Linguistics and Language Practice

Permanent URI for this community

http://hdl.handle.net/11660/128

Browse

Now showing 1 - 9 of 9

Open Access
The implementation of a bilingual-bicultural literacy intervention programme for deaf learners in Namibia
(University of the Free State, 2021-11) Bruwer, Beausetha Juhetha; Van Staden, A.; Du Plessis, L. T.
The Bilingual-Bicultural approach is considered the best approach to teach deaf learners. This approach also provides the best opportunity for deaf learners to become biliterate. Namibia too has adopted the Bilingual-Bicultural approach to teaching deaf learners and are a signatory to national and international policies and laws to ensure deaf learners are provided with the best opportunity for an education. Contrary to the adoption of the Bilingual-Bicultural approach, policies and laws, no impact has been seen on an improvement in the deaf learners’ academic performance. Deaf learners still leave school with low literacy levels and unsure of their future. The main purpose of this study was to find the best instructional practices to teach deaf learners through the Bilingual-Bicultural approach. This was done through the implementation of an intervention programme that can narrow the delay and gap in language learning and literacy. The study adopted a programme evaluation within a multi-method research design. The research objectives accommodated the implementation of a Bilingual-Bicultural literacy intervention programme for deaf learners. The data for the study consisted of quantitative data in the form of measurements based on diagnostic tests and qualitative data in the form of document analysis, participant and non-participant observations as well as unstructured interviews. The variety of data directed the study to a multi-data analysis. The themes that were established for feedback of the research findings originated from the research objectives and the programme evaluation questions that were drawn up to guide the evaluation of the Bilingual-Bicultural literacy programme. The emphasis of the intervention programme was to draw up new and adopted Integrated Planning Manuals that are based on the NSL and Written English syllabuses and prescribed language skills of both language subjects. From the new IPMs, lessons were designed for both language subjects. Teaching and learning materials were also designed to support the lessons. The programme envisaged a systematic method of learning the deaf learners the two languages at the same time. The aim was to teach Written English based on NSL. The programme had a dual integrated approach in that it integrated into specific themes and topics for a week and the language skills for each language subject. It also integrates into the other subjects that are taught to the learners. The programme was systematic in teaching learners in small portions, every time building on these small portions. Teachers were provided with deliberate training on the instructional practices that were intended for the programme. The implementation of the Bilingual-Bicultural literacy programme resulted in a positive impact and improvement on the biliteracy of the deaf learners. Statistical analyses underscored the value of the intervention program. T-tests yielded statistical significant results for both NSL and Written English skills with regard to the total scores as well as the sub-tests included in this study (p<0.05). The teachers who participated in the study showed significant teacher attributes in the form of self-efficacy, the ability to communicate in NSL, experience and skills to teach deaf learners and good teacher-learner relationships. Even though, through the programme, the teachers gained pedagogical knowledge and understanding to applicable instructional practices that can be implemented in their teaching, they lacked support systems to sustain their instruction. Continuous interaction and support are thus recommended at all levels to sustain the further development of the Bilingual-Bicultural literacy programme.
Open Access
Language planning in South Africa : towards a language management approach
(University of the Free State, 2004-11) Mwaniki, Modest Munene; Du Plessis, L. T.
