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Item Open Access The accessibility of a written Bible versus a signed Bible for the deaf born person with sign language as first language(University of the Free State, 2005-11) Lombaard, Susanna Catherina; Naudé, J. A.; Botha, S.English: This research aimed to prove that Biblical texts in South African Sign Language are more accessible than written or printed Biblical texts for deaf born people in South Africa who use Sign Language as their first language. The study made use of the functionalist approach in translation to translate six Biblical parts into South African Sign Language (SASL). Mother tongue speakers were used as translators with the assistance of hearing specialists in the fields of religion and translation studies. Translation was done from the original Hebrew and Greek texts into South African Sign Language. After production of the video with the Biblical parts in South African Sign Language, the content of the video as well as the level of understanding of the texts, were evaluated in the Deaf community of South Africa by means of an empirical study done in the Western Cape, Kwazulu Natal, Gauteng, Northern Cape and the Free State. The results of the empirical study proved that the Signed Biblical parts were more accessible for mother tongue Deaf people than the written counterparts. Results from the study also indicated how a signed Bible should look. Conclusions can also been drawn from the study that a Bible in Sign Language is needed for use in the Deaf community in South Africa.Item Open Access Applied linguistics beyond postmodernism(University of the Free State, 2013) Weideman, AlbertApplied linguistics clearly has modernist roots, which have steadily been eroded by postmodernist views. Opposites, such as quantitative and qualitative, or positivist and postpositivist, are often used to characterise this intellectual conflict. The current ascendancy of a potentially modernist paradigm, a dynamic or complex systems approach, will be noteworthy for drawing our attention to at least two complex linguistic ideas that have not adequately been analysed in linguistic theory. A foundational, philosophical analysis of such trends, as attempted in this article, should adopt a fittingly humble stance. That kind of humility, however, also applies across paradigms: the arrival of a new paradigm in the field is a timely reminder that enduring domination of a single paradigm in any discipline remains unlikely.Item Open Access The assessment of academic literacy at pre-university level: a comparison of the utility of academic literacy tests and grade 10 Home Language results(University of the Free State, 2015-02) Myburgh, Jo-MariThe definition of academic literacy utilised for this study proposes that the distinction-making activity accompanying academic discourse constitutes what makes academic discourse unique, which at the same time also discloses that academic discourse is a distinctive language with its own conditions, different from other lingual spheres, as opposed to earlier definitions which often took a closed view of language, regarding it as consisting of sound, form and meaning. A construct deriving from such a specific definition of academic discourse therefore acknowledges the shift in focus of language instruction and assessment brought on by the communicative approach. An academic literacy test designed to establish the academic literacy levels of prospective tertiary education students should therefore be aligned with this construct. For this study, two academic literacy tests were administered to two groups of Grade 10 students in order to determine how accurately these tests would disclose the students’ levels of ability to handle language for learning. The students’ school marks were then compared to the marks received for the academic literacy tests. Although the school language marks predicted the general academic performance of the test population more accurately than the proposed academic literacy tests, the second test used came close to predicting these levels almost as accurately as the school marks. Read in conjunction with a number of other current studies, this result, however, still emphasises the significance of and need for well-designed, construct-based and correctly pitched (as regards level) academic literacy tests.Item Open Access Contextualising ethics in the practice of translator education: the case of the indigenous value system of the Basotho(University of the Free State, 2012) Marais, KobusEnglish: This article develops the suggestions made in recent publications on translation studies concerning the role of the translator as an agent. The article discusses agency as a central theme in translation, and points out that it is not a value unto itself, but that it must be conceptualised within a value system. This value system, it is contended, is inculcated during the years of study at tertiary institutions. This suggests that the value system must be incorporated into the curriculum, the choice of which is left in the hands of the