemgangathweni oluthe lwenziwa kubafundi beBanga lesi-3. Iinjongo zolu phando yayikukujonga ukuba izaci zesiXhosa, eziyinxalenye yoncwadi lwemveli, zingafundiswa njani na ukukhulisa isigama sabafundi beBanga lesi-3. Uphando olusele lwenziwe ngaphambili luveza ukuba izaci ezi aziloncwadi nje lwemveli koko zizo ezibonisa ukulwazi ngokutyibilikayo naluphi na ulwimi kwaye xa ungazazi uyanqandwa ukuba ungazisebenzisi. Iziphumo zophando ngokusetyenziswa kwezaci zahlalutywa kulandelwa izimvo zeThiyori yoMsebenzi wezeMbali neNkcubeko iCultural Historical Activity Theory (CHAT), ethathela ingqalelo indlela izixhobo zenkcubeko eziphathekayo nezasengqondweni ezithi zisetyenziswe ukuxhasa nokulawula umsebenzi owenziwa kwigumbi lokufundela, ngeenjongo zokuxhasa ukufunda. Kolu phando kwalandelwa uphando olusemgangathweni, ipharadayimu yokutolika kunye noyilo lophando lwesifundo sophononongo. Kwasetyenziswa isampuli yeenjongo kunye nesampuli efumaneka ngokulula ukuchonga izikolo nabathathi-nxaxheba. Olu phando lwenziwa kwizikolo ezibini ezimi kwiilokishi zabaNtsundu eNtshona Koloni, ezisebenzisa isiXhosa njengolwimi lokufunda nokufundisa kwisiGaba esisisiSeko. Idatha/ulwazi yaqokelelwa ngokubukela nangodliwanondlebe. Eli phepha liqukumbela ngelithi izaci zesiXhosa mazifundiswe ngendlela yokufunda nokufundisa ejolise kumfundi eyiyingxoxo yeklasi, imibuzo neempendulo, ukulinganisa kunye nengcaciso ukuze sikhule isigama sabafundi, bafunde ngengqiqo besekwiBanga lesi-3. Eli phepha likwaqukumbela ngelithi xa singakhuliswanga isigama, ukufunda ngengqiqo kwabafundi kubangumngeni ngoba siso esinceda abafundi baqonde okuthethwayo noko kubhaliweyo. Eli phepha likwagxile kutshintsho ngokuthi kubandakanywe izaci eziluncwadi lwemveli ngokucacileyo njengezixhobo zenkcubeko zokutyebisa isigama nokwazi ulwimi ngokutyibilikayo.

This article focuses on qualitative research that was conducted on Grade 3 learners. The purpose of the research is to look at how Xhosa idioms, which are part of folklore, can be taught to increase Grade 3 learners’ vocabulary. Using idioms shows fluency in any language and if you do not know the idioms, do not use them. Purposeful sampling and convenience sampling techniques were used for selecting the schools and participants. Analysing the results of the use of idioms is followed by the ideas of the cultural historical activity theory (CHAT), which considers how physical and psychological cultural resources are used to mediate learning. This research followed a qualitative research approach, an interpretive paradigm and an exploratory case study research design. It was conducted in two schools located in black townships in the Western Cape that use isiXhosa as medium of instruction in the Foundation Phase. Data were collected through participant observation and semi-structured interviews. This article concludes that idioms should be taught in a learner-centred teaching method which is class discussions, questions and answers, role playing and explanations so that learners’ vocabulary can grow and they can read with comprehension in Grade 3. When the vocabulary is not developed, it is a challenge for learners to read with understanding, because it is what helps them to understand what is said and written. Learners also use vocabulary when they speak and write. Therefore, this article also focuses on changes found by including traditional literacy idioms, cultural tools to enrich vocabulary and master language fluently.