English: The study investigates the reasons for the non- implementation of multilingual policies and plans with special reference to South Africa’s language policy and planning implementation scenario. The study identifies four categories of explanations for the non-implementation of multilingual policies and plans in South Africa, namely political; economic; sociolinguistic; and theoretic explanations. Of particular interest is the adequacy of these explanations in explaining the non- implementation of multilingual policies and plans in South Africa. Chapter 1 introduces the study, discounts political, economic and sociolinguistic explanations as inadequate in explaining the non- implementation of multilingual policies and plans in South Africa and establishes the theoretic category as the core category to explain the non- implementation of multilingual policies and plans in South Africa. The chapter provides a preliminary review of language planning literature that explores the inadequacy of language planning theory in providing approaches that can be used to facilitate multilingual policy and planning implementation as well as statement of the research problem and questions, the aim and objectives of the study, overview of research methodology and outline of the thesis. Chapter 2 provides the background to the study. The chapter discusses the macro framework for language policy and language planning in South Africa as provided by the Constitution. The chapter elaborates on South Africa’s constitutional language developments as from the early 1990s and the socio-political and historical contexts that led to the evolution of the 1993 Interim Constitution and the 1996 Constitution. The chapter elaborates on the theoretical, ideological and discourse foundations of both the 1993 Interim Constitution and the 1996 Constitution and points out that the multilingual dispensation envisioned by the 1996 Constitution is in tandem with the project of transformative constitutionalism and advanced cultural politics espoused by the Constitution. The chapter concludes by pointing out that the obligations imposed by the Constitution with respect to language in South Africa must be fulfilled. Its attendant upon language planning actors in South Africa to formulate approaches that can be used to facilitate multilingual policy and planning implementation based on plausible theoretical premises. Chapter 3 discusses the research methodology. The research method used in the study is Grounded Theory Method. The chapter elaborates on the appropriateness of Grounded Theory Method as a method for the development of approaches from qualitative data and how the method was applied to the three elements of the study, namely, literature review; the development of an alternative approach to multilingual policy and planning implementation; and the case study. Chapter 4 reviews literature on language planning theory and models using Eastman (1983) framework. The review establishes the weaknesses of language planning theory and models. These weaknesses account for the inadequacy of language planning theory and models to provide approaches that can be used for multilingual policy and planning implementation. The chapter concludes by discussing how the inadequacies of language planning theory and models have contributed to the non- implementation of South Africa’s multilingual policy and plan. Chapter 5 develops an alternative approach to multilingual policy and planning implementation. The study names the approach “The Language Management Approach”. The approach specifies the theoretical basis for the new approach; the purpose; impediments; the variables; and the methodologies and strategies for multilingual policy and planning implementation. Chapter 6 presents a case study which was used to develop some aspects of the new approach as well as test the new approach. The case study demonstrates that the new approach facilitates multilingual policy and planning implementation. Chapter 7 outlines the conclusions and recommendations. The study contributes towards the resolution of the theoretic and practical dilemmas facing multilingual policy and planning implementation in South Africa and elsewhere.
Open Access
Language planning in South Africa: towards a language management approach
(University of the Free State, 2004-11) Mwaniki, Modest Munene; Du Plessis, L. T.
English: The study investigates the reasons for the non- implementation of multilingual policies and plans with special reference to South Africa’s language policy and planning implementation scenario. The study identifies four categories of explanations for the non-implementation of multilingual policies and plans in South Africa, namely political; economic; sociolinguistic; and theoretic explanations. Of particular interest is the adequacy of these explanations in explaining the non- implementation of multilingual policies and plans in South Africa. Chapter 1 introduces the study, discounts political, economic and sociolinguistic explanations as inadequate in explaining the non- implementation of multilingual policies and plans in South Africa and establishes the theoretic category as the core category to explain the non- implementation of multilingual policies and plans in South Africa. The chapter provides a preliminary review of language planning literature that explores the inadequacy of language planning theory in providing approaches that can be used to facilitate multilingual policy and planning implementation as well as statement of the research problem and questions, the aim and objectives of the study, overview of research methodology and outline of the thesis. Chapter 2 provides the background to the study. The chapter discusses the macro framework for language policy and language planning in South Africa as provided by the Constitution. The chapter elaborates on South Africa’s constitutional language developments as from the early 1990s and the socio-political and historical contexts that led to the evolution of the 1993 Interim Constitution and the 1996 Constitution. The chapter elaborates on the theoretical, ideological and discourse foundations of both the 1993 Interim Constitution and the 1996 Constitution and points out that the multilingual dispensation envisioned by the 1996 Constitution is in tandem with the project of transformative constitutionalism and advanced cultural politics espoused by the Constitution. The chapter concludes by pointing out that the obligations imposed by the Constitution with respect to language in South Africa must be fulfilled. Its