Browsing by Author "Cele, Nokuzola Christina Kamadikizela."

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A tradition in transition: the consequences of the introduction of literacy among Zulu people in Umbumbulu.
(1997) Cele, Nokuzola Christina Kamadikizela.; Sienaert, Edgard Richard.
This research study, in its efforts to discuss the consequences of the introduction of literacy among the Zulu people in Umbumbulu, will embody the social and educational aspects of the oral Zulu people before and after the introduction of writing. People have been made to believe that by learning to read and write, they would be empowered: literacy and education would enable them to get decent jobs and earn more money. Western civilization which has been adopted by many African peoples, attaches great value to money economy than subsistence economy, hence there has been a shift from orality to literacy. It is assumed that the acquisition of literacy skills may not change the intelligence quotient of an individual. This work will therefore investigate if the Zulu people did have a form of civilization before they met with the Whites. One will further investigate if the oral life of the Zulu man without the knowledge of reading and writing, was miserable and imbalanced. I shall then look into the method of how literacy was introduced among the Zulu people in Umbumbulu and lastly, check on the impact of literacy and education on the social life of Umbumbulu people. This project falls within the orality-literacy debate and will compare some often conflicting theories. Finally, one would propose suggestions of how school going pupils in Umbumbulu would improve their school performance by applying teaching methods and content that has relevance to their oral culture.
Uphenyo ngezinga lolimi lwezimpawu lwaseningizimu Afrika nemiphumela yalo ekuthuthukiseni impilo yezithulu ezizalwa ngabancela isizulu ebeleni.
(2004) Cele, Nokuzola Christina Kamadikizela.; Zungu, Phyllis Jane Nonhlanhla.
After the release of Act No 108 of 1996, the status of the nine African languages of South Africa was elevated to that of English and Afrikaans and as a result, for the first time in the history of languages, South Africa became the first country in Africa to have eleven official languages. However, Sign Language for the Deaf was left out even though Section 6(4) of the South African School's Act No 84 of 1996 puts it clearly that "A recognized sign Language has the status of an official language for purposes of learning at a public school". In terms of Section 6 (5) (a) of the Constitution of the Republic of South Africa, Pan South African Language Board was also given a task to promote, and create conditions for the development and use of the Sign Language. DEAFSA (1996), states that Sign Language is the first or natural language for the Deaf. In Act No. 108 of 1996: Section 29(2) stipulates that: "Everyone has the right to receive education in the official language or languages of their choice in public educational institution where that is reasonably practicable". The first objective of this study was to investigate if the South African Sign Language (SASL) was a fully-fledged language and to find out more about the present status of this language. The second objective was to examine if South African Sign Language was taught to Parents of Deaf children from the Zulu hearing community's point of view. Marcel Jousse; a French Jesuit Anthropologist and linguist, firmly believes in the anthropology of geste, which is synonymous with the anthropology of mimicry. This theory forms the basis of language acquisition of all peoples of the world. "The oral style with its mnemotechnic devices only comes into play once the individual has been informed by a reality which he receives and replays through his mimic being as a whole, (Fanning (1995:vii). This theory best describes the manner in which signers acquire their sign language, which solely depends on gestures made in the space by hands, body movements and facial expressions. In this theory, the anthropos plays out the receptions of the universe, replays them, stores them and revivifies them in expressions that are the mimisms of the whole human compound: corporeal, ocular and auricular manual. Unfortunately, the laryngo - buccal mimism is excluded in deaf people since they cannot speak. A multi-disciplinary approach from the educational, linguistic, historical, political and cultural perspectives was employed in collecting data for this study. The samples for the study comprised deaf learners, deaf educators, and hearing educators in schools for the deaf, interpreters of sign language, senior management from the schools of Deaf learners and parents of the deaf children. The researcher discovered that very little has been done by researchers and the government of the day to assist the deaf to gain recognition in his or her community. Parents of deaf children are unable to communicate fully with their children. The study also revealed that deaf children prefer to be taught by deaf teachers because they can identify much better with them. The researcher discovered that literature for the deaf is non-existent in all spheres of their lives. Sign language per se, is not taught as a subject. Deaf learners are not allowed to take their subjects at a Higher Grade; as a result, they feel extremely marginalized by the educators. Promoting this language would improve our trade and industry, travel & tourism etc. Student exchange programmes would also enhance the development of the sign language locally, nationally and internationally. The Deaf would become multilingual in the Sign Languages of the world when they come into contact with Deaf people from other parts of the world. This would involve sport, education, politics and other activities. The deaf would be equipped to meet various challenges in life. The Deaf people need to communicate freely amongst themselves and the hearing community of our country should make an effort to learn the Sign Language so that they are able to communicate with the deaf. This would improve the socio-economic status of our country.