Ukuphicothwa kweziphumo zesiXhosa zebanga le-12 ukusuka kunyaka wama 2014 ukuya kowama 2018

Zoliswa Made, Stephen Vuyani Naile — Wed, 28 May 2025 00:00:00 +0000

Olu phando lutsolorhele ekufumaneni imiqobo noonobangela bokuba abafundi abangamaXhosa bebanga le-12 bangaphumeleli emagqabini kwinqanaba lesi-6 nesi-7 (level 6 and 7) ngobuninzi kulwimi lwabo lwenkobe olusisiXhosa. Oku kuza kwenziwa ngokuphengulula banzi amaphepha eemviwo zabafundi besiXhosa ukusukela kunyaka we-2014 ukuya kunyaka we-2018. Luya kuphosa iliso elibukhali lukhangela izinto ezinokwenziwa ukuphucula le meko ihlininikisayo kumzi kaXhosa gabalala. Uphando luza kuqhutywa kungqiyanywe kubunzululwazi beNgcingane kaBarrett nekaBloom zona zinika umkhomba-ndlela zikwagxininisa iindlela emazilandelwe ukuze iphepha leemviwo libe leligqibeleleyo nelisemgangathweni ofanelekileyo. Kufuneka ukuba iphepha libe liphekwe lavuthwa kwaye likulungele ukubhalwa ngumviwa ohlala nakweyiphi na indawo kwilizwe loMzantsi Afrika. Oko kukuthi likwazi ukufikeleleka kumntwana ohlala kulo naliphi na iphondo nokuba kusedolophini, elokishini okanye ezilalini.

This article aims to identify barriers and the reasons why isiXhosa Grade 12 learners do not do well in levels 6 and 7 in most of their home language isiXhosa. This will be done by thoroughly analysing the examination papers of Xhosa students from 2014 to 2018. Research is conducted based on the science of Barrett and Bloom’s theory to ensure that an examination paper is complete and of good quality. The examination paper should accommodate candidates from all geographical spheres, rural and urban. It will take a keen eye to see what can be done to improve the situation in the Xhosa community at large.

A critical examination of the socio-onomastic controversy of Sepedi and Sesotho sa Leboa/Northern Sotho language names and the role and effectiveness of the Commission for Cultural, Religious and Linguistic Communities

Tebogo J Rakgogo — Wed, 28 May 2025 00:00:00 +0000

The article examines the failure to take action and implement effective measures in resolving the socio-onomastic controversy surrounding the Sepedi and Northern Sotho/Sesotho sa Leboa language names, while evaluating the effectiveness of the Commission for the Promotion and Protection of the Rights of Cultural, Religious and Linguistic Communities (CRL Commission) as a Chapter 9 institution in the matter. The research was conducted at five South African universities where the language is offered as a module. Employing a qualitative approach, the study primarily uses content analysis of data from constitutional documents and minutes from the Parliamentary Joint Constitution Review Committee. In addition, self-administered questionnaires and face-to-face interviews were employed to supplement the content analysis as qualitative. A purposeful sampling technique was used to select 267 participants, including students, lecturers, language authorities and experts from the Department of Sport, Arts and Culture, as well as its provincial departments in Limpopo and Gauteng provinces. The article establishes that the lack of intervention by the CRL Commission exacerbates non-compliance issues as far as dual use of these names is concerned. It further argues that the lack of compliance not only undermines linguistic rights, but also disregards South Africa’s constitutional democracy, which should be safeguarded. Practical and decisive measures, rooted in constitutional principles, are recommended to resolve the matter effectively.

Rephonologisation of English loanwords in Kinshasa Lingala through the epenthesis process: An optimality theoretic approach

Wed, 28 May 2025 00:00:00 +0000

This article investigates through optimality theory how English loanwords are modified through the epenthesis process in accordance with the phonotactic requirements of Kinshasa Lingala. It therefore examines the restructuring of English loanwords which have consonant clusters and codas in their syllables by inserting vowels between consonants in the clusters and at the end of closed syllables to make them conform to the phonotactic constraints of Kinshasa Lingala. The study employed a qualitative research approach in which the data were collected through document analysis, and verified using structured interviews with two native speakers of Kinshasa Lingala. The findings demonstrate that loanword rephonologisation in Kinshasa Lingala is mainly governed by the syllable structure constraints found in optimality theory. In addition, the epenthetic vowels used to break up consonant clusters are determined by the place of articulation features of either the first consonant or the vowel in the following syllable, while the coda is resolved by inserting a vowel that shares the place of articulation features with the preceding consonant. The study concludes that the goal of the vowel epenthesis process is to preserve the canonical CV syllable structure by breaking consonant clusters and opening up closed syllables in loanwords in accordance with the phonotactic constraints of the recipient language.