Masters Degrees (Languages & Literature)

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A cross-linguistic analysis of finite rasing constructions.
(2011) Ademola-Adeoye, Feyisayo Fehintola.; Zeller, Jochen Klaus.
This thesis provides and discusses a comprehensive collection of empirical data that show that many languages of the world manifest long A-movement of the subjects of embedded finite clauses to the subject position (Hyperraising) or object position (Hyper-ECM) of the main clause. The main theoretical claim of the thesis is that all these instances of long A-movement leave behind resumptive pronouns and should therefore be analysed on a par with related Copy Raising and Copy ECM constructions. My thesis therefore demonstrates that resumption is not restricted to Abar movement contexts, but is also attested in A-movement constructions. Instead of the various language-particular analyses previously proposed in the literature, the thesis focuses on those aspects of long A-movement that all respective constructions in the different languages have in common and therefore provides a unified crosslinguisic analysis of long A-movement constructions. An important empirical generalisation, first noted by Ura (1994), which is empirically supported by the data discussed in this thesis, is that if a language has Hyperraising or Hyper-ECM, it is also a pro-drop language. On the basis of this generalisation, it is argued that Hyperraising and Hyper-ECM constructions involve the use of resumptive pro in the embedded subject position, while languages with Copy Raising and Copy ECM use overt pronouns. Apart from this difference, it is argued that these Amovement constructions are identical in all crucial respects. Furthermore, it is claimed that agreement inside the embedded finite clauses from which long A-movement takes place is indicative of the ability of embedded T to license nominative case on the embedded subject. Hence, no deviation from standard Minimalist assumptions is required. It is suggested that the role of the resumptive subject pronoun is to receive the case assigned by the probing T-head inside the embedded clause. It is also argued that it is the existence of a resumptive pronoun which causes the coreferential subject DP to be without case, which in turn creates a context in which long A-movement of this DP becomes both necessary and possible. This analysis is based on the idea that at first merge, the raised subject is merged with the null/overt resumptive pronoun in the embedded subject position to form one vii complex constituent (which is known in the literature as a „big? DP). While the pronoun remains in the embedded subject position to absorb the case in the embedded finite clause, the raised subject is attracted into the matrix subject position to absorb the case in the matrix clause.
Aantekeninge by Skakering (1991) : 'n omgewingsopvoedingsbenadering tot die gedigteks.
(2001) Motaung, Ruth Mathomane.; Reddy, Vasu.
This article has as focus an environmental education analysis of ten selected poems from the book Skakering (Opperman and Coetzee 1991) to associate the problem of environmental education with the teaching of a humanities subject like Afrikaans, and specifically in the light of the poem as text. It has as its aim the teaching of a genre, to relate in this regard the single text (the poem text) to the environment and environmentally associated problems. In this respect an approach which is aimed at selected texts in Skakering (Opperman and Coetzee 1991) shall possibly accentuate both teachers and pupils' relationship with nature. This article will concentrate on the following: a definition of environmental education as phenomenon which links up the concept ecology, general overview of the important and relevant sources, a theoretical explanation of the concept environmental education, a brief discussion of existing studies that pays attention to the environment and environmental education in the literature, the analysis of the contents of poems that represent certain environmental problems, and an awareness of the pedagogical implications for the teacher. OPSOMMING Hierdie artikel het as fokus 'n ' omgewingsopvoedingsanalise van tien geselekteerde gedigte uit die bundel Skakering (Oppenman en Coetzee 1991 ) om die probleem van omgewingsopvoeding in verband te bring met die onderrig van 'n geesteswetenskaplike vak 5005 Afrikaans. en spesifiek aan die hand van die gedigteks. Oit het as doel die onderrig van 'n genre, om in die verband die enkelteks (die gedigteks) in verband te bring met die omgewing en omgewingsverwante probleme. In hierdie opsig sal 'n benadering wat op geselekteerde tekste in Skakering (Opperman en Coetzee 1991 ) gerig is, beide ondervvysers en leerlinge se verhouding met die natuur aksentueer. In hierdie artikel word op die volgende gekonsentreer: die omskrywing van omgewingsopvoeding as verskynsel wat aansluit by die konsep ekologie, In oorsig van die belangrike en retevante bronne, 'n toeretiese uiteensetting van die konsep omgewingsopvoedingsbenadering, 'n kortlikse bespreking van bestaande studies wat aandag gee aan die omgewing en omgewingsopvoeding in die letterkunde, 'n analise van die inhoud van gedigte wat bepaalde omgewingsopvoedingsprobleme representeer, en 'n bewustheid van die pedagogiese implikasies vir die onderwyser.
