Browsing by Author "Alexander, Neville"

Now showing 1 - 7 of 7
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    An analysis of the challenges with respect to attaining equivalence in translation of literature pertaining to Sexually Transmitted Diseases from English into Xitsonga
    (2012) Hlongwani, Given Jacqe; Alexander, Neville
    Translation has been a practice that has assisted many languages the world over to develop to become languages of power. The purpose of this project was to elicit some translation challenges that translators face when translating from English into Xitsonga. It is not easy to translate a document in which the domain has not been explored because the translator has to juggle with terminology which does not exist in the indigenous language. In this project, I have made an attempt to use different theories that can guide us when we encounter a lemma which does not exist in the target language. The challenges that are faced by one indigenous language in South Africa in language development through translation are the same as for most other indigenous languages.
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    Class and ethnicity : the politics and ideologies of the Greek community in South Africa, circa 1890-1924
    (1982) Mantzaris, Evangelos A; Alexander, Neville
    The present thesis demonstrates the significance of class and ethnicity as determinants of the political attitudes and ideologies of the Greek community in South Africa. The periodisation of the history of the Greek community in south Africa undertaken in this thesis supports five major hypotheses which are tested, i.e. that ethnic and national solidarity are socially created - phenomena, class factors play an important role in the life of the immigrants and that absence of intra-ethnic conflict stems from the non-existence of antagonistic social relations amongst different social strata of the same ethnic group. It also supports the .hypotheses that the diffusion of ideologies and politics predominating in the country of origin of the immigrants plays a significant part in their life process and that the existence of political and social forces within the host country contribute to the shaping of individuals' and groups' political responses and attitudes.
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    The differences in medium of instruction for the lower primary phase in teacher education and schools in Namibia, with reference to the Kavango educational region, are a barrier to effective teaching and learning
    (2011) Hausiku, Scholastika Mbava; Alexander, Neville
    The study aims to investigate whether the difference in the language of teaching in teacher education and the language of teaching in the lower primary phase is a barrier for effective teaching and learning in the targeted institutions. Furthermore, would additional focus on mother tongue education in teacher education benefit educational achievement in the Kavango educational region specifically and in Namibia as a whole?
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    Language rights, ethnic politics : a critique of the Pan South African Language Board
    (2003) Perry, Timothy; Alexander, Neville; Heugh, Kathleen; Butler, Anthony
    Bibliography: leaves 228-245.
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    Medium of instruction and its effect on matriculation examination results for 2000, in Western Cape secondary schools : a study of examination results in relation to home language and language medium
    (2002) October, Michellé; Alexander, Neville
    South Africa must see a measurable improvement in the quality of education in order for all sectors of the population to become relevant. We have a democratic constitution which promises equal opportunities for all. In practice, however, this is not always realised. In the educational domain, for example, language medium is an essential element in all learning, but, as this study shows, we still have the situation where premature learning through an insufficiently developed second or third language impacts negatively on quality of education and on students' performance. The stigma associated with Afrikaans as 'the language of the oppressor' and the perception that African languages are underdeveloped and inferior, further strengthens the position of English as the dominant language in South Africa. Because of the global status of English, it is obvious why the desire to acquire proficiency in English is high among all segments of the population. The importance of English as a language of power is not disputed. However, this study stresses the necessity for the empowerment of African language speakers in their mother-tongues as a prerequisite for empowerment in English, by showing clearly that there is a correlation between first and second language acquisition, as well as between home language, language medium and academic results. Those students who receive education through the medium of their first/home language(s) are advantaged as against the majority, who are taught through a second/foreign language.
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    The role of a school community's perceptions of the implications of a change in language policy in a Western Cape primary school
    (2004) Braam, Daryl; Alexander, Neville
    The constitution, South African Schools Act and the Language in Education Policy (LiEP) all advocate the development and promotion of all official languages. LiEP also gives a clear directive for additive bilingualism whereby the home language of learners should be encouraged as the foundation for learning additional languages. This policy is clearly aligned with the constitutional provisions for promoting parity of esteem between all languages.
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    Teacher training for early literacy development : an examination of the effectiveness of approaches used for training lower primary school literacy teachers in Malawi
    (2007) Chilora, Henri Gadafulama; Alexander, Neville; Bloch, Carole
    Studies that have been carried out on literacy development in lower primary school classes in Malawi suggest that a lot of children complete the first four years of their primary education without being able to read, not only a text of their grade level, but also of 100ver grade level. In addition, these studies suggest that some of these children complete the first four years of primary education without even being able to write their own names. However, these studies do not mention any specific reasons why basic literacy development remains a nightmare for the majority of children in lower primary school classes. This study. therefore, seeks to investigate the effectiveness of approaches that are used for initial literacy development in lower primary school classes in this country. Chapter one gives a brief background to the structure of education and the primary school system in Malawi and defines the problem that is being investigated. Chapter two discusses the theoretical framework and a review of literature on the concepts of literacy and literacy teaching and learning. Chapter 3 gives an outline of the research design and methodology that was used during the investigation. Chapter 4 provides details of how the data was analysed and presents the findings. Chapter 5 concludes the study and presents recommendations for considerations.