{"results":[{"id":"ss_7609fb2ada2aae47442dbd315070cb50fef7f568","title":"Investigating the Transparency of Language for Place Value Understanding: Comparing Indigenous Southern African Languages and European-based Languages","authors":[{"name":"Kevin Larkin"},{"name":"Pamela Vale"},{"name":"Silke Ladel"},{"name":"Lise Westaway"},{"name":"Mellony H. Graven"},{"name":"Ulrich Kortenkamp"}],"abstract":"In this article we investigate the transparency of language in learning place value in either a Southern African indigenous language (isiXhosa, Setswana, Oshiwambo or Emakhuwa) or a European-based language (Afrikaans, English, German or Portuguese). Since language is a key mediator in developing place value understanding, it is important to investigate the ways in which the transparency of various languages may impact place value learning. A review of pertinent literature and an analysis of literal translations of number words (to thousands) of our eight languages lead us to the conclusion that Southern African indigenous languages are more accessible in their meaning, in relation to place value, than the four European-based languages spoken in Southern Africa, which we analysed. We identified two key advantages in the indigenous languages: (i) there was transparency of the ‘places’ in how numbers are named; and (ii) there was logical alignment between the spoken and symbolic representation of numbers. Despite this, many Southern African learners learn mathematics in English, Afrikaans or Portuguese even though this is not their home language (L1). This means that many learners are denied access to the transparency of the place value concepts that exist in their L1 and must manage learning place value, not only in a yet to be learned ‘foreign’ language, but also in one where they must learn to decode the idiosyncratic ‘irregularities’ of the way those languages name numbers. We conclude this article by discussing the implications of these findings for the teaching of place value in Southern African classrooms, in which indigenous learners are often learning in a European-based language that is not their L1.","source":"Semantic Scholar","year":2025,"language":"en","subjects":null,"doi":"10.1080/18117295.2024.2438452","url":"https://www.semanticscholar.org/paper/7609fb2ada2aae47442dbd315070cb50fef7f568","is_open_access":true,"citations":1,"published_at":"","score":69.03},{"id":"ss_4349dd1b78909ec0a86cfcfda4bd69f2da398c83","title":"Self-harm in the public spaces while trying to embrace indigenous languages in South African context","authors":[{"name":"M. Ntshangase"},{"name":"Nkarhi. E. Mathebula"}],"abstract":"In public debates about language discourse there is commonly an agreement that people need to be enabled to express themselves sufficiently. However, there are few or no scholars who come forth to address social implementation of multi/ open language policy in the public sector. This paper adopts critical social theory (CST) to explore the debates around the cry about linguistic exclusion in public institutions which necessitates multi/ open language policy. This qualitative study purposively sampled 5 public hospital nurses and 5 public clinics nurses from two South African provinces in order to thematically analyse the findings that emanate from their experiences with regards to language policy. Findings show that the arguments for multi/ open language policy are commonly positively skewed as scholars ignore its negative aspects on implementation failures. This study contributes to literature in terms of exposing an unpopular view that multi/ open language policy has with regards to implementation and expose the likely negativity of its informal implementation. Therefore, data collected through semi-structured interviews during this study will be subject to thematic analysis as the objective is to expose that multi/ open language policy in the public hospitals and clinics has some negative aspects than having only positives.","source":"Semantic Scholar","year":2025,"language":"en","subjects":null,"doi":"10.55227/ijhess.v4i5.1484","url":"https://www.semanticscholar.org/paper/4349dd1b78909ec0a86cfcfda4bd69f2da398c83","is_open_access":true,"citations":1,"published_at":"","score":69.03},{"id":"ss_07ab44b5b7952735b69e4dcabb128e34b7e4976a","title":"African Literature: Beyond the Western Gaze","authors":[{"name":"Nogwaja S. Zulu"},{"name":"Thulani Mkhize"}],"abstract":"Adapted from the Introduction to a collection of commentaries on contemporary issues in African literature in South Africa, this article challenges a ‘Western gaze’: a gaze that configures African literature as a literature of texts or events expressed in the ex-colonial language of English, French, Spanish or Portuguese. Instead, the article pursues African literature as a literature written in African languages as well as other languages about African concerns and experiences.","source":"Semantic Scholar","year":2025,"language":"en","subjects":null,"doi":"10.1080/1013929X.2025.2464346","url":"https://www.semanticscholar.org/paper/07ab44b5b7952735b69e4dcabb128e34b7e4976a","is_open_access":true,"citations":1,"published_at":"","score":69.03},{"id":"doaj_Nancy+Rose+Hunt+and+Hubertus+B%C3%BCschel+%28eds%29.