The anthropology of geste and the eucharistic rite of the Roman mass.
(1994) Fanning, Rosalie Patricia.; Sienaert, Edgard Richard.; Allard, Maxime.
For sixty-five years hardly anyone in the English-speaking world was aware of the anthropological theories of Marcel Jousse, a twentieth century Jesuit scholar. In 1990, Jousse's seminal work, Le style oral rythmique et mnemotechnique chez les verbo-moteurs. (The rhythmic and mnemotechnique oral style of the verbo-motors), was translated into English and given the name The Oral Style. His anthropologie du geste, called in this study the anthropology of geste, presented his discovery of the universal anthropological laws governing human expression: mimism, bilateralism and formulism. Jousse had sought to understand the anthropological roots of oral style, in particular the phenomenal memory of oral style peoples. In this dissertation, Jousse's theories are summarised and his anthropological laws are used to determine whether three eucharistic prayers of the Roman rite contain elements of oral style expression. The Roman Canon, Eucharistic Prayer 1 and Eucharistic Prayer for Children 1 are set out in binary and ternary balancings. An attempt is made to show that written style expression, an inheritance from the Greeks, houses in its extraordinary complexity the very oral style elements it appears to have superseded. The assertion made is that written style, with its predilection for subordination, actually conserves, preserves and perpetuates oral style balancings, not only in the simple sentence (what Jousse calls the propositional geste), but also in clauses, phrases, words, and sound devices. Support is given to T. J. Talley's view that the Jewish nodeh lekah (thanksgiving) and not the berakah (blessing) is the prayer source that influenced the structure of the early Christians' eucharist (thanksgiving in Greek). The expressions of thanksgiving that are a distinguishing feature of anaphoras from the 1st century AD onwards, continue to shape the eucharistic prayers today. This is offered as one reason why, in a reconstruction of Eucharistic Prayer for Children 1 presented at the end of Chapter 5, it is possible to balance one recitative with another, and the recitation of one prayer component with another. The dissertation concludes by recommending that oral studies of the Christian liturgies of East and West be pursued as they have much to contribute to the orality-literacy debate not only in the matter of liturgical language but also in gaining an appreciation of other gestes of worship.
A balanced reading approach for grade one and two English L1 and EAL learners.
(2003) Gounden, Janakie.; Wildsmith-Cromarty, Rosemary.
This study reports on a balanced reading approach (BRA) designed for a multi-cultural classroom, including both Ll ( first language) and EAL ( English additional language ) Foundation phase learners. The purpose of this study is to explore how interactive reading approaches develop literacy skills for six African learners. The teacher as researcher developed a theoretical model, which informed her pedagogic practices in the balanced reading programme. She also engaged in action research to gain an insight into what teaching approaches, methodologies and resources make EAL learners learn more effectively. This information was disseminated to other educator colleagues. This study also examines parents' views on the BRA and their perceptions of the reading process. Data was drawn from the following sources: teacher observations and interactions with learners, semi-structured interviews with parents of learners, analysis of learner assessment and parental questionnaires. It was concluded that a balanced reading approach which values mother tongue instruction in a supportive learning environment enhances the self concepts and cognitive growth of EAL learners. This study has also demonstrated that collaborative active learning, extensive independent reading, language experience approach, home support , community support, high levels of intrinsic learner motivation and high teacher expectations of learners can positively impact on the EAL learners' academic progress and social growth at school. Keywords: Foundation phase English Additional Language Balanced Reading Approach III Additive Bilingualism Communicative Language Teaching Whole Language
Black female power in Dudu Busani-Dube’s novels Hlomu-the wife, Zandile-the resolute and Naledi-his love.
(2020) Memela, Sinenhlanhla Felicia.; Mkhize, Thulani.