attendant upon language planning actors in South Africa to formulate approaches that can be used to facilitate multilingual policy and planning implementation based on plausible theoretical premises. Chapter 3 discusses the research methodology. The research method used in the study is Grounded Theory Method. The chapter elaborates on the appropriateness of Grounded Theory Method as a method for the development of approaches from qualitative data and how the method was applied to the three elements of the study, namely, literature review; the development of an alternative approach to multilingual policy and planning implementation; and the case study. Chapter 4 reviews literature on language planning theory and models using Eastman (1983) framework. The review establishes the weaknesses of language planning theory and models. These weaknesses account for the inadequacy of language planning theory and models to provide approaches that can be used for multilingual policy and planning implementation. The chapter concludes by discussing how the inadequacies of language planning theory and models have contributed to the non- implementation of South Africa’s multilingual policy and plan. Chapter 5 develops an alternative approach to multilingual policy and planning implementation. The study names the approach “The Language Management Approach”. The approach specifies the theoretical basis for the new approach; the purpose; impediments; the variables; and the methodologies and strategies for multilingual policy and planning implementation. Chapter 6 presents a case study which was used to develop some aspects of the new approach as well as test the new approach. The case study demonstrates that the new approach facilitates multilingual policy and planning implementation. Chapter 7 outlines the conclusions and recommendations. The study contributes towards the resolution of the theoretic and practical dilemmas facing multilingual policy and planning implementation in South Africa and elsewhere.
Open Access
Language-in-education planning in Tanzania: a sociolinguistic analysis
(University of the Free State, 2009-11) Tibategeza, Eustard Rutalemwa; Du Plessis, L. T.
The study presents a sociolinguistic analysis of the current language-in-education policy implementation in Tanzania. The current sociolinguistic thinking on bilingual education and language-in-education planning informs this evaluation. The analysis is presented against the background of the sociolinguistic principles of bilingual education as developed by García (1997). The challenges regarding implementation of bilingual education policy have been identified. The study indicates that there is no link between the envisioned ideals of the state to promote bilingual education and what obtains in the Education and Training Policy (1995), the document currently relied upon as far as language policy in the Tanzanian educational set-up is concerned. Chapter 1 provides the background of language-in-education planning and policy in Africa, where the advocacy for the use of African languages is high on the agenda. The obstacles, regarding the use of African languages alongside “imported” languages, are pointed out. The common obstacles range from the perseverance of the elite to maintain the status quo, the problem of language attitudes people have towards foreign languages such as English, French and Portuguese and more importantly lack of understanding of the concept of bilingual education and how it operates. Chapter 2 discusses bilingual education programmes with the view of monolingual education, weak and strong bilingual education. Sociolinguistic principles of bilingual education and theoretical considerations related to bilingualism also form part of this chapter. The theories explain some myths which people have regarding how the brain works when it comes to having two languages in education. In addition, language planning and policy concepts have been described to avoid the misconception held in some sociolinguistic literature that they are synonyms and aspects of the same activity. Language planning is seen as the activity that leads to the promulgation of a language policy while language policy is the body of ideas, laws, regulations, rules, procedures and practices intended to achieve the objectives of the policy. Chapter 3 discusses research methodology. The study is evaluative in nature and uses four research instruments, namely documentary reviews, interviews, observations and focus group discussions. Documentary review was meant to analyse the corpus of language-in-education policy documents created by relevant Tanzanian authorities to provide information on overt language policy and its implementation. The interviews were aimed at capturing information on views and perceptions of the education stakeholders regarding the concept of bilingual education and their understanding of the current policy and implementation. Observational method was specifically for supplementing the information gathered from interviews and facilitated cross-checking information in the policy documents. Similarly, focus group discussions provide further cross-checking and informs the development of the model for strong bilingual education. Chapter 4 provides a critical overview of language-in-education policy development in Tanzania from pre-colonial times to the present day. Language issues are discussed according to three different eras, namely pre-colonialism, during colonialism and post-independence. In all these eras, different languages, German, English, Kiswahili and ethnic languages were assigned different functions according to the motives the government in power had towards the languages. During colonial regime, German and English were preferable and they were regarded as languages of high status unlike Kiswahili and other ethnic languages. However, immediately after independence in 1961, the independent state put more efforts to promote Kiswahili. Chapter 5 focuses on data presentation and discussion. Challenges regarding the implementation of strong bilingual education policy in Tanzania are identified. They evolve around inadequate language-in-education policy design, inadequate comprehension of the concept of bilingual education and poor implementation strategies of the policy. Chapter 6 outlines the overview, overall conclusions and recommendation, where a viable and relevant model for implementing strong bilingual education in the Tanzanian sociolinguistic environment is proposed to guide the policy-makers tasked with language-in-education planning.