+2024.+Psychiatric+Contours%3A+New+African+Histories+of+Madness.+Durham%3A+Duke+University+Press.+345+pp.","title":"Nancy Rose Hunt and Hubertus Büschel (eds). 2024. Psychiatric Contours: New African Histories of Madness. Durham: Duke University Press. 345 pp.","authors":[{"name":"Adedamola Adetiba"}],"abstract":"","source":"DOAJ","year":2025,"language":"","subjects":["History of Africa","African languages and literature"],"url":"https://journals.flvc.org/ASQ/article/view/138860","is_open_access":true,"published_at":"","score":69},{"id":"doaj_10.1371/journal.pone.0322322","title":"Evaluating language policy implementation in South African higher education - three decades of progress and challenges: A scoping review protocol.","authors":[{"name":"Silingene Joyce Ngcobo"},{"name":"Tracy Zhandire"},{"name":"Zamasomi Meyiwa Luvuno"},{"name":"Wilbroda Hlolisile Chiya"},{"name":"Celenkosini Thembelenkosini Nxumalo"},{"name":"Gugulethu Brightness Mazibuko"},{"name":"Busisiwe Purity Ncama"},{"name":"Sinegugu Evidence Duma"},{"name":"Deshini Naidoo"}],"abstract":"\u003ch4\u003eBackground\u003c/h4\u003eSouth Africa's higher education institutions (HEIs) continue to face challenges in implementing inclusive language policies that integrate indigenous African languages into academic settings, even three decades after apartheid. Higher Education Institutions (HEIs) face significant challenges in integrating indigenous African languages into academic settings. Despite progressive reforms, higher education institutions face significant challenges in integrating indigenous African languages into academic settings.\u003ch4\u003eObjectives\u003c/h4\u003eThis scoping review aims to evaluate the current state of language policy implementation in South African public HEis. Specifically, it seeks to: (1) map the integration of multilingual policies into teaching, research, and administrative practices; (2) identify persistent barriers to effective policy implementation; (3) explore successful strategies for promoting multilingualism (4) assess the extent of African language usage in academic contexts; and (5) identify research gaps to guide future investigations.\u003ch4\u003eMethods\u003c/h4\u003eThe review will adhere to the PRISMA-ScR guidelines and follow the framework outlined by Arksey and O'Malley, ensuring a systematic and transparent approach. A comprehensive search will be conducted in databases including Google Scholar, Scopus, Web of Science, ERIC, and African Journals Online (AJOL), covering studies published from 1994 to the present. This will be supplemented by grey literature from government and institutional sources. Three independent reviewers will screen studies using predefined eligibility criteria, managing and screening articles through Rayyan. Data will be extracted using a standardized form, and thematic analysis will synthesize the findings, with stakeholder consultation to validate results.\u003ch4\u003eExpected outcomes\u003c/h4\u003eThis review will provide a comprehensive assessment of language policy implementation, highlighting successful strategies and persistent challenges across institutions. The findings will inform policy refinement, identify effective practices, and guide future research directions for achieving linguistically inclusive higher education in South Africa, while contributing to a broader understanding of implementing multilingual policies in post-colonial educational contexts. This protocol is preregistered on OSF, available at https://doi.org/10.17605/OSF.IO/AU2SD.","source":"DOAJ","year":2025,"language":"","subjects":["Medicine","Science"],"doi":"10.1371/journal.pone.0322322","url":"https://doi.org/10.1371/journal.pone.0322322","is_open_access":true,"published_at":"","score":69},{"id":"ss_f2d6bddab101d5d861480b5eeaaa8ecdfc4273e8","title":"Analysing loan blends and code mixing as main strategies to promote African languages in Chimamada Ngozie Adichie's Americanah (2013) and Ngugi Wa Thiong’o's Matigari (1987)","authors":[{"name":"Sènami-Fifa Blandine Araba"},{"name":"Charles Dossou Ligan"},{"name":"Abossèdé Paulette Okpeicha"}],"abstract":"This research work aims at describing the way with which « loan blends » and « Code mixing » are used as one of the strategies, among other ones, Ngugi Wa Thiong’o in Matigari (1987) and Chimamanda Ngozi Adichie in Americanah (2013) refer to so as to valorize and promote their mother