Browsing by Author "Gxilishe, Sandile"

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    The Acquisition of Clicks by Xhosa-Speaking Children
    (University of Stellenbosch University, 2016-08-23) Gxilishe, Sandile
    The article deals with the order of emergence of click consonants and the nature of click inventory. It reveals the course of development and differentiation of a phonological repertoire of a type different from those studied in depth to date. The sample consists of 10 children, three males and seven females between 1;0 and 3 years old. The study shows ample evidence of the extensive use of question and prompting routines directed at these Xhosa- speaking children and explains why these children learn these clicks so early despite how marked they are. Results describe the order of acquisition; the appearance of all basic clicks; the tempo between1;7and 2;0 years; the period of occurrence of a spurt; and the development of voiceless to voiced and nasalized clicks.
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    African languages, linguistics, child speech and speech pathology – the connection
    (Stellenbosch University, 2011) Gxilishe, Sandile
    This article deals with the need for the incorporation of the study of child language in the field of African Linguistics. It gives an overview of some of the studies conducted in the area of acquisition of Xhosa with a view to developing norms for the development of Xhosa amongst monolingual Xhosa-speaking children. This is useful in the diagnosis of speech and language disorders using criterion referenced measures. The developmental data may be used in the development of culturally appropriate standardised assessment measures: which are severely lacking for the indigenous languages of South Africa.
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    Number Agreement in English and Xhosa
    (Oxford University Press, 2007) de Villiers, Jill; College, Smith; Gxilishe, Sandile
    In this paper we seek to raise questions about the nature of number agreement in the grammars of young children, whether they are learning languages poor in number agreement (African American English (AAE)), relatively simple (Mainstream American English (MAE)) or inherently complex (Xhosa). At first glance, number agreement appears to be a straightforward mechanism, but that mechanism is called into question by peculiar asymmetries of production and comprehension that demand more explanation and exploration. These findings must necessarily be regarded as preliminary, and some studies are still underway to answer the next questions.
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    Sex differences in linguistic ability: a case for
    (Routledge Taylor and Francis Group, 2012-01-30) Gxilishe, Sandile
    Research indicates that sex’ determines the extent to which linguistic performance affects achievement. In a study undertaken by Liski and Puntancn (1983) aimed at determining the extent to which oral performance in spoken English is affected by variables which have been found to be related to achicvcmcnt, sex proved to be one of the most important variables in explaining differences in language skills. comparison between the girls’ and the boys’ distribution of marks revealed that the girls in their study were better than boys at matriculation level. A similar study was undertaken by the writer, concerning oral proficiency in Xhosa as a second language in schools under the Cape Education Department. A total of 159 pupils was tested, spread over three areas; the Western Cape, Port Elizabeth-Uitenhage and Border. Sex was one of the variables selected. Test results show some interesting findings in a situation where Xhosa is learnt. There was a statistically significant difference between the performance of females and males in important sections of the communicative test.