Variations of overt and covert language practices of educators in the North West Province: Case study of the use of Setswana and Sesotho at primary and secondary schools

Kretzer, Michael M.

doi:10.1080/02572117.2016.1186891

Cited by 9 publications

(10 citation statements)

References 20 publications

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“…This confusion is confirmed by scholars such as Mojela (1997Mojela ( , 1999Mojela ( , 2007, Kretzer (2016), Rakgogo (2016), Rakgogo and Van Huyssteen (2018), Rakgogo (2019), and Rakgogo and Van Huyssteen (2019). Furthermore, the Parliamentary Joint Constitutional Review Committee of 2011, 2016, 2017 and 2020 shared a similar perspective with the researchers, and the members of the above-mentioned committee criticised the replacement of the Sesotho sa Leboa name with Sepedi in the final Constitution without proper consultation with the relevant stakeholders, more particularly the L1 speakers of the language under scrutiny.…”

Section: The Onomastic Status Quo On Sepedi and Sesotho Sa Leboa (Nor...mentioning

confidence: 80%

“…Touching on the onomastic and sociolinguistic confusion brought by the concurrent use of Sepedi and Northern Sotho (Sesotho sa Leboa) to refer to the same language, it is for this reason that scholars such as Mokgokong (1966), Mönnig (1967), Mojela (1997Mojela ( , 1999Mojela ( , 2007, Kretzer (2016), Rakgogo (2016), Rakgogo and Van Huyssteen (2018), Rakgogo (2019), Rakgogo and Van Huyssteen (2019) and Rakgogo and Zungu (2021) attest that Sepedi was a dialect that was at a later stage escalated to the status of an official language. This was because of the influence of the early missionaries who used Sepedi and Sekopa dialects as the foundational standard language.…”

Section: The Onomastic Status Quo On Sepedi and Sesotho Sa Leboa (Nor...mentioning

confidence: 99%

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A blatant disregard of Section 6 (1) of the Constitution of South Africa by higher education institutions and language authorities: An onomastic discrepancy

Rakgogo

Zungu

2022

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The primary focus of this article is the onomastic discrepancies that are considered a blatant disregard of Section 6 (1) of the Constitution of South Africa (Act No. 108 of 1996). The article employs a qualitative research approach where text analysis is used, focusing on constitutional documentation, legislative frameworks on language-related matters and higher education policy documentations, as well as language policy documentation from the selected 10 South African universities that offered Sepedi as a first language or conversational module. It is found that there is a constitutional disregard by competent organisations such as universities, financial institutions, Google and language authorities (such as Pan South African Language Board, Sesotho sa Leboa National Language Body and Sesotho sa Leboa National Lexicography Unit), since most of the policies are inconsistent with Section 6 (1) of the South African Constitution, 1996. In summary, the article records that the policies supersede the Constitution, since the language name ‘Northern Sotho/Sesotho sa Leboa’ is the most used name to refer to the official standard language rather than its counterpart, Sepedi.

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Section: The Onomastic Status Quo On Sepedi and Sesotho Sa Leboa (Nor...mentioning

confidence: 80%

Section: The Onomastic Status Quo On Sepedi and Sesotho Sa Leboa (Nor...mentioning

confidence: 99%

A blatant disregard of Section 6 (1) of the Constitution of South Africa by higher education institutions and language authorities: An onomastic discrepancy

Rakgogo

Zungu

2022

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“…Additionally, factors such as the growing process of internationalisation and globalisation place intense pressure on all of the country's indigenous languages. With the global adoption of English as a language of economy, education, commerce, and media, educators' language practises and attitudes toward language are impacted (Kretzer, 2016). This means that the success or failure of Ghanaian language teaching and learning in Ghana's colleges of education is contingent on the learners' attitudes.…”