tongues. Despite the huge linguistic diversity of the African continent, most of literary works are still written in foreign languages. Facing this issue, there is a good reason for which people can get worry on the threatening depreciation of indigenous African languages. To boost a better analysis of bilingualism effects in literary works under study, this research focuses on key notions and theories some linguists like Hoffmann and Holmes have worked on. Indeed, the study mainly focuses on loanblends and Code Mixing/Code switching. From the results obtained, it has been discovered that some African writers like Ngugi Wa Thiong’o and Chimamanda Ngozi Adichie definitely use a variety of strategies – including loanblends and code mixing – to valorize their local language leading thus to the preservation of the cultural identity of the African continent.","source":"Semantic Scholar","year":2025,"language":"en","subjects":null,"doi":"10.22161/ijels.105.57","url":"https://www.semanticscholar.org/paper/f2d6bddab101d5d861480b5eeaaa8ecdfc4273e8","is_open_access":true,"published_at":"","score":69},{"id":"ss_5462255f90a0dd228b80a80f416ddca17d9ec984","title":"Teaching Methodological Challenges of Indigenous African Languages in the Foundation Phase","authors":[{"name":"Kabelo Ramolula"},{"name":"Prof. Milton Nkoane"}],"abstract":"The dialectic on the pedagogy of indigenous African languages in the Foundation Phase has occupied academic space lately. African language teachers seem to face the challenges of teaching the indigenous languages. The purpose of this study is to explore the challenges of teaching African languages at foundation phase and how they could be solved. The study adopted constructivist paradigm and qualitative approach. The paradigm holds that knowledge is a social Construction, therefore, there are multiple realities. Data were generated from the critical review of related literature for the past seven years on the teaching of indigenous African languages at the Foundation Phase. It was analysed thematically following Castle and Nolen’s five steps of thematic analysis namely; compiling, disassembling, reassembling, interpreting and concluding in order to get to the depth of the phenomenon. Deconstruction theory formed the theoretical frame work for this study. The theory holds that there are always cracks, new ways of doing things, thus making changes from what is considered the norm. The findings point to insufficient indigenous language teaching materials. They are also archaic and not even digitalized. They are also not user friendly. Poor teacher training in African languages ia another finding. The study concludes that there is poor government financial support which results in insufficient teaching materials. Poor teacher training in African indigenous languages leads to ineffective teaching methods, thus poor learners’ performance. The study therefore, recommends effective teacher training for foundation phase and the government should fund the digitalization and accessibility of teaching materials.","source":"Semantic Scholar","year":2025,"language":"en","subjects":null,"doi":"10.23958/ijssei/vol11-i09/413","url":"https://www.semanticscholar.org/paper/5462255f90a0dd228b80a80f416ddca17d9ec984","is_open_access":true,"published_at":"","score":69},{"id":"ss_ea2616eeb1ae603b7aea888eb00d8f0f7e3561f7","title":"Accelerating African Languages Development through Strategic Improvement of Publishing Landscape: Lessons from Luganda Language Realities","authors":[{"name":"Masaazi Fred Masagazi"},{"name":"Edward Masembe"},{"name":"Margarete Nanfuka"},{"name":"Paul Kimala Kitooke"}],"abstract":"Despite concerted efforts by the African Union and the Independent African States to develop African Languages to the extent of becoming Instructional Languages in schools, there are still gaps which need to be addressed to reach that level. One of the gaps which require strategic intervention is in publishing more literature in the respective African Languages. From this perspective, African countries need to learn from each other and, most importantly to share experiences. In Uganda, the Luganda Language has taken a step in using Luganda in schools and also in publishing. This status quo should be learned by other African languages to support their development. In this paper, we try to discuss factors which have been central in elevating the Luganda Language through publishing. The study used a descriptive research design, thereby analyzing the status, challenges and opportunities of publishing in African languages, using Luganda as a case. We observed that in order to increase public awareness of the use of African languages which leads to increased demand for publishing in them, policymakers should support the use of African languages in the education sector. We conclude