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Masters Degrees (African Languages)

Permanent URI for this collectionhttps://hdl.handle.net/10413/8279

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Browsing Masters Degrees (African Languages) by SDG "SDG4"

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    Exploring gamification within the teaching and learning of isiZulu first additional language: A case study on the use of Kahoot to motivate young learners.
    (2023) Chiliza, Noluthando Noxolo.; Gokool, Roshni.
    Traditional methods of second language learning, especially in the case of isiZulu as a First Additional Language (FAL), have often been analysed for their tedious and grammar-focused nature. These traditional methods can lead to a loss of learner commitment and inspiration. The outcome of this research study suggests that learners become disinterested due to the outdated and uninspiring teaching methods used for African languages like isiZulu. Therefore, this study seeks to explore the integration of Kahoot as an advanced instrument within the isiZulu FAL classroom to advance a more engaging and collaborative learning environment. Kahoot!, a popular gamification platform, allows learners to participate with isiZulu FAL in a fun and encouraging manner. This method signifies a departure from traditional teaching methods, aiming to reignite learners' curiosity and excitement for the language. However, there is a lack of research investigating integrating technology and gamification into the teaching and learning of isiZulu FAL, making this study particularly significant and innovative. The research targets grades 4,5 and 6 learners, aiming to evaluate the influence of Kahoot! on their isiZulu FAL learning experience. Data collection for this study is facilitated using an online questionnaire via Google Forms, allowing for effective and appropriate data gathering. Additionally, classroom observations provided a constructive qualitative perception of the learners' interactions with Kahoot! and their overall learning experiences. Existing research has proven that gamification-based platforms like Kahoot! can effectively motivate learners and advance language learning outcomes. Kahoot! is an active and engaging tool for both teaching and assessment purposes. This study aimed to contribute to the existing understanding by investigating the benefits and challenges of applying Kahoot! within the isiZulu FAL classroom by leveraging these findings. Drawing on support from previous studies that have emphasised the language learning effectiveness of Kahoot!, this research endeavours to offer perceptions and suggestions for the improved integration of Kahoot! into the isiZulu FAL curriculum. The study seeks to investigate the perception of Kahoot! as an instrumental resource for educators and learners alike, encouraging effective language learning within the isiZulu FAL context.
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    Exploring the isiZulu translation process of medical content at University of kwaZulu Natal Medical School.
    (2024) Dlamini, Sinethemba.; Gokool, Roshni.; Dlamini, Phindile.
    Communication is essential for healthcare practitioners who intend to understand their patients. KwaZulu-Natal has the largest isiZulu-speaking population in South Africa. In some parts of KwaZulu-Natal, especially in the rural areas, many patients are monolingual. Therefore, it is vital that isiZulu and/or other African indigenous languages be integrated into health sciences curricula across the country. At UKZN (University of KwaZulu-Natal), isiZulu has made significant inroads into the MBChB (i.e. Bachelor of Medicine and Bachelor of Surgery) curriculum. However, more research and further integration of isiZulu is urgently needed. This study explores the isiZulu translation process of medical content used to develop a web-based learning tool at the Nelson R Mandela School of Medicine to assist non-isiZulu-speaking students in enhancing isiZulu for clinical communication. Translation is a way of building a language communication relationship between patients who are native speakers of isiZulu language and non-isiZulu-speaking medical students. This study intends to generate new knowledge on the isiZulu translation process of medical content by addressing the problem of translating English medical content into the isiZulu language. Specifically, it relates to medical terminology that is non-existent in isiZulu. The main objectives of this study are to review language policies on the use of isiZulu in a medical context, to explore the isiZulu translation process of medical content to improve clinical communication in a clinical setting and to understand the influence of social aspects during the translation process. The study is based on two theoretical frameworks: Nord’s Functionalist theories (1992) and Vinay and Darbelnet’s translation approach (1995). This is a textual study; thus, it uses textual analysis of information from the ongoing UKZN medical school project of medical translated content. This study reflects on the translator's challenges and process when translating medical content from English into isiZulu. Moreover, it reflects on how the translator employs theories to guide the translation process. The study suggests that the isiZulu translation process of medical content for a communicative context is influenced by the social factors attached to language use and the differences in the grammatical nature of writing the languages involved in translation. The steps undertaken in the study highlight that the value of the isiZulu language to AmaZulu impacts the value of isiZulu and how isiZulu is used for communication purposes. The isiZulu language semantically dictates that certain terms should be avoided because of the derogatory status they carry on their social use, which affects the choice of terms during translation.