This dissertation examines the power of black females in Dudu Busani-Dube’s novels Hlomu-the wife, Zandile-the resolute and Naledi-his love. The study also examines Black diamond by Zakes Mda and Hunger eats a man by Nkosinathi Sithole to evaluate their representation of black female characters. South African literature has a pessimistic portrayal of black female characters, and the representation of black female characters seems to be that of victimisation in various forms. The black female body has been a symbol of victimisation in literary textual representations. The study briefly looks at the background of how black females such as Sarah Baartman were victimised, both physically and in textual representation. It then explores the activism of females in South African history. Thereafter, the themes of power, motherhood, conflict and sexual love are analysed in detail. The research highlights the power and strength that black women possess as represented in Busani-Dube’s work. Previous research studies focused on women as a homogenous group negating the cultural and racial differences of black women. Black women’s vigour and courage call for scholarship thought and consideration. The study aims to affirm black women in literature and highlight their victories. The research methodology of the study is textual analysis, and the theoretical framework is African feminism. The analysis of the study demonstrates that black women are not only victims as they are generally portrayed in literature, but they are heroines and competent women who require positive recognition in South African literature and Africa as a whole. The aim of the study is to depict that black women have positive traits worth academic engagement.
Brothers in arms? : a linguistic analysis of four documents from the UDW "fees crisis" of May 2000.
(2002) Consterdine, Richard.; Geslin, Nicole.
This dissertation is a sociolinguistic study that applies the methods of Critical Discourse Analysis and Systemic Functional Grammar to written discourse generated in the context of student unrest at a South African tertiary educational institution in May 2000. The unrest was triggered by management's de-registration of students for non-payment of fees due, and hence the local press dubbed it the "fees crisis". Four one-page texts, each representing a major participant in the events of the "fees crisis", were selected for detailed analysis. The principal finding from the four analyzed texts is that they exhibit widely divergent discoursal styles that vividly express equally divergent ideologies and attitudes. Some of these ideological schisms are caused by the immediate situational context, where the groupings are competing for access to and control of resources, or to gain strategic advantages in a power struggle. The four texts are divided equally into two discoursal types: two employ the hegemonic, 'schooled' literacy; the other two use the marginalized, topic associative, oral literacy based style. This illustrates the radically different contexts of culture that inform the ideologies of the four participant groupings. Power struggle is inherent in all discoursal exchanges, but it is an element made especially prominent in discourse by the uncertainties associated with social transition such as that taking place currently in postapartheid South Africa. The frequency of the word "community" and its shifting semantic load in the four texts has been clearly demonstrated to encapsulate the vacillations in the groups' self-identities and inter-group relations already suggested by the broader stylistic variations between the four discourses. Uncertainty breeds fear, and like other primates, hominids display the greatest aggression when afraid. Discoursal analysis of the four "fees crisis" texts uncovers the reasons for the intense affect which characterized the events of the May 2000 "fees crisis".
Cattle praises of the Kwamthethwa area of Empangeni, Kwazulu-Natal as a reflection of some socio-cultural norms and values of the area.
(2000) Mathaba, Jetros Muzomusha.; Sienaert, Edgard Richard.; Conolly, Joan Lucy.
No abstract available.
Challenges in cross-cultural translation : a discussion of S.E.K. Mqhayi's Ityala Lamawele.
(2002) Scina, Engelbrecht Mxozolo.; Attwell, David.
This thesis is structured into four sections. The first section is a brief statement on the choice of the text chosen for the purpose of translation. Ityala Lamawele is one of the old and classic Xhosa texts and after seeing some translated texts either from Xhosa to English or English to Xhosa such as Uhambo Lomhambi (The Pilgrim's Progress) Ingqumbo Yeminyanya (The Wrath of the Ancestors), Akusekho Konwaba (No Longer at Ease) and having not seen any translation of Ityala Lamawele, I felt an attempt at translating Ityala Lamawele was long overdue. This first section also looks at the theoretical aspects of translation that will inform the translation of ltyala Lamawele. The second section is the actual translation (the process and the product) of selected extracts which deal specifically and exclusively with the case of the twins. Though the translation of the whole text is not a remote possibility or consideration, for the purpose of this thesis, selected extracts will be dealt with. The third section of this thesis is the reflection on and the discussion of the choices I have made. This section looks at the process of translating ltyala Lamawele, the challenges and obstacles that I have come across, the way I have put and expressed issues and why.