that the Luganda language could be used to benchmark how African people could be supported to write and publish in their languages","source":"Semantic Scholar","year":2025,"language":"en","subjects":null,"doi":"10.37284/eajass.8.2.3041","url":"https://www.semanticscholar.org/paper/ea2616eeb1ae603b7aea888eb00d8f0f7e3561f7","is_open_access":true,"published_at":"","score":69},{"id":"ss_0d3e2a8793fc63bbf7009447aa14955c8c78a32c","title":"Harmonizing Africa’s linguistic symphony: navigating the complexities of translating African literature using a postcolonial theory","authors":[{"name":"Mlamli Diko"}],"abstract":"Abstract Whereas translation, as a theoretical and professional discipline, has fairly been scrutinized in the African context and elsewhere in the world, it cannot be downplayed that it continues to suffer a great deal of challenges. Many of these challenges could be pinned on postcolonial and post-apartheid dynamics, which prioritize political agendas over the development of this discipline in the African context. Given this reality, this article problematizes and navigates four pertinent challenges pertaining to the translation of African literature, predominantly from European (or European-Africanized) to indigenous African languages. These four challenges, which are named in the second section of this article, are recognized as principal sources of data to provide empirical evidence and are elicited from different African literary discourses. The objective is to underline that the translation challenges concerning African literature, in large part, are intensified by the vestigial elements of colonialism and apartheid in Africa. Owing to this concern, this article applies postcolonial theory to its discussions. Above all, it is important to note that I use the prefix ‘post-’ from postcolonial theory to imply that although many African states officially ceased colonialism and apartheid, it does not denote that colonialism and apartheid are completely dead. For these reasons, the general findings and discussions confirm that translators continually struggle to strike a balance between linguistic transference and retaining the ethnological, spiritual, and historical tenets in African literature. The closing remarks underline the necessity to continue this discourse in a bid to find reasonable solutions to this conundrum.","source":"Semantic Scholar","year":2024,"language":"en","subjects":null,"doi":"10.1080/23311983.2024.2411871","url":"https://www.semanticscholar.org/paper/0d3e2a8793fc63bbf7009447aa14955c8c78a32c","pdf_url":"https://doi.org/10.1080/23311983.2024.2411871","is_open_access":true,"citations":13,"published_at":"","score":68.39},{"id":"crossref_10.1080/02572117.2024.2385262","title":"Intellectualising African languages in literature and linguistics at selected Zimbabwean higher learning institutions","authors":[{"name":"Raphael Nhongo"},{"name":"Liqhwa Siziba"}],"abstract":"","source":"CrossRef","year":2024,"language":"en","subjects":null,"doi":"10.1080/02572117.2024.2385262","url":"https://doi.org/10.1080/02572117.2024.2385262","is_open_access":true,"citations":11,"published_at":"","score":68.33},{"id":"ss_277b470f37a35aa6b70bc1ee7a8b7c325ec10181","title":"South African indigenous languages in teaching and learning: policies and the threat of cultural genocide","authors":[{"name":"Johan Beckmann"}],"abstract":"South Africa is a multilingual country with 10 indigenous, English, and Sign Language as official languages. Before 1994, only English and Afrikaans were used as languages of learning and teaching (LOLTs) at all educational levels. Indigenous African languages were only used as LOLTs to Grade 3. 1994 led to new expectations regarding the use and development of indigenous languages as LOLTs. Government seemingly intends to eventually make English the only LOLT at school and higher education levels. Concerns have surfaced regarding the possible ‘murder’ of indigenous languages and the violation of people’s human rights through language policy implementation. An education law and policy lens was mostly used to examine issues. I wrote the article as a critical analysis of extant literature and used Skutnabb-Kangas and Phillipson’s (1994) concept of linguicism as the theoretical basis of my examination of data. It led to my conclusion that the emergence of English as the juggernaut language in education could probably lead to the revival of colonization, the assimilation (or ‘destruction’) of indigenous languages, and ‘cultural genocide’ called multilingualism. McIlwraith’s (2014) letter of advice to language and development leaders after a 2013 international language conference in South Africa and cited in the conclusion of the article still provides a fitting conclusion resonating with the content of the article.","source":"Semantic