lecturer. Following the lead of Tymoczko, who argued for the internationalisation of translation studies, the indigenous Basotho value system and the concept of ubuntu, with its concomitant values, are explored as values that may be of interest to translation studies. If the study of translation is to be contextualised, so does ethics in translator education. The article reconsiders the implications of critical studies for ethics, arguing that it creates an impasse for human ethical action. As a value system that nurtures society and individuality, ubuntu may be a valuable alternative.Item Open Access Developing a theoretical rationale for the attainment of greater equivalence of standard in the Grade 12 Home Language exit-level examinations(University of the Free State, 2017-02) Du Plessis, Colleen Lynne; Weideman, A. J.English: Disproportionately high pass rates and alarming discrepancies in the results of the South African National Senior Certificate (NSC) external examination for Home Language (HL) subjects have undermined the credibility of the state school curriculum and its system of assessment. This has also fuelled allegations that the same standards do not apply to all HL school subjects. Studies commissioned by the Council for Quality Assurance in General and Further Education and Training (Umalusi) to investigate the matter have confirmed that the levels of cognitive challenge do vary across HL examination papers. However, the reasons for this have not been identified and no alternatives have been proposed to improve the situation. In supplementation of the findings of Umalusi, this study seeks to develop a theoretical rationale for greater equivalence of standard in assessment across HLs. It has identified the historical lack of parity of esteem of the HLs and their continued inequitable treatment as academic languages as major factors that have constrained efforts to introduce comparability of standard and construct in the school-leaving examination. Other salient reasons for the varying standards pertain to the problematic design of the HL examination papers, a lack of conceptual clarity of constructs, and a lack of compliance with essential principles for the responsible and fair assessment of language abilities. In as much as initiatives by the former Department of Education to establish a unified national department and introduce common curricula and standards with centrally set examination papers may be laudable, they have failed to address the weak academic status of the indigenous Bantu HLs beyond the Foundation and Intermediate Phases of schooling. As a result hereof, the pivotal role that these languages could play in fostering epistemological access in other school subjects has been overlooked. The study argues that without comparable treatment of these languages to that of Afrikaans and English, it would be difficult to attain similar standards of teaching and assessment. This is a severe limitation in the quest for equality. It points to the need to raise the academic status of the indigenous Bantu HLs by exploring their use as languages of learning and teaching beyond the initial years of primary school education through bilingual pedagogies and variations of double-medium modes of instruction. A further recommendation of the study is that the HL examination papers be redesigned to accommodate a common examination component aimed at stimulating the development, inter alia, of academic vocabulary and inferential reasoning. On the basis of the prescribed curriculum, the study has identified the underlying construct of the HL examination to be the assessment of a differentiated language ability in discourse types involving typically different texts, and a generic ability incorporating task-based functional and formal aspects of language. Further to this, learners are required to display a high level of language ability as opposed to the more basic communicative kind needed for other languages offered at First Additional Language (FAL) level. Through the redesign of the exit-level HL examination papers and the introduction of a common examination component that tests generic language ability, a stimulus can be provided for the equitable advancement of the HLs. This would go hand in hand with the development of literacy materials in the HLs to strengthen skills that are needed for further study and workplace environments. At the same time, by adopting an integrated approach to language teaching and testing, the development of the crucial ability to understand, process and produce information in various formats through authentic and relevant tasks can be achieved through language instruction at school. A third major part of the study focuses on the sophisticated and specialised nature of language assessment as a branch of applied linguistics, and identifies a serious lack of compliance in the HL examination with orthodox principles that support valid and reliable assessment practices. This is particularly problematic in light of the disparities emanating from unjust educational policies in the previous political dispensation. The