Browsing by Author "Deyi, Somikazi"

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    An analysis of the lyrics of the top 10 African language pop songs on Umhlobo Wenene in 2016
    (2019) Gobodwana, Anele; Dowling, Tessa; Deyi, Somikazi
    In this dissertation I critically analyse the lyrics of the top 10 songs (sung in an indigenous African language) aired on uMhlobo weNene (the national broadcast station for the Xhosa language) during 2016. Before the analysis of the songs I discuss various academic works on pop lyrics generally – ranging from a discussion of the production of aesthetic difference, lyrics in global and local settings, the changing lexicon of pop lyrics over the years, the purpose of lyrics to teenagers and the issue of translation and code switching in the lyrics of bilingual popular songs. In the main body of the thesis I apply a thematic and detailed linguistic analysis of the top 10 songs after which I provide an analysis of interviews conducted with Xhosa-speaking teenagers with regard to their linguistic preferences as applicable to contemporary lyrics. The conclusion includes a summary of the dominant themes of the lyrics studied and a focus on what the grammar of the songs (e.g. the predominance of the first person pronoun in all of the lyrics) can tell us about the increasingly individualistic nature of contemporary lyrics sung in African languages.
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    An examination of how loanwords in a corpus of spoken and written contemporary isiXhosa are incorporated into the noun class system of isiXhosa
    (2019) Futuse, Liziwe; Dowling, Tessa; Deyi, Somikazi
    Lexical change is a natural phenomenon for all of the world’s languages. This change can be viewed in terms of language contact, technological innovation and the adoption of new lifestyles. Whereas in the past isiXhosa, a Nguni language spoken in South Africa, borrowed words from both English and Afrikaans, contemporary speakers rely more on the English lexicon, with some previous adoptions from Afrikaans being replaced by those from English. This study focusses specifically on contemporary borrowed, or loanword nouns in isiXhosa which are brought into the noun class system of the language via a number of different noun class prefixes. The focus of this study is to understand whether there are any features or properties, whether morphological or semantic, that predispose loanword nouns to fall into a particular noun class. In this thesis I therefore analyse a corpus of new data from conversations and interviews I conducted with contemporary isiXhosa-speakers, as well as from written translation activities. After providing a general background to the semantic content of isiXhosa noun classes, I analyse the new data and try to make some conclusions as to which noun class prefix is the most productive for loanwords, as well as to argue the existence of a significant amount of variation in terms of prefixes used. The study concludes that most loanword nouns are assigned to Noun Class 9, but some speakers also use Noun Classes 1a, 5 and 7 as alternatives for Class 9 under certain morphological and semantic conditions. Even Noun Class 3 was found to contain a number of loanword nouns, suggesting that speakers are able to manipulate the grammar of isiXhosa, and particularly its noun class system, to accommodate words from other languages.
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    Analysis of language policy implementation in basic education
    (2021) Maponopono, Naledi; Deyi, Somikazi
    The South African society is plagued with a “complex and fascinating landscape of multilingualism that comprises of eleven official languages post the apartheid era” (Pluddeman et al, 2004: 13-14). The apartheid era saw only “English and Afrikaans recognised as languages of official status across the nation even though indigenous languages existed in the country” (Cakata & Segalo, 2017). The post-apartheid era which commenced in 1994 have been years in which extensive political negotiation and transition have been occurring which have encompassed establishing constitutional rights for indigenous languages in the South African dispensation. This included the choice for “indigenous languages to uses as languages of learning and teaching (LoLT) and being offered as subjects at schools” (Pluddeman et al, 2004: 13, 14). The aim of this study is to focus on language policy implementation practices in basic education with particular reference to a primary school in Western Cape, City of Cape Town as a case study. It seeks to observe the language practices within the school in order to assess the various patterns of implementation and contribute to scholarly debate pertaining to policy implementation across disciplines. The study will analyse the language policy planning in South Africa at large using Ruiz's (1984) three orientations to language planning: language as a problem, language as a resource and language as a right. It seeks to observe the language practices within the school in order to assess the various patterns of implementation and contribute to scholarly debate pertaining to policy implementation across disciplines. The findings of this study aim to assist language planners in developing a language policy framework in basic education which includes strong monitoring and evaluation systems to alleviate problems at the implementation stage of language policies.
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    Multilingualism education project: economics glossary translation in isiXhosa
    (2025) Neethling, Leigh; Tyam, Nolubabalo; Gxilishe, Sandile; Deyi, Somikazi; Goxo, Thandiwe; Jacobs, Nontsikelelo; Gambushe, Wanga
    This Economics Glossary has been compiled and translated specifically to support Commerce students by demystifying the complex terms and concepts related to the subject. By offering clear definitions and contextual explanations, this glossary serves as an invaluable reference tool that enhances comprehension and retention. It promotes active learning, empowering students to engage confidently with economics material and fostering a deeper understanding of key concepts and definitions. Ultimately, effective glossaries break down intricate ideas, equipping students with the language and skills necessary for academic success.
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    Multilingualism education project: statistics glossary translation in isiXhosa
    (2025) Low, Tim; Tyam, Nolubabalo; Gxilishe, Sandile; Deyi, Somikazi; Goxo, Thandiwe; Jacobs, Nontsikelelo; Gambushe, Wanga; Kwakwi, Yamkela; Cebekhulu, Luyanda; Mashego, Tsapang
    This Statistics Glossary has been compiled and translated specifically to support Science students by demystifying the complex terms and concepts related to the subject. By offering clear definitions and contextual explanations, this glossary serves as an invaluable reference tool that enhances comprehension and retention. It promotes active learning, empowering students to engage confidently with statistical material and fostering a deeper understanding of key concepts and definitions. Ultimately, effective glossaries break down intricate ideas, equipping students with the language and skills necessary for academic success.
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    Ulwakhiwo lwamagama enza ingqiqo :amagama enza ingqiqo nolwimi ekufundeni/ekufundiseni izifundo zezibalo
    (2006) Deyi, Somikazi; Young, Douglas; Gxilishe, S
    This research investigates the formation of mathematics concepts and use of existing ones (concepts) in isiXhosa in grade 7. The investigation intends to suggest the possibility of using isiXhosa as a language of learning and teaching mathematics in classes where isiXhosa is a dominant language. Through this investigation concepts that are likely to present teaching and learning difficulties have been identified. After identification of concepts, equivalents are provided, by working from the contextual meaning of the concept in English and then coining an equivalent in isiXhosa. For existing concepts whose equivalents are contained in dictionaries, whether used or not by mathematics teachers, a critical review of the meaning has been conducted to see whether that could be used in a mathematics context. Reasons have been that, most existing equivalents are a result of translation leaving the equivalent vulnerable to many different meanings in isiXhosa.