Contrapuntal textures: 'Othello' as postcolonial palimpsest.
(1997) Bennell, Maurice Vincent.
No abstract provided.
Étude comparative sur le rôle de la langue et du lieu dans les œuvres autofictionnelles de deux auteures postcoloniales, Nina Bouraoui et Marita van der Vyver.
(2018) O’Neill, Charlene.; Alant, Jacob Willem.
This dissertation compares and contrasts Nina Bouraoui and Marita van der Vyver, exploring the role of language and place in their quest for identity and a feeling of belonging. It provides three key theoretical insights into the role of language and place in their inner journeys from past (Africa) to present (France). The first is Edward Saïd’s concept of Orientalism and the claim that the North considers the people of the South to be inferior. The second theoretical insight is Bhabha’s claim that post-colonial authors construct an interstice in which colonizer and colonized co-exist and build hybrid identities. The third is Derrida’s argument that language and culture are imposed on us, producing a permanent state of alienation that cannot be expressed in the language of the Imperial Other, the Metropolis. This research concludes that Bouraoui and Van der Vyver use autofiction to bridge the gap between their past and present Self. Bouraoui is the Eternal Outsider. Her mind and body are the sites of her eternal identity crisis: trapped in the interstice between Algeria and France, between the guidance of her Algerian father and the protection of her French mother, between the language of her childhood and her adulthood, and between her sex, her sexuality and her gender. In contrast, Van der Vyver identifies herself as Afrikaans and does not see her mother tongue as an obstacle to self-exploration and self-expression. Her autofiction depicts her as a Boer in exile. She is critical of gender relations rather than of apartheid. Both writers on the other hand use their bedrooms as an interstice in their inner journeys through space and time. Both of them are alienated from French, the language of the Other. Both love Africa. Neither belongs to the continent.
Etude de trois personnages féminins réalisee á la lumière du rôle que joue la dépression dans quelques oeuvres choisies de Marguerite Duras.
(1993) Beck-Kaltenrieder, Antoinette Marguerite.
Abstract available in PDF.
Examining girlhoods in KwaZulu-Natal through “coming of age” conventions in selected Bildungsroman.
(2020) Adam, Farzanah.; Mkhize, Thulani.
Presented chiefly as an endeavour within the field of post-colonial feminist scholarship in South Africa, this study navigates the emerging terrain of girlhood studies. It explores the changes and inclusions in the novel of development, particularly the narrative arc of girl protagonists in this genre. It examines continuities and discontinuities between girlhood and womanhood through selected texts within feminist studies. This study considers how different post-apartheid home environments shape the gendered experiences of girls in just one province of South Africa. The Story of Maha by Summaya Lee (2007) is set in an affluent Muslim suburb in central Durban where an orphaned, mixed-race girl is raised. ZP Dala’s What about Meera (2015) visits the protagonist’s traumatic childhood on a sugarcane farm on the north coast of KwaZulu-Natal, as the offspring of indentured labourers. The Paper House by Dalena Theron (2015), focuses on girlhood within an Afrikaner family: a protagonist living with her homosexual father and his partner in northern KwaZulu-Natal. The primary texts show how a girlchild’s quest for identity and belonging is inextricably linked to issues arising from her home life. Drawing on the hermeneutical interpretations of the novels, the voices of South African girls are presented. Using a theoretical framework that intersects the aforementioned postcolonial literature with belonging and trauma, this study presents the complexities of belonging — exploring identity, trauma and the social concept of ordentlikheid (respectability) within South African girlhood studies. Key thinkers in the aforementioned theoretical concepts include Cathy Caruth (2016); Mary Celeste Kearney (2009); Claudia Mitchell (2016); and Christi van der Westhuizen (2018, 2019). Each of these concepts is explored independently: chapter one discusses the Bildungsroman genre and then expands on the extent family and culture play in shaping the girl child in The Story of Maha. Chapter two explains how trauma, including physical violence and internalised aggression shapes the protagonist from What about Meera. Chapter three discusses the effects of (breaking) generational prejudice and the trope of “good girlhood”, especially in the Afrikaans community under study in The Paper House. Key expansions explore how the postcolonial female Bildungsroman is an extension of the genre rather than an antithesis. The question of “good girlhood” (Van der Westhuizen 2018) and the “defamiliarisation” of trauma (de Finney et al. 2011) within the postcolonial female Bildungsroman genre contribute to scholarship on South African girlhoods within the Bildungsroman ‘novel-of-development’ genre.