NSC is in need of socially just and equitable forms of assessment that are ecologically sensitive and reflect political and social accountability on the part of those tasked with overseeing the examination. Examination papers analysed for the purposes of the study show that privileged forms of literacy are still tolerated in some parts of the examination and that unacceptably high ratios of potentially subjective and unreliable scoring are allowed. By means of the proposed theoretical framework for the responsible design of the HL examination papers, a positive washback effect on language teaching is envisaged and a platform created for the eventual attainment of greater equivalence of standard and construct.Item Open Access Die evaluering van tolkingbeplanning in Suid-Afrika as interlinguale kommunikasie-intervensie aan die hand van taalbeplanningsbeginsels(University of the Free State, 2015-02-02) Smit, Jacobus Alwyn; du Plessis, L. T.Afrikaans: Hierdie studie handel oor die rol van evaluering in tolkingbeplanning, soos beoordeel op grond van taalbeplanningsbeginsels. Die studie neem die sosiopolitieke taalontwikkelinge en verskuiwende maghebberverhoudinge in ag wanneer tolkingbeplanning in Suid-Afrika bestudeer word. Tolking kan wel ’n doelwit van taalbeplanning wees om interlinguale kommunikasie moontlik te maak. Die taalbeplanningsproses geskied volgens opeenvolgende stappe en hierdie studie beklemtoon dat ’n evalueringstipe saamhang met elke opeenvolgende stap van die proses. Die tolkstudieliteratuur skenk besonder baie aandag aan die bepaling van tolkgehalte, wat meestal terugskouend bepaal word nadat die tolking gelewer is. Weens die benadering vanuit Taalbeplanning, propageer hierdie studie ’n meer omvattende benadering tot evaluering van tolkingbeplanning, deurdat evaluering reeds benut word vandat oorweeg word of ’n tolkdiens tot stand gebring gaan word (konteksevaluering). Wanneer die besluit geneem is dat die tolkdiens nodig is, word evaluering benut om die beplanner te help besluit hoe die diens gestruktureer en bestuur moet word en watter fisiese en menslike hulpbronne nodig is om die tolkdiens doeltreffend te implementeer (insetevaluering). Eers nadat hierdie twee beplanningstappe; gerig deur die toepaslike evalueringstipe, afgehandel is, behoort die tolkdiens geïmplementeer te word. Wanneer implementering plaasgevind het, word geëvalueer of die implementering volgens plan geskied het en of die tolkdiens optimaal funksioneer (prosesevaluering). Aanpassings word aangebring wat die doeltreffendheid van die tolkdiens verbeter. Eers dan word produkevaluering onderneem, wat gehaltebestuur behels. Hierdie studie is metateoreties fenomenologies en modernisties met ’n empiriese kwalitatiewe kollektiewegevallestudiegebaseerde navorsingsontwerp en benut hoofsaaklik telefoniese semigestruktureerde onderhoude en dokumentêre analise om primêre, sowel as sekondêre data te versamel. Die gevallestudies wat bestudeer is, is die tolkdienste van die Parlement van die RSA, Noordwes-Universiteit, landdroshowe in die Suid-Vrystaat en Tshwane Metroraad. Hoewel die vier tolkdienste nie self die vier evalueringstipes onderskei nie, het die studie ondersoek of die betrokke evaluering wel onderneem is. In die meeste gevalle is voorbeelde gevind en beskryf van elk van die vier evalueringstipes wat deur elke betrokke tolkdiens onderneem is. Die uitsondering is by hoftolking waar konteksevaluering en insetevaluering in die oorspronklike vorm nie aangetoon kon word nie, maar hierdie onvermoë bevestig weer die samehang tussen die onderneem van beplanning en ’n evalueringstipe wat met die betrokke beplanningstap saamhang. Hierdie studie brei die oorspronklike siening van insetevaluering as beplanning oor fisiese en menslike hulpbronne uit deur die vul van vakatures as ’n deurlopende vorm van insetevaluering te beskryf. Aanstellings by die Parlement en vir hoftolke word soms gedoen op grond van potensiaal om te tolk en nie op grond van opleiding of bewese vaardigheid nie. Die groei van ’n tolkdiens soos in die geval van die NWU of Tshwane wat die diens ook vir die publiek beskikbaar stel; of die strewe na doeltreffender gehaltebeheer deur meer toesighouers soos in die geval van die Parlement en howe, is dryfvere tot prosesevaluering. Soos wat die teorie beklemtoon, is produkevaluering ook vir die Suid-Afrikaanse tolkdienste van sleutelbelang. Produkevaluering word met of sonder benutting van kriterialyste en klankopnames onderneem. Gebruikers se menings word net deur die NWU doelgerig versamel, waar dit baie tot die geloofwaardigheid van die tolkdiens bydra. Gebruikers wat ontevrede met die diens is, behoort meer en doeltreffender te kla, want klagtes is ’n kragtige instrument tot tolkgehalteverbetering. Wedersydse eksterne evaluering deur tolkdienste onderling kan evalueringsvaardigheid uitbou. Hierdie proefskrif stel die term “tolkingbeplanning” oop vir akademiese oorweging. Dit koppel die oorweging, instel en bedryf van ’n nuwe tolkdiens ook aan toepaslike deurlopende evalueringstipes. Verder beklemtoon die proefskrif dat Tolkstudies kan baat by ’n