Suchergebnisse

This paper seeks to understand the relationship between the intellectualisation of African languages and the facilitation of a research approach which will enhance this intellectualisation. The paper examines the legislative language policies and other documents published by government since 1994, which guide language use and practices in higher education, including the Catalytic Project on Concept Formation in indigenous African languages (one of the recommendations contained in the Report commissioned by the Minister of Higher Education for the Charter for Humanities and Social Sciences and the language clauses of the Green Paper for Post-Secondary School Education and Training). These policy documents are analysed against the backdrop of the research work of the newly initiated NRF SARChI Chair in the Intellectualisation of African Languages, Multilingualism and Education hosted by Rhodes University. The paper argues that while policy provides an enabling environment for the promotion and development of indigenous African languages and advocates for promotion of equity and equality, in actual fact, HEIs still grapple in implementing provisions of these policies. The paper further discusses the teaching, learning and research in the African Language Studies Section of the School of Languages at Rhodes University and how the Section adopted the provisions of the national policy and institutional policy on language in turning itself into a source of intellectual vitality in the teaching, learning and research of particularly isiXhosa. Six focus areas of research, linked to the NRF SARChI Chair, will be outlined in order to create a practical link between Policy, Implementation and the Intellectualisation of African Languages. ; Ucwaningo lolu luhlose ukuqonda ubudlelwano obuphakathi kokusetshenziswa kwezilimi zesintu emazingeni aphakame kanye nokusetshenziswa kwendlela yocwaningo ezokwengeza amathuba okusetshenziswa kwezilimi lezi (Finlayson & Madiba 2002). Ucwaningo luhlaziya inqubomgomo yolimi esemthethweni neminye imibhalo eshicelelwe uhulumeni elawula ukusebenza nokusetshenziswa kwezilimi kwezemfundo ephakame kusuka ngonyaka wezi-1994, kanye ne-Catalytic Project on Concept Formation in indigenous African languages (esinye seziphakamiso esiqukethwe embikweni owethulwa ngungqonqoshe wezemfundo ephakeme nge-Charter of Humanities and Social Sciences (HSSC 2011) kanye nezinhlamvu zamazwi e-Green paper for Post-secondary School education and training (2012). Imibhalo yenqubomgomo ihlaziywa kubhekwe umsebenzi wocwaningo kasihlalo we- NRF SARChl ekusetshenzisweni kwezilimi zesintu emazingeni aphakeme nobuliminingi kanye nezemfundo e- Rhodes University. Ucwaningo lolu luphakamisa umbono othi noma inqubomgomo isipha amandla okukhuphula nokuthuthukisa izilimi zesintu kanye nokukhuthaza ukulingana nokungacwasi, eqinisweni izikhungo zemfundo ephakeme zihlangabezana nobunzima bokusebenzisa izihlinzeko zenqubomgomo. Ucwaningo lolu luzoxoxa futhi ngokufundisa nokufunda kanye nocwaningo emnyangweni wezifundo zezilimi zesintu esikoleni sezilimi e-Rhodes University kanye nokuthi umnyango lo wamukela njani izihlinzeko zenqubomgomo kazwelonke kanye nezesikhungo eziphathelane nokuguqulwa kwezilimi zibe umthombo wenhlakanipho ekufundiseni nasekufundeni kanye nocwaningo ngolimi lwesiXhosa. Imikhaka emqoka eyisithupha yocwaningo ehlobene nesihlalo se-NRF SARChl izovezwa ukuze kwakhiwe ubudlelwano obenzekayo phakathi kwenqubomgomo, ukusetshenziswa kwayo kanye nokusetshenziswa kwezilimi zesintu emazingeni aphakeme.

To date, there has been no published textbook which takes into account changing sociolinguistic dynamics that have influenced South African society. Multilingualism and Intercultural Communication breaks new ground in this arena. Its scope ranges from macro-sociolinguistic questions pertaining to language policies and their implementation (or non-implementation), to microsociolinguistic observations of actual language use in verbal interaction, mainly in multilingual contexts of Higher Education (HE). There is a gradual move for the study of language and culture to be taught in the context of (professional) disciplines in which they would be used. This book caters for this growing market. Because of its multilingual nature, it caters to English and Afrikaans language speakers, as well as the Sotho and Nguni language groups. It brings together various interlinked disciplines such as Sociolinguistics and Applied Language Studies, Media Studies and Journalism, History and Education, Social and Natural Sciences, Law, Human Language Technology, Music, Intercultural Communication and Literary Studies. The unique crosscutting disciplinary features of the book will make it a must-have for twenty-first century South African students and scholars and those interested in applied language issues

Central terms and concepts / Pamela Maseko, H. Ekkehard Wolff and Russell H. Kaschula -- Introduction / Russell H. Kaschula, H. Ekkehard Wolff and Pamela Maseko -- Prologue : the essentialist paradox in intellectual discourse on African languages / H. Ekkehard Wolff -- part one. African language empowerment : concept formation and intellectualisation -- 1. Researching the intellectualisation of African languages, multilingualism and education / Russell H. Kaschula and Pamela Maseko -- 2. Language empowerment and intellectualisation through multilingual higher education in South Africa / Pamela Maseko and H. Ekkehard Wolff -- part two. Language planning, terminology development and dictionaries -- 3. Language planning in South Africa : a history / Gregory Kamwendo and Nobuhle Ndimande-Hlongwa -- 4. Language and terminology development in isiXhosa : a history / Koliswa Moropa and Feziwe Shoba -- 5. Multilingual terminology and cognition in assessment / Bassey E. Antia -- 6. IsiXhosa dictionaries, language learning and intercultural communication / Dion Nkomo -- part three. Language in education -- 7. Managing multilingualism in education : policies and practices / Anneke Potgieter and Christine Anthonissen -- 8. University multilingualism : modelling rationales for language policies / Bassey E. Antia -- 9. Language development and multilingualism at the Cape Peninsula University of Technology / Monwabisi K. Ralarala, Eunice Ivala, Ken Barris, Noleen Leach, Linda Manashe and Zakhile Somlata -- 10. Teacher development : promoting a biliteracy approach to epistemic access / Michael Joseph, Nompumelelo Frans and Esther Ramani -- part four. Language in the professions : law, media, science and language technology -- 11. Language and law : 'cultural translation' of narratives into sworn statements / Monwabisi K. Ralarala -- 12. Language and media : isiXhosa in journalism and media studies at a South African university / Jeanne du Toit and Pamela Maseko -- 13. Using African languages to teach science in higher education / Wanga Gambushe, Dion Nkomo and Pamela Maseko -- 14. The development of language technologies in the South African context / Justus C. Roux -- part five. Language, culture and intercultural communication -- 15. Language policy in South Africa through the Sapir-Whorf 'looking glasses' / Russell H. Kaschula and Andre M. Mostert -- 16. Language, intercultural communication and literature / Nogwaja S. Zulu -- 17. Music, literature and multilingualism in the East Cape Opera Company / Hleze Kunju and Russell H. Kaschula -- 18. Beyond language : German Studies in a South African university context / Undine S. Weber, Rebecca S.C. Domingo and Regine B. Fourie