Section: Attitude Towards Indigenous Language In Educationmentioning

confidence: 99%

“…The implementation remains a huge challenge due to a lack of political will. Kretzer (2016) partly attributes the political unwillingness that English, the preferred language, is an indicator of being educated and part of the elite class. Thus, the English language has received functional and prestigious status resulting in the populace developing a positive attitude toward it while the indigenous languages on the other side have been accorded negative attitudes and subsequently relegated to the background.…”

Section: Introductionmentioning

confidence: 99%

Receiving Training to Teach the 'Prohibited Language: The Attitude of Student Teachers Majoring in a Ghanaian Language (Akan) in the Colleges of Education in Ghana

Akuamah¹,

Gyampoh²,

Asamoah³

2022

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Lecturers, teachers, and students often consider students majoring in indigenous languages in Ghana as academically weak. However, some students still pursue it as a major in the Colleges of Education in Ghana. The present study investigates the attitude of student teachers majoring in an indigenous language Akan in the Colleges of Education in Ghana. To do so, three colleges, namely, St. Joseph's College of Education, Abetifi Presbyterian College of Education, and Fosu College of Education, were purposefully selected. A total of 212 students comprising 101 males and 111 females were recruited for the study. The data were quantitatively analyzed. The results showed that most participants have a positive attitude toward the study of Akan in general at the College of Education level. Similarly, student teachers' attitude toward majoring in Akan was positive since the overwhelming majority are not perturbed by the stigma associated with studying the Akan language in general. Finally, although a slight majority believed that they would allow their loved ones to pursue Akan in the future, other responses indicated participants had diverse opinions. This attitude will go a long way to change the negative perceptions others have about the study of indigenous languages in Ghana.

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“…However, the selection and announcement of the 11 official languages caused certain reasonable criticism and debates, specifically regarding Sepedi as one of the official languages. Kretzer (2016) further asserts that the main reason for the debate has been that, as per legally valid South African Constitution of 1996, Northern Sotho (Sesotho sa Leboa) was translated as Sepedi without following proper procedures and the inclusion of the relevant stakeholders, including the L1 speakers, in this whole process. He further states that this criticism was also because of the conception that Sepedi is a dialect like Khelobedu, Setlokwa, Sepulana, Sephalaborwa and Sehananwa.…”

Section: Introductionmentioning

confidence: 99%

The elevation of Sepedi from a dialect to an official standard language: Cultural and economic power and political influence matter

Rakgogo

Zungu

2022

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This study explored the role played by economic, cultural, and political power and influence when a particular dialect was elevated to the status of an official standard language. This was a qualitative study that employed text analysis where journal articles, dissertations, theses, academic books and Parliamentary Joint Constitutional Review minutes were considered for data collection and analysis. In order to supplement the above-mentioned method, 267 research participants involving students (undergraduate and postgraduate) and lecturers from the selected five South African universities, including members of the language authorities, were also invited to participate in the study. Self-administered survey questionnaires and face-to-face interviews were chosen as qualitative methods for data collection. From a dialectal point of view, this study indicated that all official standard languages were dialects before. However, these dialects were considered superior and elevated to the status of official languages because of socio-economic power and political influence. This article further recorded that the status type of language planning in the South African context is quite political in nature, not less linguistic. It was against this background that the researchers claim that there is no official standard language that was not a dialect before.

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Variations of overt and covert language practices of educators in the North West Province: Case study of the use of Setswana and Sesotho at primary and secondary schools

Cited by 9 publications

References 20 publications

A blatant disregard of Section 6 (1) of the Constitution of South Africa by higher education institutions and language authorities: An onomastic discrepancy

A blatant disregard of Section 6 (1) of the Constitution of South Africa by higher education institutions and language authorities: An onomastic discrepancy

Receiving Training to Teach the 'Prohibited Language: The Attitude of Student Teachers Majoring in a Ghanaian Language (Akan) in the Colleges of Education in Ghana

The elevation of Sepedi from a dialect to an official standard language: Cultural and economic power and political influence matter

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