verruimde beskouing van evaluering.Item Open Access Gebaretaaltolkopleiding in Suid-Afrika - 'n inleidende studie(University of the Free State, 1997-12) Ceronio, Ronelle; Lotriet, A.; Erasmus, M.Afrikaans: As gevolg van verskeie faktore, bestaan daar tans 'n dringende behoefte aan Gebaretaaltolke in Suid-Afrika. Indien sodanige tolkdienste wel bestaan, is die tolke grootliks onopgelei en word kwaliteittolkwerk nie gelewer nie. Die LANGTAG-verslag dui hierdie behoefte aan wydverspreide Gebaretaaldienste aan en in die 1996-Grondwet word bepaal dat daar, onder die vleuels van PANSAT, geleenthede geskep moet word vir die ontwikkeling van Gebaretaal. Gedurende die afgelope paar jaar, sedert die Suid-Afrikaanse Dowe gemeenskap hegter funksioneer, vind daar ook groter bedinging vir die regte en spesifiek taalregte van Dowes plaas. DEAFSA speel hierin 'n belangrike rol. Weens hierdie behoefte aan bevoegde Gebaretaaltolke, aanbevelings deur LANGTAG en die grondwetlike bepalings rakende Gebaretaal en taalregte oor die algemeen, bestaan daar 'n dringende behoefte aan opleidingsgeleenthede vir Gebaretaaltolke. Kennis rakende die tolkproses, tolkstrategieë, die betrokke tale, etiese kwessies en vele ander aspekte van die tolkproses is noodsaaklik ten einde kwaliteittolkwerk te verseker. In Julie en Oktober 1997 is 'n Gebaretaaltolkopleidingsoriënteringskursus, in samewerking met DEAFSA, deur die Universiteit van die Oranje-Vrystaat aangebied. Hierdie kursus was die eerste van sy soort in Suid-Afrika, het vier weke geduur en was gefokus op skakeltolkopleiding aan 'n twintigtal tolke van verskeie provinsies wat reeds ervaring van tolkwerk gehad het. Meer omvattende opleiding is egter noodsaaklik ten einde uiteindelik te verseker dat Gebaretaaltolkdienste meer geredelik beskikbaar word vir die Dowe gemeenskap. Hierdie studie verskaf, na die bestudering van verskeie ander Gebaretaaltolkopleidingsprogramme, 'n basiese model vir omvattende Gebaretaaltolkopleiding in 'n Suid-Afrikaanse konteks.Item Open Access The hermeneutics of suspicion and human empowerment: a textual and practical evaluation(University of the Free State, 2008-11) Senekal-Van der Berg, Elrika; Nel, P. J.English: Elizabeth SchUssler Fiorenza is the main and most prominent proponent of the Hermeneutics of Suspicion. This hermeneutics has as aim the liberation and empowerment of women and other subjugated groups, and starts from the base of the Biblical text. Texts must be interpreted in the same way as a murder scene in order to find traces of lost voices and clues which will enable the liberation of marginalized parties. Texts must also be read against their androcentric grain in order to glean new meanings that have not before been proclaimed to the religious community. The hermeneutics of suspicion consists of four main movements/steps: suspicion, remembrance, proclamation and creative imagination and actualization. Suspicion entails the reading of a text with lenses coloured by suspicion, and a critical close reading against the grain of the androcentric text. The step of Remembrance teaches women and other readers to remember their past and the work and struggles of parties that have gone before them. It furthermore encourages readerslwomen to remember the voices of the Biblical parties that have been silenced by the androcentric grain of the text. Proclamation involves the declaration that all texts that do not enable the liberation of women and other marginalized groups, are not the Word of God but the words of men. Creative imagination and actualization gives people the opportunity to bring the text to life by means of poems, plays, paintings, songs, etc. Despite the fact that Fiorenza's hermeneutics is well-known in academic circles overseas, it is limited to small academic communities locally. At the University of the Free State, for example, there is no chair for feminist theology - this despite the fact that it is one of the fastest-growing fields within theology today. The ordinary lay believer knows little to nothing about this theology, and is never given any exposure to its tenets. In this study I wanted to test whether Fiorenza's hermeneutics is teachable to a group of lay believers, whether such believers are interested in this hermeneutics and whether it can change the way they read the text. I furthermore wanted to test the principles of this hermeneutics on the text of Old Testament narratives, since Fiorenza herself works mainly with the New Testament. Fioreza is additionally Catholic, and it had to be tested whether her principles, especially with regards to her step of Proclamation, were acceptable to a Protestant audience. The result of this practical evaluation is listed in detail in the work, but in short amounts to the following: 1. The audience it was taught to was able to grasp the principles of the hermeneutics of suspicion, but it was found that it takes time to assimilate these principles into the reading strategy to such a degree that it becomes a natural way of reading the text and the world. 