Exploring the role of gender in the depiction of Utopia in selected novels.
(2015) Naudé, Michelle Jane.; Stobie, Cheryl.
Abstract available in print version.
Fabricated honesty: an original collection of poems, including a critical examination of the impact of twentieth century confessional poetry on my writing.
(2018) Govender, Kimentha.
This dissertation consists of two sections: a creative section and a theoretical section. The first section of this paper will be the creative section which consists of a collection of 40 original poems that can be generally described as confessional poems. These poems explore and deal with personal relationships, memory and self- reflection. The second section of this paper will be the theoretical section and will consist of three chapters. Chapter One explores confessional poetry. It will look at the history of confessional poetry around the 1960s as well as how it arose as a genre. I will briefly look at the work of Boston poet Robert Lowell in his most famous work Life Studies and explore how he had become a catalyst for confessional poetry. Chapter Two will explore select poems by Sylvia Plath and what made her work so influential at a time when confessional poetry started to be recognised as a genre. I will also compare some of my poems to those of Plath to see how my work fits into this genre. Plath and my work share similarities in style, tone and topics such as loss, and interpersonal family relationships. Chapter three explores South African contemporary poetry and the work of South African contemporary poet Joan Metelerkamp and why she is considered to be a confessional poet. I will also analyse some of her poetry and compare her work to that of my own to find any common ground.
Indlelakubuka yabafundi nabazali ngokufundwa nokufundiswa kohlelo lolimi lokuqala lokwengeza lwesiZulu esikoleni esixube izinhlanga e-Vryheid.
(2021) Mhlungu, Siphosenkosi Zeblon.; Dlamini, Phindile Dorothy.; Ngcobo, Tholakele Ruth.
IsiZulu singezinye zezilimi ezihamba phambili esifundazweni saKwaZulu- Natali. UHulumeni wahlaba ikhwelo lokuthi zonke izikole ezaziwa ngama x- Model C zifunde izilimi zaboHlanga. Lokhu kwakuncike ekutheni yiluphi ulimi olukhulunywa kahle kakhulu esifundazweni ngasinye. NjengaKwaZulu Natali nje kukhulunywa isiZulu naseEastern Cape kukhulunywa isiXhosa. Lolu cwaningo luqhutshwe esifundeni saseZululand esikoleni esixube izinhlanga esiseVryheid. Abantwana abangamaZulu bangena ezikoleni esezaziwa njengama x- Model C ngenhloso yokuthola imfundo engcono. Ulimi lokufunda nokufundisa kulezi zikole isiNgisi. IsiNgisi siba yisibelele kusukela enkulisa kuze kube semazingeni athe thuthu. Iningi lalaba bafundi liqhamuka edolobheni eVryheid nasemalokishini akhele leli dolobha. Iningi lalaba bafundi laqala imfundo yalo yamabanga aphansi ezikoleni zabamhlophe ezikhuluma ulimi lwesiNgisi nesiBhunu. Abanye babantwana abangamaZulu kulesi sikole bakhule bejwayele ukukhuluma ulimi lwesiNgisi nesiBhunu. Ucwaningo beluhlose ukubheka indlelakubuka yabafundi nabazali ngokufundwa nokufundiswa kohlelo lolimi Lokuqala Lokwengeza lwesiZulu esikoleni esixube izinhlanga esiseVryheid. Lolu cwaningo lusebenzise indlela exubile yekhwalithethivu kanye nekhwantithethivu, ngoba izimpendulo ziphinde zahunyushwa ngezinombolo ukuqoqa ulwazi. Lolu cwaningo lusebenzise ipharadayimu yekhrithikhali. Lolu cwaningo lusebenzise insizakuhlaziya yeHegemony kaGramsci, 1971. Ulwazi locwaningo luqoqwe lwahlaziywa ngokwezindikimba ezivezwe ngezihlokwana. Ukuqoqwa kwalo kuhlanganisa imibuzo esakuhleleka, izingxoxo ezisakuhleleka, ukuqoqa ulwazi ngokubukela kanye nokuhluzwa kwamadokhumenti. Bonke ababambiqhaza bavela esikoleni esixube izinhlanga esisesifundeni saseZululand eVryheid. Ucwaningo luveza ukuthi abafundi besiZulu ulimi Lokuqala Lokwengeza babhekene nezinselelo eziningi ezahlukene. Ukwentuleka kwesisekelo solwazi lwesiZulu njengesifundo, ukwakhelwa umkhanya kwesiZulu kanye nokungakhulunywa kwesiZulu esicwengekile emakhaya nasesikoleni.Ucwaningo luveze izimpendulo ezingezinhle ngendlela abafundi abasibuka ngayo isiZulu. Ucwaningo luveze ukuthi abazali bancamela isiNgisi kunesiZulu. Ucwaningo luveze izindlela ezahlukene zokuqhakambisa isiNgisi ngaphezu kwesiZulu. Nakuba kunjalo ucwaningo lunikeze umhlahlandlela nezincomo ezizokwazi ukuhlangabezana nezingqinamba ezivezwe ababambiqhaza. Amagama amqoka: IsiZulu ulimi Lokuqala Lokwengeza, Abazali, Abafundi, Indlelakubuka.
Interculturalité et pluriculturalité en classe de FLE : Une analyse du corpus littéraire du curriculum actuel des bacheliers de l’IEB.
(2019) Ortmann, Carrissa Anne.; De Meyer, Bernard Albert Marcel Sylvain.
