Faculty of Humanities, Social Sciences and Education

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A critical reflection on the state of social contract in the 21st century South Africa
(2025-05-16) Hakamela, Tsundzuka Methews; Dzimiri, P.; Tshifhumulo, R.
This study examined the state of social contract in South Africa. It explored the state of the social contract during the apartheid era to map out the changes and continuities in the social contract. The study employed desk-top research methodology, which involved the exploration of existing sources of information. The study found that the apartheid regime was fueled by a racial contract, which caused the division of members of society and the allocation of resources amongst them. The racial contract during the apartheid era favored the minority white people while suppressing the majority black people. The study revealed that there exists a concerning social contract, to an extent that no political party represents the majority. In 2024 a coalition government comprising of six political parties was formed to govern the country with no single political party dominating the government. This is a significant change in the social contract since 1994.
Open Access
The accessibilty to English as the Second Language of learning and teaching in selected Public Primary schools of Vhembe District
(2017-08-18) Madima, Shumani Eric; Phaswana, N. E.; Klu, E. K.
See the attached abstract below
Open Access
Administrattion of school fund by the school management team in the secondary schools in Mvudi Circuit of the Vhembe District
(2015-01-22) Nyathela, Azwinndini Gilbert; Ravhudzulo, M. A.
This study sheds light on the administration of school fund by the School Management Team in the secondary schools in Vhembe District in Mvudi Circuit. The study focuses into the sources of school fees and the impact of efficient administration of school fund on learners' performance. In this study, questionnaires were used to collect data from both school managers and School Governing Body Chairpersons/Treasurers; these questionnaires were distributed to the schools within Mvudi Circuit. The questionnaires focused on School Managers' knowledge of the policies governing school finances and the knowledge and interpretation of these policies and accompanying regulations by the SGS Chairpersons/Treasurers. The respondents' age, qualifications, exposure to policy environment and workshop attendance were also looked into. Data of the study was gathered from 85% of the respondents from the selected secondary schools as sampled.
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Adult's perceptions of the influence of social media on youth: A case study of Matoks Youth in Limpopo Province, South Africa
(2025-05-16) Mapasha, Minkie Ngokoana; Mabika, M.; Chauke
Social networking has become a common international trend that has spread its reach to almost every corner of the world. The use of social media sites has evolved into an online platform where people create content, share it, bookmark it and network at a prodigious rate. Among the prominent users of social media are the youth. This study explored the perception of adults on the influence of social media on youth behaviour change in Matoks, Limpopo Province. The research sample consisted of eighteen (18) respondents, both nine (9) males and nine (9) females, whose ages ranged between 36 and 39 years, who owned mobile phones and who had social media accounts, which enabled them to see what the youth in Matoks are doing compared to what they are exposing themselves to and/or posting on social media. Purposive sampling was adopted to sample the study population members. The method used to collect data was the semi-structured interview. The study found that social media has both positive and negative impacts on youth behaviour change of the young people in Matoks, depending on users’ interests and how they use social media. These findings showed that young people in Matoks use social media platforms such as TikTok, WhatsApp and Facebook to communicate with their friends and families, whereas some use them to receive updates, recent vacancies and news update. The study also found that social media enables young people in Matoks to stay up to date, produce content, and even take part in social activities related to causes that are important to them, including racial justice and climate change. On the contrary, other findings revealed that social media use affects the mental health of the young people in Matoks negatively.
Open Access
Afro-centered heritage management approaches for Mapungubwe World Heritage Site along Vele Colliery Coal Mining Area in Limpopo Province in South Africa
(2022-07-15) Lithole, Donald Khathutshelo; Matshidze, P.; Dzimiri, P.; Cultural property -- South Africa -- Limpopo; World heritage areas -- South Africa -- Limpopo
This contribution reflects on the role of Mapungubwe World Heritage Site in the promotion of African Knowledge Systems. The study is aligned to the notion that Mapungubwe Kingdom is the epitome of civilization built on African Knowledge Systems. The problem that the study is investigating is that the approach to heritage conservation in Limpopo Province is still reflecting European dominance of Africa. This in turn limits the expression of African Knowledge Systems in the conservation of Mapungubwe World Heritage Site. The overarching aim of the study was to develop the Afro-centred heritage management tool that places Mapungubwe World Heritage Site as the custodian of African Knowledge Systems. The main questions that guided the study were the following: what is the role of Mapungubwe World Heritage Site in the development of African Knowledge Systems? what are the major challenges that Afro-centred heritage management tool should address in the conservation of Mapungubwe World Heritage Site? what are the interventions required to establish Mapungubwe World Heritage Site as the agent for promotion of African Knowledge Systems? what needs to be done to institutionalize African Knowledge Systems within the Mapungubwe World Heritage Site conservation program? Data was collected using in-depth interviews with the purposively sampled participants. Secondary data sources in the form of recorded audio-visuals, minutes of the meetings, newspaper articles and other cultural activities performed to mention but few were also utilized. Data was analysed using a content qualitative data analysis method. This was the qualitative case study designed research that focused on the Mapungubwe World Heritage Site conservation approach. Theoretically, the study utilized the cradle theory that claims that Africa is the cradle of humankind that birthed all ethnic groups in the world. Heritage theorists particularly palaeontologists attest to this sentiment. Insights were also drawn from the Afrocentric approach debate that advocates for location and promotion of African Knowledge Systems in any dialogue. The findings of the study show that there is underutilisation of African Knowledge Systems in the Mapungubwe World Heritage Site, Mapungubwe could be established into African Knowledge Systems University, and public institutions are not well supported to manage heritage matters to mention but few. The study recommends that future research should pay attention on the exploitation of the use of Mapungubwe World Heritage Site as the university for African Knowledge Systems.