Scholar","year":2024,"language":"en","subjects":null,"doi":"10.70875/v8i3article4","url":"https://www.semanticscholar.org/paper/277b470f37a35aa6b70bc1ee7a8b7c325ec10181","is_open_access":true,"published_at":"","score":68},{"id":"ss_17ec152f2d348ddcab65971f36124f2fbba60d42","title":"South African Indigenous Languages and Digital Technologies: Access, Promotion and Preservation","authors":[{"name":"N. Sundani"}],"abstract":"This study has adopted the non-empirical research design: a systematic review. The purpose of the study was to explore the access, promotion and preservation of South African indigenous languages using digital technologies. As a research methodology, the researcher used the \"Preferred Reporting Items for Systematic Review and Meta-analysis\" (PRISMA) guidelines. Thus, the data for the study was obtained by using scientific search engines such as Google Scholar, EBSCOHost, ResearchGate, ScienceDirect, Scopus, Sabinet, and Taylor \u0026 Francis. A review of the literature, which included sources from 2001 to 2022, informed the study's data. According to the findings of this study, access to digital technologies that support South African languages is limited – and this negatively affects the promotion and preservation of these languages. Therefore, the study recommends that the South African government in partnership with the Pan South African Language Board (PanSALB), the South African Centre for Digital Language Resources (SADiLaR), the United Nations Educational, Scientific and Cultural Organization (UNESCO), language experts, researchers, policymakers, and information and communications technology (ICT) companies should implement strategies that could help to prevent barriers to effective access, promotion, and preservation of South African indigenous languages, using digital technologies.","source":"Semantic Scholar","year":2023,"language":"en","subjects":null,"doi":"10.47814/ijssrr.v6i8.1385","url":"https://www.semanticscholar.org/paper/17ec152f2d348ddcab65971f36124f2fbba60d42","pdf_url":"https://ijssrr.com/journal/article/download/1385/1155","is_open_access":true,"citations":10,"published_at":"","score":67.3},{"id":"ss_0622ec3338574f66854861baa551895629340213","title":"The Ramifications of the Neglect of Indigenous South African Languages by the South African Government: COVID-19 as a Case Study","authors":[{"name":"Mlamli Diko"}],"abstract":"Since the outbreak of COVID-19 towards the end of 2019 and its proliferation across the globe, the lives of many populations have been disrupted, causing intense turbulence in social, economic and political dimensions. With that in mind, this article reflects on and problematises the neglect of the indigenous South African languages by the national government in mainstream communications on COVID-19. Qualitative research inquiry is utilised to explore the importance of indigenous languages in South Africa’s healthcare system. By the same token, an attempt to underline some of the predominant challenges within the selected phenomenon is argumentatively presented using a scoping literature review as a research technique. The findings and discussions indicate that the desolation of indigenous South African languages can be regarded as a repetitive episode of the (post)colonial injustices pertaining to indigenous South African languages as well as the healthcare system. Thus, the concluding remarks emphasise the urgency of inculcating indigenous South African languages into all communication systems, with special reference to the healthcare system.","source":"Semantic Scholar","year":2023,"language":"en","subjects":null,"doi":"10.51415/ajims.v5i1.1148","url":"https://www.semanticscholar.org/paper/0622ec3338574f66854861baa551895629340213","pdf_url":"https://journals.dut.ac.za/index.php/ajims/article/download/1148/913","is_open_access":true,"citations":8,"published_at":"","score":67.24000000000001},{"id":"ss_bbef5cc69dc56d8117d7d51d41d7e35376fc2375","title":"The retainment of South African indigenous languages: a systemic literature review","authors":[{"name":"Mlamli Diko"}],"abstract":"Intricacies concerning indigenous languages in the South African milieu demonstrate intransigence that necessitates a scholarly contestation. This is in addition to the parades that have been made by the post-colonial government and language experts to ennoble the stature of these indigenous languages. With that context, this article underscores the historical component of indigenous languages and retainment strides - including challenges – that have been underlined in respect of South African indigenous language matters. The objective, among others, is to underscore those challenges concerning indigenous African languages, and in particular, South African indigenous languages exhibit tenacity. To ratify the claims of the