Open Access
The linguistic landscape as construct of the public space: a case study of post-apartheid rural South Africa
(University of the Free State, 2016-02) Loth, Chrismi-Rinda; Du Plessis, L. T.
English: The linguistic landscape (LL), comprised of items displaying written language in the public space, is the product of linguistic choices that are executed by a myriad of actors who are guided by numerous pragmatic or symbolic motivations. Written language in the public space has unique semiotic properties that extend beyond its communicative function. It indexes power relations and identities, and, as such, is utilised to impose or negotiate these. The LL is thus a symbolic construct finding itself in a continuous dialectic with society. This dialectic is especially interesting in a society undergoing socio-political transformation, since revised language policies and ideologies are at play. While the changes influence choices made in the LL, the LL simultaneously serves to index change. In the South African context, the shift from apartheid to democracy in 1994 heralded a new language regime. The high level of societal multilingualism in the country is now supported on an official level. The present study asks questions about the nature of the LL constructed in post-apartheid South Africa. Since peripheral LLs are generally neglected in LL research, this investigation aims to address the gap by conducting an empirical case study of the linguistic profile of a rural area in South Africa. LL research focuses on the patterns of language choice in the public space. However, the field has not yet developed a coherent methodological and theoretical framework that allows for an extensive yet systematic exploration of LL patterns. Therefore, the present study proposes a model based on concepts from the field of language policy and planning (LPP). Based on the premise that the validity of communicative actions is determined by space (as context), a model of LPP space is developed. This LPP space is constituted by a physical and a semiotic aspect. The latter is further divided into three centres, namely the regulatory, the legitimising and the implementational. These four facets of the LPP space each adhere to an internal logic, but they are interactive and compete for dominance. The prevailing LPP facet governs the rules for valid communicative actions that require or prohibit the use of certain linguistic competencies. Based on which competencies are allowed, the multilingual capacities of actors are rendered either valid or invalid. The LPP space model is applied to the LL by determining the spatio-temporal characteristics of the research site (physical aspect), analysing official directives regarding the LL (regulatory centre), exploring language attitudes in the community (legitimising centre), and documenting the language choices executed in the LL (implementational centre). How multilingualism is evaluated by each LPP facet is also considered. The implementational centre is explored by means of a complete LL survey of the nine towns in the Kopanong Local Municipality in the southern Free State province of South Africa. The dataset, comprising 5,773 signs, was compiled between 20 May 2008 and 18 August 2010. Given the extensiveness of the data, several methodological advances are developed in order to systematically codify and analyse the dataset. The combined qualitative/quantitative approach allows thorough cross-referencing of the results, where patterns of language choice are compared to the three LL variables (locality, agency and functionality) as well as the other LPP facets. For this specific context, the study concludes that all facets of the LPP space place the onus to enact multilingual competencies on the LL actors themselves. The LL resulting from their choices is constituted by a high volume of monolingual signage. In addition, English dominates at the expense of African language visibility, and, to a lesser degree, Afrikaans. However, this outcome is considered the result of lacking critical awareness about the LL rather than a negative evaluation of a multilingual LL.
Open Access
The linguistic landscape of rural South Africa after 1994: a case study of Philippolis
(University of the Free State, 2010-01) Kotze, Chrismi-Rinda; Du Plessis, L. T.
Open Access
Die rol van taalaktivisme by die herwaardering van moedertaalonderrig in Suid-Afrikaanse skole
(University of the Free State, 2012-07) Snayers, Johny Henry; Du Plessis, L. T.