Ce projet est né en premier lieu de mon intérêt dans le domaine du FLE et de la littérature française, et mes expériences comme enseignante et tutrice du français. Pendant mes études à l’université, j’ai donné des cours particuliers en mathématiques, en anglais et en français simplement pour gagner de l’argent mais c’est là où j’ai trouvé ma passion pour la langue française et également le FLE. En 2014/2015, j’ai passé sept mois en France, à Saint Michel de Maurienne où j’étais assistante de langue anglaise. Après mon retour en Afrique du Sud en 2015, j’ai enseigné French for Beginners aux délégués des Départements gouvernementaux au KwaZulu-Natal à l’Université de KwaZulu-Natal (UKZN) Extended Learning et j’ai repris mes cours particuliers avec les étudiants de grade 12 (bacheliers). À travers ces cours, j’ai développé l’intérêt pour le curriculum littéraire et, aussi, pour l’apprentissage de la langue et la culture françaises en étudiant les poèmes et les nouvelles que nous leur avons proposés. Cette dissertation est rédigée en cinq chapitres avec les intertitres pour subdiviser les sections et les sujets discutés. Ainsi, je n’emploie que le terme Ibid. pour démontrer une répétition de l’auteur et de l’oeuvre. Concernant les citations écrites en anglais, j’ai fait une de deux choses ; soit j’ai traduit les citations et les encadrés entre crochets, soit, je les ai expliquées avec mes propres mots. Pour la bibliographie, j’emploie le style de référence de Harvard publié par The Independent Institute of Education (IIE) adapté par Cheryl Siewierski (2018). Par ailleurs, les références en anglais et en français ont été rédigées dans la langue de publication et ils suivent le style de référence de celle-ci, recommandé par l’IIE. Title of thesis in English: “Interculturality and Pluriculturality in the French Foreign Language classroom: An analysis of the body of literature in the current IEB matric curriculum” South Africa is an exceptionally culturally and linguistically rich and diverse society which is confirmed by its eleven official languages. Many of these languages are offered at all levels of schooling with additional non-official languages being offered at secondary and tertiary level. The country has a complex schooling system which is split into government and independent schools with many of the latter offering French as a second or third additional language which can be taken up to matriculation level at approximately 191 schools. This subject is in the French world of pedagogy known as Français Langue Etrangère or FLE. This study will determine the role that interculturality and pluriculturality play within the literary curriculum prescribed for matric students. Moreover, literature in French with an intercultural approach can be used as an asset to the teaching of French as it can develop a learner’s understanding of values and behaviours of people and other culture(s). This literature in French is not limited to mainland France but also includes authors from Francophone Africa and other parts of the globe. Furthermore, literature in French is not only used as a way to acquire competence in the language but also to promote pluriculturality and plurilingualism in society through diverse literary studies. I explore how these dimensions are reflected in the French Second Additional Language (SAL) literature curriculum in South Africa. Through this research I have come across many studies which investigate diversity, identity and interculturality. A South African scholar, Fiona Horne, has done extensive research on language pedagogy and the teaching of French literature at university level in the country. In addition, Josette Virasolvit explores ‘intercultural practices’ in FLE classes with two main teaching approaches: informative and exploring ‘the other’ (2013). Similarly, Paulína Šperkovà discusses the importance of an ‘intercultural competence’ in literature teaching in FLE (2010). The Common European Framework of Reference for languages (CEFR) plays an essential role in teaching in Europe as it serves as a platform upon which language pedagogy rests, introducing the concept of intercultural and pluricultural approaches to teaching. An understanding of how to teach classrooms comprised of students with numerous ethical, lingual and cultural backgrounds is key to teaching a language. In my opinion, there is a great need for research and theory building on the subject of inter-, and pluriculturality in literature and education in South Africa. Thus, this study attempts to close the gap in the need for material in this academic field.
