1,720,962 research outputs found
Linguistic and cultural cognitive relevance of televised narratives to the Ndebele child in Bulawayo
Get PDFThis paper focuses on narratives that are transmitted through South African Broadcasting Commission (SABC) television to the people of Zimbabwe, particularly children with Ndebele as their first language. Today, mainly in towns and cities, children no longer listen to folktales from grandmothers at home as the television has taken over that role. Because the Ndebele and Zulu languages are similar through being Nguni languages, most Ndebele people have resorted to SABC television as the Zimbabwe Broadcasting Corporation offers more programmes in Shona than in Ndebele. This paper traces the relevance of Zulu, which is the language used in the transmission and the Zulu culture which is contained within children’s tales, particularly in YoTV Land, to the cognitive development of a child whose first language is Ndebele. Forty children were selected from two primary schools in Bulawayo as research participants to investigate how they are linguistically and culturally influenced by South African television. The paper ends by showing how narratives are influential in the cognitive development of a child and how the cognitive growth of a child who is exposed to two similar but different cultures and languages may be affected. The major effect is that those children who are below the age of nine years may not get the message being conveyed in the narrative since they have not been adequately exposed to linguistic and cultural variation and diversity
Relevance of proverbs and narratives transmitted through facebook in the social development of youth in Zimbabwe: paper presented at SAFOS (10-12 September 2014, Rhodes University)
No full textA national language policy for Zimbabwe in the twenty-first century: myth or reality?
No full textA Publication by Raphael Nhongo a Lecturer in the Department of African Languages and Culture, Midlands State University,The thrust of the paper is on the activities that have taken place in Zimbabwe concerning the formulation of a plausible national language policy. The paper looks at how the current Zimbabwe’s language situation affects its social, economic, political and educational development. The paper begins by tracing the history of language activities in Zimbabwe from the pre-colonial era and linking such activities with those that are taking place currently and how such activities have had an influence in development. The paper problematizes the idea of language policy and planning activities taking place in Zimbabwe through focusing on the suggestions, declarations, recommendations and acts that have so far been put in place concerning the
language issues. The paper concludes by scrutinizing the link between multilingualism, politics of the day and
meaningful development
Tracing the historical experiences of the Nambya people through their toponyms and antroponyms: paper presented at NSA (22-26 September 2014, Victoria Falls)
No full textRemodelling Ndebele culture and sensibilities through modern oral art forms
No full textThe main scope of the paper is to analyze modern oral art forms in view of their functions, the way in which they have evolved and the language which their users now prefer as a mode for their transmission. Given that over time the mode as well as the language of transmission has undergone some change, the paper then problematizes whether these traditional oral art forms should continue being called oral art forms in their modern state or they should just be labeled as art forms. By using Ndebele oral traditions as a basis for argument, the paper seeks to answer the following
questions:
ï‚· Are modern oral art forms still playing the same roles as those of the traditional
Ndebele society did?
ï‚· What are the effects of using the English language medium in the
transmission of African oral traditions?
ï‚· What new dimension have modern oral art forms taken in transmission, form
and content?
ï‚· What is the relevance and the implications of teaching contemporary oral
traditions at universities and other institutions of learning?
This paper interrogates the influence of culture contact on the Ndebele oral art forms and how their
worldview and their culture is projected through the modern oral traditions. Modern literary traditions
are highlighted showing how they differ from the traditional Ndebele ones. In concluding, the coping
strategies that could be adopted by learning institutions in their attempts to keep African oral traditions
relevant in today’s changing environments are suggested. The paper also notes the growing need by
Higher Education institutions to review their curriculum in that direction
Linguistic and cultural cognitive relevance of televised narratives to the Ndebele child in Bulawayo: paper presented at RIE (2-4 September 2014, UZ Harare)
No full textAn investigation into English second language competence and performance of Shona and Ndebele first lanuage learners
Get PDFThe thrust of the study was to investigate the common ESL practices towards proficiency amongst O‟ level learners who are L1 speakers of either Shona or Ndebele and who are from either a rural or an urban setting. The aim of the study was to scrutinize how a learner‟s first language and the rural and urban environment influence ESL proficiency. The aim was to establish how rural and urban settings condition ESL proficiency and how ESL proficiency differs between these two settings. The other aim of the study was to establish the strategies that are used by teachers and learners in ESL teaching and learning and also to evaluate the effectiveness of such strategies. The study was qualitative in nature although a limited quantitative design was employed in the presentation of frequency tables. The study used a case study design. The information that was used in this study was gathered through the use of proficiency tests that were administered to forty O‟ level learners and through content analysis of learners‟ essays which were extracted from their essay exercise books. Sixteen O‟ level English language teachers, six English language examiners, one subject manager of English language and two curriculum developers were interviewed. The secondary data also played an important role in the study. The results of the study showed that teachers and learners use a number of strategies in the teaching and learning of ESL of which some of the strategies that they use have previously not been documented by other L2 researchers. It was also realized that learners in rural areas are at a disadvantage as compared to those in rural schools and such challenges include lack of exposure, inadequate reading materials, faulty instruction, unavailability of libraries and some other social issues. The major conclusion that was made in this study was that ESL learning and teaching strategies are of crucial importance to competence and performance in ESL proficiency
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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