Afrikaans: Op 8 Mei 1996 het die Grondwetlike Vergadering van die Republiek van Suid-Afrika ’n nuwe demokratiese grondwet aanvaar. Die Grondwet maak voorsiening vir ’n redelike aantal klousules betreffende taalkwessies. Dit maak onder meer voorsiening vir elf amptelike tale wat die veeltalige en multikulturele aard van ons samelewing weerspieël. Die Nasionale Regering maak sy standpunt oor taal in die onderwys in die 1996 Suid- Afrikaanse Handves van Menseregte duidelik. Hieruit blyk dit duidelik dat die Departement van Onderwys die ontwikkeling van veeltaligheid binne die raamwerk van toevoegende tweetalige onderwys beklemtoon. Skole word byvoorbeeld sterk aanbeveel om ten minste twee tale van onderrig vanaf Graad 1 aan te bied, waarvan een van die twee tale die huistaal van die leerder moet wees. Hierdie positiewe doelwitte ten spyt, blyk dit dat die teenoorgestelde in die praktyk gebeur. Al meer klagtes kom na vore, veral uit die geledere van die minderheidstale (Afrikaans en die Afrikatale) dat hul tale, as tale van onderrig, gemarginaliseer word. ’n Positiewe ontwikkeling is egter die steun vir moedertaalonderrig, veral ook uit gemeenskappe wat tradisioneel gesien was as sou hulle ten gunste van Engelsonderrig wees. Hierdie herwaardering van die rol van die moedertaal in onderrig kan toegeskryf word aan bepaalde taalaktivistiese inisiatiewe wat sedert 1994 van stapel gestuur is. Hierdie studie ondersoek die rol wat taalaktivisme by die terugkeer na moedertaalonderwys in Suid-Afrika na die vestiging van ’n demokratiese taalbestel in die land speel. Die siening dat gemeenskappe apaties staan teenoor taalregtekwessies in die onderwys wat deur politieke en ander drukgroepe teweeggebring word wat die status quo ten opsigte van die bevordering van Engels as onderrigmedium ten koste van die minderheidstale wil bevorder, is ondersoek. Dit is gedoen deur te bepaal: (a) hoe wydverspreid die verskynsel van taalaktivisme in Suid-Afrika voorkom, (b) die vorme (indien enige) waarin taalaktivisme onder die verskillende taalgemeenskappe figureer, (c) of daar inderdaad ’n herwaardering van moedertaalonderrig is, en (d) watter rol (indien enige) taalaktivisme by die herwaardering van moedertaalonderrig speel. Hoofstuk 2 bied ’n uiteensetting van die teoretiese agtergrond waarteen die studie onderneem is. Dit bied ’n literatuuroorsig oor taalaktivisme as verskynsel (en die rol daarvan binne die taalbeplanningsveld) en hoe dit in moedertaalstryde in die wêreld manifesteer, veral met betrekking tot die onderwys. Verskeie definisies van taalbeplanning as insluitende proses, en dus nie slegs as ’n aksie van bo-na-benede nie, is ondersoek. Die rol wat gemeenskappe in die beïnvloeding van taalbeleid speel, word aan die hand van verskeie definisies wat in die literatuur rakende taalregte-aktivisme bestaan, ondersoek. Die aanwending van die instrumente van taalaktivisme, soos ontwikkel deur Martel en later Lubbe en Du Plessis, word in hierdie situasies ondersoek. Aan die einde van die hoofstuk word tot die slotsom gekom dat wisselwerking tussen regerings- en gemeenskapsorganisasies ŉ uiters belangrike rol in die behoud en ontwikkeling van die kulturele en linguistiese erfenis van enige gemeenskap kan speel. Hoofstuk 3 bied ’n oorsig van die kwalitatiewe navorsingsontwerp en -metodologie wat in die studie gevolg is. Vir die doel van hierdie ondersoek word ŉ literatuur-, dokumenteen empiriese studie, wat die ontleding van mediaknipsels behels, uitgevoer. Dit verskaf ’n uiteensetting van die metodes wat gevolg is om inligting uit die literatuur (beide nasionaal en internasionaal), tersaaklike dokumente en mediarekords wat vir die doeleindes van die studie geselekteer is, te verkry. Dit gee ook ’n uiteensetting van die strategieë wat gevolg is ten einde geldigheid en betroubaarheid te verseker. Die studie word gedoen aan die hand van die tipologie van die instrumente van taalaktivisme wat deur Martel (1999) bekendgestel en deur Lubbe et al. (2004) asook Du Plessis (2006) verder ontwikkel is. Die tipologie onderskei tussen die hoofinstrumente van taalaktivisme wat deur taalaktiviste aangewend word en gee ook ’n waardering van watter instrumente meer sukses kan behaal. Die analise is aan die hand van die definisies van taalaktivisme en die sosiale bewegingsteorie soos in Hoofstuk 2 behandel, gedoen. Hoofstuk 4 bied ’n historiese agtergrond tot taalbeplanning en taalbeleidsontwikkeling in Suid-Afrika. Die hoofstuk belig die hoofmomente binne die politieke konteks van taalbeleidsontwikkeling. Hier