An investigation into the factors exerting a subtractive influence on Telegu and its culture.
(2005) Naidoo, Kista Applesamy.; Sitaram, Rambhajun.; Ramsay-Brijball, Malini.
In this study, I investigate the sociolinguistic factors that exert a subtractive influence on the Telugu language and Andhra culture. This study focuses on the sociolinguistic features of the Telugu Community and Telugu speaking Hindus in Natal. The majority of the Telugu speaking immigrants settled in the vicinity where they served during indentureship, for e.g. in Kearsney and Tongaat on the North Coast and, 1II0vo, Esperanza, Umzinto, Sezela and Port Shepstone on the South Coast. The contents of this study are largely based on the findings of the survey conducted among the Andhras living in Durban and surrounding areas. As a Telugu home language speaker and concomitantly, an Andhra, my concern about other Andhras moving away from our language and culture has stimulated me to investigate the factors exerting a subtractive influence on the Telugu language and Andhra Culture. My participation in the Andhra community has afforded me a unique opportunity to view the occurrences in the community. I have enjoyed vast experience as an executive member of the Andhra Maha Sabha of South Africa (hereafter AMSSA). The study aims to respond to the following key questions: • Why is there an erosion of the Telugu language and culture? • Is AMSSA fulfilling its aims and objectives in the nurturing of the Telugu language and Andhra culture in South Africa? • Does the Andhra Eisteddfod help in the maintenance of the Telugu language and Andhra culture in South Africa? • What is the community's attitude towards the Telugu language and Andhra culture? This study applies to the sociolinguistic phenomenon of language shift (L.S.) to determine the status of the TeLugu language.
Isizinda nendikimba yobugebengu emibhalweni engamanoveli : ‘Kuyoqhuma nhlamvana’, ‘Igazi lezibi’, ‘Ayikho impunga yehlathi nethi Inkinsela yaseMgungundlovu.
(2020) Mshengu, Zinhle Mildred.; Ngcobo, Tholakele Ruth.
Ubugebengu buyinto esihlukumezayo sonke njengomphakathi owakhele izindawo ezahlukene. Kuyenzeka busihlukumeze ngqo noma bahlukumeze labo esisondelene nabo kanti ziningi nezizathu zobugebengu. Ababhali baye bahlale imibhali eyahlukene ukufundisa kanye nokuqwashisa ngobugebengu. Lolu cwaningo luphenya ngomthelela wesizinda ebugebengwini obutholakala emanovelini anendikimba yobugebengu. Inhloso yalolu cwaningo ukuphenya kabanzi ukuthi isizinda; indawo, inkathi kanye nesimo senhlalo sinamuphi umthelela ebugebengwini obahlukene obutholakala emanovelini esiZulu amane anendikimba yobugebengu. Okunye okuhloswe yilolu cwaningo ukuhlola ukuthi ababhali bayethula kanjani indikimba yobugebegu. Lolu cwaningo luphinde luhlaziye ngokuthi yiziphi izimbangela nomphumela wobugebengu. Ucwaningo luqutshwe ngokusebenzisa indlela yokuqhuba ucwaningo ye-interpretive kanye nendlela yekhwalithethivu. Ulwazi luqoqwe emanovelini amane esiZulu anendikimba yobugebengu. Imiphumela yalolu cwaningo iveza ukuthi yinkulu indima edlalwa yisizinda ebugebengwini kodwa ngezindlela ezingafani. Lokhu kuqinisekiswe yimiphumela yokuqathaniswa kwamanoveli asetshenzisiwe kulolu cwaningo.