2. The audience was not willing to concede that texts that do not work liberation in hand are words of men and not the Word of God. 3. The hermeneutics of suspicion could successfully be used on the narratives of the Old Testament, and the questions stencil I developed to aid in this process was able to greatly simplify this process for the lay reader. The ordinary Afrikaans, middle class, female believer has little knowledge or awareness of her religious heritage and resultingly suffers unknowingly under the same inherited piety of her foremothers. She has progressed little towards liberation in the past 100 years. The hermeneutics of suspicion can aid to combat this situation, but time is needed to incorporate this into the religious every-day life of the lay believer.Item 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.Item Open Access Implications and explications of police translation of complainants’ sworn statements: evidence lost in translation?(University of the Free State, 2015-07) Ralarala, Monwabisi Knowledge; Marais, Kobus; Kaschula, RussellThis interdisciplinary case study demonstrates that ‘retelling and rewriting’ of complainants’ legal narratives constitutes translation. The police officers’ (hereafter referred to as transpreters) exercise of translating such narratives from isiXhosa (ST) into English (TT) is quite essential in the administration of justice in a multilingual and multicultural environment such as South Africa, and specifically in the South African Police Service. The challenge (amongst others) in the current system is that traspreters are neither accredited nor posses the necessary credentials to perform this fundamental role and function. The key objectives of this study were investigated by means of scientific papers – both publishable and published as book chapters as well as journal articles in both international and accredited journals. Drawing on various conceptual and analytical frameworks (Sturge 2007, 2009; Asad 2010; Goffman 1981; Dollerup 1999, 2003, 2006, Schiavi 1996 and Chatman, 1978, 1990), the study teases out both micro and macro elements that emanate from 20 voice-recorded and 20 textual translation episodes of sworn statement – which were used as data. The research contributes significantly to scholarship. Apart from calling for a debate on the identifiable flaws of the current model of record construction within the criminal justice system, the study also paints a clear picture of the perpetuation of inequalities and dominance, and points out that these issues seem to have a direct bearing on the failure to observe social justice, access to justice and linguistic human rights in the South African Police Service. Elaborating on research- based explanations for these existing gaps, the study also offers important recommendations that are directed towards the revisiting of the current model of police record construction.Item Open Access In the aftermath of xenophobia: a critical discourse analysis(University of the Free State, 2014-07) Els, Christina Aletta; Kriel, M.; Weideman, A. J.English: While evidence confirms that print media in South Africa has contributed to the development of a xenophobic environment (McDonald and Jacobs, 2005:306; Danso and McDonald, 2001:124), particularly in the manner in which the media has stigmatised non-nationals, this does not necessarily imply that the print media was complicit in the xenophobic outbreaks of April/May 2008 (Smith, 2011:111). However, an investigation into the representation of non-nationals in the print media is nevertheless a lacuna that needs to be addressed (Smith, 2010:188). The focus of this study is on the discursive representations of non-nationals in the tabloid, the Daily Sun, during April to May 2008 –it focuses not only on the way in which the Daily Sun represented the ‘Other’, but also identifies some of the underlying ideologies that underpin these representations. The tabloid phenomenon, which presented itself in post-1994, has created a new trend of inclusivity in South African society in that previously marginalised groups have now, for the first time, been targeted as a viable market. The Daily Sun has been instrumental in providing people, who have been voiceless under apartheid, with a sense of identity by providing access to affordable newspapers. By the same token the Daily Sun has been accused of stoking the fires of xenophobia by means of uncritical and biased reporting. This led to a formal complaint against the newspaper in 2008, spearheaded by the Media Monitoring Project (nowadays MMA). These contradictions, as Wasserman (2007:791) points out, are characteristic of a society “in rapid and unequal transition and the tabloid media as commercial entities reliant on a public caught between history and progress…”. The researcher, working within the frame of Critical Discourse Analysis, draws a parallel, although not necessarily a causal link, between the xenophobic pogroms of May 2008 and the discursive representations of the tabloid, the Daily Sun, during April to May 2008Item Open Access The incremental validity of three tests of academic literacy in the context of a South African university of technology(University of the Free State, 2016) Sebolai, Kabelo Wilson; Weideman, A. J.; Van Dyk, T.