word gepoog om, deur die studie van die tersaaklike literatuur, die rol van taalaktivisme in Suid-Afrika aan te toon. Studies wat oor taalaktivisme en moedertaalonderrig handel, sowel as amptelike dokumente rakende taal in die onderwys word hier gebruik. Die tydperk 1652 (die begin van die Koloniale tydperk) tot na 1994 (die demokratiseringstydperk) word hier gedek. In Hoofstuk 5 word die bevindinge wat na aanleiding van die media-analise vir die tydperk 1994 tot 2005 gemaak word, behandel. Daarna volg ŉ kritiese analise en interpretasie van die bevindinge ten einde vas te stel watter rol taalaktivisme by die herwaardering van moedertaalonderrig in Suid-Afrika gespeel het. Daar word tot die slotsom gekom dat taalaktivisme wel binne die Suid-Afrikaanse gemeenskap plaasgevind het. Ook dat die twee hooftradisies van taalaktivisme steeds figureer, maar dat daar tekens is dat beide kante van die spektrum wel bereid is om inklusief saam te werk tot ŉ groter demokratiese onderwysbestel. In die laaste hoofstuk word ’n opsomming aangebied van die bevindinge in die verskillende hoofstukke. ’n Sintese van die bevindinge word aangebied na gelang van die probleemvrae soos in Hoofstuk 3 uiteengesit. Gevolgtrekkings word gemaak, gebaseer op die bevindinge, en aanbevelings word dan gemaak rakende ondersoeke na verdure probleemareas en moontlike oplossings.
Open Access
The socio-onomastic significance of American cattle brands: a Montana case study
(University of the Free State, 2015-11) Lombard, Carol Gaye; Raper, P. E.; Du Plessis, L. T.
English: For more than two centuries, cattle ranchers in Montana and other American states such as Texas and Wyoming have used hot iron brands as the primary means of identifying, tracking and proving ownership of their livestock. Despite modern innovations such as the development and use of radio-frequency ear tags (RFID), hot iron brands remain the preferred means of animal identification in the Western regions of the United States. One of the leading arguments put forward in this thesis is that the system of American cattle brands is essentially a linguistic one with a prominent onomastic component. This assumption is based on the fact that cattle brands are compound entities comprising symbols (images) as well as corresponding spoken and written forms which function as proper names. In addition to possessing onomastic features of their own, cattle brands display a range of associations with other types of names. This network of onomastic relationships is socially-constructed and therefore reflects underlying social meanings. It is therefore posited that although cattle brand names do not possess lexical or linguistic meaning, they acquire various dimensions of meaning on the basis of their associations with different elements in their socio-cultural surrounds. The overall goal of this study is to ascertain and explain the social and cultural significance of the contextual meaning of cattle brands and to determine the extent to which names and naming strategies play a role in its establishment. Since this thesis is primarily concerned with exploring the relationship between the onomastic features of cattle brands and their socio-cultural meanings, it is presented as a study in socio-onomastics. The research has identified two prominent onomastic practices which play a powerful role in establishing the contextual or associative meanings of cattle brands. The first process entails the use of various types of names (including parts of names) as the basis for the visual designs of cattle brand symbols, whilst in the second approach names of cattle brands are adopted as other kinds of names. The study indicates that cattle brand (language) users purposefully employ these naming strategies to create associations between cattle brands and various elements in their socio-cultural environment. It is contended that these connections not only ascribe meaning to cattle brands but also indicate how deeply cattle brands are embedded within their socio-cultural surrounds. The study has shown, for instance, how the narratives which become attached to cattle brands by virtue of onomastic associations trigger memories of people, places and events that are deemed important in the lives of the individuals, families and groups of people who are connected to the brands. It is argued that on the basis of these connections, cattle brands become infused with diverse aspects of socio-cultural meaning which are then reflected and projected back into their surroundings