Kossi-Komla-Ebri : an African voice in Italian contemporary literature.
(2008) Bellusci, Federica.; Wildsmith-Cromarty, Rosemary.; Kearney, John Anthony.
The early eighties saw Italy become a landing bay for thousands of immigrants who abandoned their homes in search of a better life. Almost immediately, Italian academics highlighted the importance of this new phenomenon but tended to emphasize the superficial aspects that all immigrants in Italy had in common, aspects linked to the way of life of the newly arrived immigrants which in essence was very different from the Italian way of life. Soon however, the need for the migrants to be heard grew and La Letteratura della Migrazione was born. This world-wide literary phenomenon manifested itself at a much later date in Italy, compared to other European countries, largely due to the fact that a cultural tradition imposed by colonialism did not exist. Paradoxically, it is this very lack of colonial history that has given Italian migrant writers the freedom to express themselves in a style of literature that is original and primarily spontaneous and in many ways different to other Italian writers. It is against this background that Kossi Komla-Ebri writes in Italian, the language he embraces by choice. Although this dissertation focuses initially on the first African migrant writers, it is primarily a detailed study of the characters in Komla-Ebri’s novel Neyla (2002) and in his collection of short stories All’incrocio dei sentieri (2003). In the broader sense, it explores those themes in his narrative common to migrant literature in general, such as the journey, alienation, otherness, loss of identity and the return home. While it is true that these themes represent universal archetypes present in literature since Homer, the study looks predominantly at how Komla-Ebri’s thematic exposition differs from other works in the same general categories. The study shows how in exploring and expounding the constant divide between two continents and two cultures, Komla-Ebri succeeds with great compassion and humanity not only to bridge the gap between diverse identities, but also to break away from the African/migrant writer category.
La réécriture de l'histoire du Rwanda à travers la littérature post-génocide. Etude de cas de trois romans africains d'expression francaise.
(2012) Abubakar, Innocent Hakizimana.; De Meyer, Bernard Albert Marcel Sylvain.
After the Rwandan genocide in 1994 which irrefutably imposed itself as a reference in history, many books (researches and fiction) were published exposing varied opinions and views. It is an important source which is studied by different fields of knowledge, such as linguistics, literary studies, sociology, psychology and politics. Our study aimed to analyse ties between post-genocide fictional novels on Rwanda and the history of Rwanda. The main objectives of this dissertation (La réécriture de l’histoire du Rwanda à travers la littérature post-génocide. Etude de cas de trois romans africains d’expression française) are to study how knowledge of the history can help to understand these narratives and how these narratives can shed new light on history. In order to analyse this, we did a case study of three representative novels from Francophone Africa which we analysed confronting them to some historical sources. The novels are: - Ndwaniye, Joseph, (2007), La Promesse faite à ma soeur. Bruxelles: Les impressions nouvelles; - Monénembo,Tierno, (2000), L'Aîné des orphelins. Paris: Seuil, and - Diop, Boubacar Boris, (2000), Murambi, le livre des ossements. Paris: Stock. This study is a literary analysis and used a qualitative research method though an interpretive paradigm. As a main output and an answer to one of our research questions about common points between the post-genocide literature on Rwandan and the History of Rwanda, we discovered that in fact by the treatment of time and other writing processes used by the writers, they actually rewrote six important periods in the history of Rwanda: Pre-colonial absolute monarchy, the colonialism, the first and second Republics, the genocide and the post-genocide. These periods are clearly represented in the three novels, even if this may not be the intension of the writer and may be independent to his point of view on history. Matching the present with the past helps to revisit history. It shows how the historical context plays an important role in understanding post-genocide literature on Rwanda, and seen that this literature is discussing the genocide, it ends up delivering some points of view which are important for historians. This may assist in using literature for historical purposes and vice-versa.

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