𝑬𝒏𝒈𝒍𝒊𝒔𝒉 This study focuses on the incremental validity of three assessments of academic language readiness, compared to Grade 12 English results: the National Benchmark Test in Academic Literacy (NBT AL), the Proficiency Test English Second Language Advanced Level (PTESLAL) and the Test of Academic Literacy Levels (TALL) at the end of the first year of academic study. More specifically, the study investigates the ability of any of the four assessments to predict first year academic performance better than the others. Where those that are examined do not possess this ability, the further question is asked: can they at least add to the predictive power of the best predictor? Ultimately, the aim is to determine if the assessments designed to provide additional information about first year academic preparedness are valid for this purpose, and the extent to which this is the case. The study starts with a brief exploration of the literature on the reportedly low levels of academic language ability among first time entrants to higher education in South Africa in recent years, and the consequent need for the development and use of valid tests of academic language ability for channelling these students into academic language interventions that are aimed at dealing with this challenge. The literature on the current theories of validity is also explored in relation to the hypothesis of the study, which is that as a test designed to provide additional information about the academic language readiness of first year students, TALL will possess better incremental validity in relation to the best predictor of first year academic performance. Subsequently, an attempt is made to account for the ability of Grade 12 English results to predict first year academic performance better than the other three assessments investigated in the present study. Similarly, an effort is made to account for the ability of TALL to show evidence of incremental validity in relation to Grade 12 English results and the inability of NBT AL and PTESLAL to do the same. Furthermore, on the basis of the results of previous studies and the current one, a recommendation is made that Grade 12 results in general and Grade 12 English results in particular be used together with those of academic literacy tests to make access and placement decisions. The basis for this recommendation resides in the psychometric and other shortcomings of Grade 12 results that have been identified by previous studies as well as the evidence that similar studies have produced to show that tests of academic literacy possess better ability to partition test taker performance from different school backgrounds and at different levels of performance. Finally, the implications of the results of the study for current theories of test validity are discussed. In the main, the discussion focuses on demonstrating on the basis of these results and those of previous studies that the currently popular theory of validity wherein a unitary approach to validity is upheld and the interpretation and use of test scores are regarded as the essence of validation does not hold. At the same time, the discussion focuses on demonstrating that the traditional theory of validity, wherein validity is believed to reside in the objective ability of a test to produce valid scores and a distinction is made between the three traditional types of validity, namely construct, content and criterion-related validity is, with certain obvious qualifications, still defensible. Finally, the implications of the results of the study for validity theory are dealt with in relation to the validity of courses of academic literacy. ___________________________________________________________________Item Open Access The influence of the translator’s culture on the translation of selected rhetorical devices in Confucius’ Analects(University of the Free State, 2016-01) Fang, Chen-Shu; Marais, K.; Ma, Y.English: Aristotle and Confucius were influential philosophers in the Western and Eastern world respectively. Both of their rhetoric also made the literature of their cultures flourish. One of Confucius’ famous works, the Analects, has influenced the values, philosophy, morality and even rhetoric of Chinese people since ancient times. This study focuses on rhetoric from the point of view of metadiscourse, and by considering its function in different genres and in the successfulness of writing, it confirms that metadiscourse is one of the factors that made Aristotle’s and Confucius’ work so influential. The existence of the relationship between Aristotle’s ethos and metadiscourse was proved by Crismore and Farnsworth (1989). In other words, Aristotle’s rhetorical strategy is regarded as one of the facets of metadiscourse. The study takes this assertion and applies it to Confucius’ rhetoric, further proving that Confucian rhetoric also falls under the theory of metadiscourse. The Analects has been translated into other languages since the 17th