article, a systemic literature review is appreciated as a fragmentary qualitative research methodology while conceptualization of language matters in South Africa couches the theoretical underpinnings. The principal discussion is that challenges that prevail within the phenomenon of language in the South African context must be acknowledged in a bid to solicit reasonable solutions to the problematized phenomenon. For future scholarly implications, it is debated that indigenous language matters must be contested.","source":"Semantic Scholar","year":2023,"language":"en","subjects":null,"doi":"10.20525/ijrbs.v12i5.2427","url":"https://www.semanticscholar.org/paper/bbef5cc69dc56d8117d7d51d41d7e35376fc2375","pdf_url":"https://www.ssbfnet.com/ojs/index.php/ijrbs/article/download/2427/1907","is_open_access":true,"citations":4,"published_at":"","score":67.12},{"id":"ss_fe52c0eee617fc84c4b6fa87d1d5a22612c5a839","title":"(Mis)versioning as a quality assurance compromise in the development of numeracy curriculum in African languages","authors":[{"name":"Biki Lepota"}],"abstract":"Abstract Along with literacy, numeracy is considered a critical skill that impacts on the success or failure of learners in the formative stages of the schooling system. In the context of the Language in Education Policy, which accords every learner in every public school the right to use the language of their choice in the process of being educated, the numeracy learning area should be taught and learnt in Sepedi. To operationalise this policy provision, curriculum policymakers generally subject learning materials available in English to a translation process and make them available in the various official African languages. This paper discusses the challenges encountered in translating numerical word expressions from English into Sepedi and offers, from a linguistic point of view, solutions to deal with the challenges encountered. Data were collected from existing Sepedi literature, and an analysis was conducted of how numerical word expressions are used and treated relative to how they were translated. To validate the literature’s authenticity in the use of the concepts under discussion, a survey was conducted amongst mature and home-language users of Sepedi. The findings show that there are contradictions in how plural forms of numerical word expressions are used by Sepedi language professionals, as is the case in other literature. This creates a problem for the teaching and assessment of these concepts in the foundation phase of the schooling system. Based on the available evidence, the paper makes an argument against the use of bo- when pluralising cardinal numbers in the context of numeracy. The paper concludes with a call for Umalusi to implement systems to quality-assure learning materials translated from English into African languages.","source":"Semantic Scholar","year":2023,"language":"en","subjects":null,"doi":"10.2989/16073614.2023.2185978","url":"https://www.semanticscholar.org/paper/fe52c0eee617fc84c4b6fa87d1d5a22612c5a839","pdf_url":"https://doi.org/10.2989/16073614.2023.2185978","is_open_access":true,"citations":3,"published_at":"","score":67.09},{"id":"ss_6c5a11abeb1afffa3eb9ffa751f9428db7215b56","title":"Investigating The Hausa Students' Familiarity And Satisfaction With The Applicability And Efficiency Of X-SAMPA For Transcribing African Languages","authors":[{"name":"M. Umar"}],"abstract":"This article investigates the applicability and efficiency of the X-SAMPA phonetic transcription system for African languages, with a particular focus on the Hausa language. The study aims to assess the familiarity and proficiency of final-year Hausa language students in using X-SAMPA to transcribe Hausa speech sounds accurately. Data for the study was collected through electronic questionnaires distributed to final-year Hausa language students at different universities in Nigeria. The study findings indicate that X-SAMPA is a valuable tool for transcribing the Hausa language, as it provides a standardized and simplified transcription system that can be used across different research works. However, many Hausa language students were unfamiliar with X-SAMPA and required more training to become proficient in its use. Lack of time and practice opportunities were identified as the primary barriers to learning X-SAMPA. The study concludes that X-SAMPA has the potential for wider usage in phonetic transcription of African languages, but more resources such as written or video tutorials and practice exercises are needed to help learners become proficient in its use. Based on the research findings, the article recommends organizing training workshops or courses to enhance the knowledge of Hausa language students interested in learning X-SAMPA.","source":"Semantic