during the course of everyday life. This thesis represents the first scholarly endeavour to examine the socio-cultural meanings of American cattle brands from an onomastic perspective. Through its emphasis on accounting for social and cultural influences in exploring the meanings and functions of cattle brand names, the study makes an original contribution to the field of socio-onomastics and illustrates the value of the approach in research which aims to arrive at socially and culturally-relevant interpretations of onomastic meaning. Furthermore, the intersection of the present work with research in the fields of cultural heritage, cultural identity and social semiotics emphasises the interdisciplinary nature of onomastics research and draws attention to the fact that names are important textual elements in diverse social and cultural contexts.
Open Access
A toponymical study of place name heritage in Mossel Bay (Western Cape)
(University of the Free State, 2015-07) Steenkamp, Joan-Marié; Du Plessis, L. T.; Raper, P. E.
English: After 1994, name changes in South Africa have formed an important part in the reflection of the new democracy. The semiotic landscape needs to be representative of South Africa’s diverse inhabitants. The importance of this is that it creates a sense of belonging to previously marginalised groups. It is also a way to show political change from a previously hegemonic regime. This study set out to determine if in a typical South African town such as Mossel Bay the toponymic corpus reflect the heterogeneous community. This reflection does not only focus on the post-1994 era, but also on representation throughout the town’s history, i.e. the study aimed to see if the town’s heritage is captured in the toponymic corpus as well. To determine this, a database of toponyms was created using maps, books, archive documents, interviews and fieldwork. The study used both intensive and extensive methods of research. Intensive methods refer to the micro-study of each individual toponym – the name, previous names, approximate dates, language, type of name and additional information (origin). The extensive method focuses on pattern analysis. In this case, more emphasis was placed on the extensive approach, as the aim of the research was to get an overall view of the naming practices of Mossel Bay. Demographic factors such as ethnic and language groups were also included in the findings, as this was needed as a background against which to test the heterogeneity of the toponymic corpus. The findings show that Mossel Bay’s toponymic corpus does largely reflect its inhabitants. The findings also show that English and Xhosa toponyms have increased in the past few decades, as opposed to Afrikaans toponyms. The correlation between spoken language and the language of the toponym shows that 1) to some degree, Afrikaans is underrepresented in the toponymic corpus, as the majority of the inhabitants are Afrikaans speaking; 2) Xhosa has the closest correlation between the spoken language and language of toponym; and 3) English is overrepresented, although some of the names that make up the aggregate percentage stem from the English era of occupation. The new trend to name places in English thus has the potential to undermine representation in future. Further analysis showed that even though Mossel Bay’s toponymic corpus is overall representative, it is not universally representative. In other words, toponyms are still closely linked to the previously demarcated areas under the segregation policy. This is an area where reparation might be necessary. However, in order not to lose the heritage inherently bound to toponyms, it is recommended that places of high visibility be created with names commemorating previously marginalised groups. Furthermore, Mossel Bay has a naming policy that encourages politically neutral names that commemorate important figures in Mossel Bay’s history. The conclusion of the study is that Mossel Bay represents its heterogeneous community, but there are areas where reparation is needed to enhance the prestige and representation of previously marginalised groups. Resultant from this it is recommended that naming authorities in South Africa adopt the kind of corpus-based approach demonstrated in this study for further toponymic management in order to balance the tension between heritage conservation and representivity in name change.

Browse

Browsing Linguistics and Language Practice by Author "Du Plessis, L. T."

Results Per Page

Sort Options