century. These translations were completed by many different agents from different times and cultural backgrounds. These differences influenced their motivations for doing the translations and also resulted in different translation strategies. The study investigates selected rhetorical devices of the Analects and four translations of these devices from the point of view of metadiscourse and culture, and proves that the translators’ cultural contexts influenced their particular translation preferences when they dealt with these rhetorical devices. The results of the study will hopefully make modern scholars or translators more aware of the influences of cultural issues on their motivations and their translations, as well as of the potential metadiscoursal aspects of which translators make use. Moreover, this research endeavours to shift people’s focus from the correctness of a translation to the suitability thereof. It aims to broaden the scope of research for scholars who wish to study the various issues related to the process of translating the Analects.Item Open Access Die insigte van die pragmatiek vir die onderrig van Afrikaans as moedertaal in die sekondere skool(University of the Free State, 1990-06) Klopper, Andries Hendrik; Van Jaarsveld, G. J.Abstract not availableItem Open Access Intercultural discourse between Igbo and South African Sesotho people residing in Bloemfontein(University of the Free State, 2010-05) Ideh, Amaka Edith; Naudé, J. A.; Igboanusi, H.English: This study investigates the intercultural discourse between the Igbo and the Sesotho people residing in Bloemfontein. The study is motivated by the way in which the Igbo in Bloemfontein switch from one language into another, which is based on who their addressee is. The study assesses the backgrounds of the two countries (Nigeria and South Africa) where these ethnic groups emerged, including their languages. The backgrounds help in the assessment of the attitudes, feelings and opinions of the two groups under study in the way they relate with one another when they are in intercultural communication. Related literature was reviewed on different aspects of intercultural discourse and intercultural communication (Chapter 3), with focus on: different views on discourse/discourse analysis; discourse, racism and discrimination; differences in male’s and female’s speeches. The review also covers language, migration and loyalty; language contact; intercultural discourse/communication; conversation analysis, as well as conversational features: turn-taking, interruption/overlapping, and code-switching/code-mixing. The review describes the field of discourse analysis and situates the current study within this field of research. The study further explored language stereotypes and xenophobic sentiments which help in identifying the power of dominant group over minority groups and foreigners, as well as the power of press in dissemination of information in the society. Given the complexity of the research, the study employed different research instruments: questionnaire, interviews and audio-recordings of natural interactions in different contexts (shop, hospital, church, home and among friends) in collecting data. The data were analysed using qualitative and quantitative (tables and bar graphs) research methods. Intercultural interaction/communication/discourse between the Igbo and the Sesotho shows that the attitudes and feelings of the two groups are positive, as they are comfortable, not afraid, confident, not nervous and relaxed when interacting with each other. The study reveals that the two groups often (81% Igbo and 92% Sesotho) switch from one language to another during intercultural communication. However, the kind of switch the study records is word/phrase switches, mostly the words/phrases of the dominant language (Sesotho). The reasons for their switches vary: to emphasis a word or an expression, to be more polite in greeting and appreciation, to show respect, as well as to identity with the addressee. The study records four sentences switching which only occurred among the children at home context. However, the results from the study show that during the intercultural communication between the Igbo and the Sesotho, turn-taking, interruptions and discourse dominance are determined by some factors, such as; age, educational background, gender, the relationships between the interactants, and the context of the interaction. The freedom with which women speak during interaction is also assessed. The study reveals that although women speak freely, they do not speak more freely than their male counterparts, in mixed-gender interactions. In addition, the results reveal that there are no restrictions on the speech of Igbo women. However, Sesotho shows some restrictions on the language of their married women, “hlompha” (a language of respect), where a married women are bound by tradition not to pronounce any word relating to the name of her in-laws. The study establishes that there are derogatory words to refer to both women and men in both groups. For example, in Igbo “nwoke/nwaay -aga” and in Sesotho “nyopa” are used to refer to barren woman with no counterparts for men. The study in addition investigates the words used to refer to foreigners and whether such words provide evidence for xenophobic sentiments in South Africa. The study identifies both positive and negative words used by the Igbo and the Sesotho to refer to foreigners. According to the majority of the respondents (79.5%), such words do not contribute to xenophobic sentiments in South Africa generally or Bloemfontein specifically.Item Open Access Interpreting and translation for service delivery in local public service contexts(University of the Free State, 2015-02) Molefe, Monnapula Abel; Marais, K.; Schuster, M.Abstract not availableItem Open Access John Chrysostom’s interpretation of the rhetoric of the letter to the Colossians(University of the Free State, 2021-11) Rautenbach, Carli; Machin, Anneli; Tolmie, FrancoisThis study aims to investigate how John Chrysostom interpreted the rhetoric of Colossians in his homilies on this letter and to compare his interpretation with the current understanding of the rhetoric of Colossians. This study is conducted in three phases. During the first phase of this study, all twelve of Chrysostom’s homilies on Colossians are studied both in translation (Schaff) and in the Greek text (Field 1855). The aim of this exploration is to identify: i) any comments that Chrysostom made on why Paul used specific phrases and words to persuade his audience; and, ii) any rhetorical aspects that Chrysostom identified in Colossians and referred to in his homilies. A second set of data are gathered during Phase 2 of the study. In this phase, three existing rhetorical analyses of Colossians are examined to determine how scholars are currently interpreting the rhetoric of Colossians. The analyses of Witherington (2007:155–207), Copenhaver (2018:90–143) and Collins (1995:60–102) are examined. It is clear from the data that all three scholars follow a traditional approach during their analysis of Colossians. The data gathered during Phases 1 and 2 are carefully analysed and thoroughly examined to present a comparison between Chrysostom’s interpretations of the rhetoric of Colossians and the three existing rhetorical analyses of the letter. The aim of the last phase is to determine how John Chrysostom’s insight into the rhetoric of the letter corresponds to or differs from the existing analyses. The study of Chrysostom’s understanding of the rhetoric of Colossians enabled the researcher to construct a new (alternative) rhetorical structure of Colossians.Item Open Access Language and tourism in South Africa: Insights from the Xhariep(University of the Free State, 2016-12) Hass, Atrimecia Bernadate; Mwaniki, Munene; Haarhoff, ReneThe success of any tourism business depends on the ability to communicate effectively with customers. Competence in English is no longer adequate to find a job in the tourism industry. The aim of the study is to address the gap in research by investigating the interplay of language and tourist experiences by examining the link between pleasant tourist experiences and foreign language knowledge. The study draws on Halliday’s (1994) Genre theory and Bhatia’s (2004) Interdiscursivity theory in understanding the importance of language for tourism purposes. Furthermore, the Interdiscursivity theory enables one to analyse the discursive realities of the social world─ showing us that language forms part of the identity of a person and learning a new language cannot be isolated from the social context. For this purpose, the study employed both qualitative and quantitative research methods. The efforts of tourism businesses and their willingness to solve language barriers in the tourism industry were examined through semi-structured interviews with 15 tourism businesses inclusive of owners and managers. The interviews also determined the commitment of the tourism establishments at the Gariep Dam to accommodate the language needs of both local and international tourists. In addition to the qualitative data collected, quantitative data was obtained through 400 questionnaires from both domestic and international tourists at the Gariep Dam. The results identified a gap between tourism training institutions to match the skills needed by the tourism industry. There is a demand for foreign language skills to respond to the needs of the growing tourism industry. Despite the significant growth in foreign visitors, most tourism businesses are reluctant to appoint staff based on foreign language skills. In conclusion, the study argues that tourism businesses need to start paying attention to the language issue and that language barriers could have been solved if tourism businesses had clear written language policies in place. Lastly, foreign language skills should be considered as an employment criterion for employees in the tourism industry and businesses should provide foreign language training to existing staff.Item 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.Item 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.