Scholar","year":2023,"language":"en","subjects":null,"doi":"10.36349/tjllc.2023.v02i01.002","url":"https://www.semanticscholar.org/paper/6c5a11abeb1afffa3eb9ffa751f9428db7215b56","pdf_url":"https://doi.org/10.36349/tjllc.2023.v02i01.002","is_open_access":true,"published_at":"","score":67},{"id":"doaj_10.4102/lit.v43i1.1863","title":"A contrastive analysis of articles in English and demonstratives in isiZulu","authors":[{"name":"Elliot M. Mncwango"}],"abstract":"An analysis of the use of demonstratives in isiZulu (izabizwana zokukhomba) has shown that they go beyond the known deictic functions of demonstratives as used in other languages like English. In isiZulu, demonstratives tend to also denote specificity, a function normally performed by the definite article in English. This article, therefore, compares the functions of articles in English to those of demonstratives in isiZulu, with the aim to demonstrate the similarities in terms of use between the two languages. This added function of demonstratives, it is argued, may account for some of the errors in English second language learners’ use of articles, as evidenced by data from written exercises of learners whose first language is isiZulu. The findings suggest that second language learners of English tend to confuse articles because of the differences between the two languages, especially during their (learners’) interlanguage stage.\n\nContribution: The article highlights a significant difference in the use of demonstratives between English and isiZulu due to the added function of specificity in isiZulu demonstrative (isabizwana sokukhomba) which is performed by the definite article in English. It also demonstrates how, without an article system, isiZulu can convey meaning like any language with an article system.","source":"DOAJ","year":2022,"language":"","subjects":["African languages and literature"],"doi":"10.4102/lit.v43i1.1863","url":"https://literator.org.za/index.php/literator/article/view/1863","is_open_access":true,"published_at":"","score":66},{"id":"doaj_10.4102/lit.v43i1.1723","title":"Some reflections on selected themes in Chimamanda Ngozi Adichie’s fiction and her feminist manifesto","authors":[{"name":"Moffat Sebola"}],"abstract":"Chimamanda Ngozi Adichie’s fiction, namely, Purple Hibiscus, Half of a Yellow Sun, Americanah and The Thing Around Your Neck generally reflects an intersection of black women’s experiences in a variety of contexts. In Adichie’s fiction, motifs that feature in the domain of identity politics and gender discourse are brought into critical focus. Among these motifs are appraisals of African names, stereotyping complexions, racialisations of hair and other themes such as the commodification of the female body. In Adichie’s fiction, these aspects are thematised as key features of black women’s identity and therefore worth considering in identity politics and gender discourse. In this article, Adichie’s Dear Ijeawele or A Feminist Manifesto in Fifteen Suggestions is relied upon as a summary of her authorial vision, ideology and feminist outlook. This article appreciates how Adichie seeks to reposition postcolonial hermeneutics on black women’s identity by bringing to light some challenges that are faced by these women in her fiction. Adichie’s fiction is appraised for its aim to widen the contemporary African critique-scape on racial, gender and identity issues.","source":"DOAJ","year":2022,"language":"","subjects":["African languages and literature"],"doi":"10.4102/lit.v43i1.1723","url":"https://literator.org.za/index.php/literator/article/view/1723","is_open_access":true,"published_at":"","score":66},{"id":"doaj_10.5842/61-0-915","title":"South Africa’s image as translated in Dutch-language media","authors":[{"name":"van Doorslaer, Luc"}],"abstract":"This contribution first explores the position of Journalistic Translation Research within the discipline of Translation Studies and, subsequently, describes the relevance of relating it to imagological approaches. It presents a case study that analyses how journalistic discourse in current Dutch-language newspapers (both from the Netherlands and Belgium) represents South Africa(ns). Five recurring images and topical fields are distinguished. They do not only build the imageme, i.e. the imagological range of presentations for South Africa(ns) in Dutch-language journalistic representations, but also confirm the constructed character of national and cultural image-building.","source":"DOAJ","year":2021,"language":"","subjects":["Philology. Linguistics","African languages and literature"],"doi":"10.5842/61-0-915","url":"https://spilplus.journals.ac.za/pub/article/view/915","is_open_access":true,"published_at":"","score":65}],"total":2193375,"page":1,"page_size":20,"sources":["CrossRef","DOAJ","Semantic Scholar"],"query":"African languages and literature"}