Open Access
An evaluation of the English Language component of the mature students' entrance examinations into selected Ghanaian Universities
(2021-06-23) Asafo - Adjei, Ramos; Klu, E. K.; Adika, G. S.K.; Maluleke, M. J.
In Ghana, there are two main ways of gaining admission to the undergraduate university system. These are the West African Senior School Certificate Examination (WASSCE) and the Mature Students’ Entrance Examinations. The latter examination is mainly conducted internally by the universities in order to select the successful applicants for enrolment. This is on condition that the test takers have prior working experience in the fields that they want to attain their respective certificates and aged twenty-five years and above. This study mainly sought to evaluate the nature and scope of the English language component of the Mature Students’ Entrance Examinations into selected Ghanaian universities. The present study adopted the multiple case study design as its primary technique. The sources of data used were responses from in-depth interviews and the past questions of the English language component of the Mature Students’ Entrance Examinations. Thematic content analysis and document analysis were employed to analyse the data. Berry’s (2018) test development model underpinned this study. The sample for the study (mainly the lecturers who set the English language component of the Mature Students’ Entrance Examinations questions and the past questions of the English language component of the Mature Students’ Entrance Examinations) were drawn from six universities. It was found that the English language component of the Mature Students’ Entrance Examinations fell short of both the WASSCE and the IELTS standards in areas such as the uniformity of the questions set, the basic language skills tested, the criteria used for setting the questions and the topical areas (competences) tested in the examination. It is recommended that a formal regulatory body be formed by Ghana’s Ministry of Education to control and coordinate the English language component of the Mature Students’ Entrance Examinations as WAEC does for the WASSCE in order to enhance the standards of the examination.
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An exploration of the use of social media as a vehicle to enculturate Vhavenda youth in the Vhembe District, Limpopo Province of South Africa
(2025-05-16) Tshikukuvhe, Livhuwani Daphney; Matshidze, P. E.; Netshandama, V. O.; Chari, T. J.
This qualitative study explored the use of social media as a vehicle to enculturate Vhavenḓa youth in the Vhembe District of Limpopo Province, South Africa. The study examined the possibility of using social media platforms to enculturate youth with the indigenous knowledge system (IKS). IKS mainly relies on information being passed on by word-of-mouth from adults; hence, it requires direct interactions between the older and younger generations. Social media have taken over the socialisation role played by older adults; however, how social media can be used to enculturate the youth is unclear due to the nature and beliefs associated with IKS. The major issues at the heart of this study are how people perceive the function of social media in enculturating youth with indigenous knowledge system content and what strategies can be employed to integrate IKS with social media. In-depth unstructured interviews and focus-group discussions were used to collect data from 25 youth and 25 elderly indigenous knowledge holders from 11 local communities from the Vhembe District Municipality. Using a Thematic Content Analysis (TCA) to examine the collected qualitative data, the study concluded that to present to the present generation what speaks to their identity and way of being, various social media platforms need to be fed with content that discusses cultural programs, practices, values, and standards. The study’s key conclusions were that social media sites like Facebook, Twitter, Instagram, YouTube, WhatsApp and many more could be utilized to ingrain IKS. This process can be facilitated if the government provides financial resources to familiarise communities with IK. The study advised that various media outlets should develop programs that broadcast IKS content using indigenous languages to enculturate the current and upcoming generations. This was made possible by adopting the theory of socialisation as the study sought to find ways in which social media could be utilised to enculturate Vhavenda youth. The study found that social media platforms such as WhatsApp, Facebook, Instagram, Internet, and YouTube are the main vehicles for enculturating youth.
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An exploration of ways of teaching and learning indigenous knowledge in the classroom: A case study of Patrick Ramaano Secondary School in Ha-Ramavhoya Village, Limpopo Province
(2025-05-16) Nthangeni, Thakhani; Matshidze, P. E.; Ramavhunga, N. E.
There is a growing recognition of the significance of including indigenous knowledge (IK) in the curriculum. Calls are being made for integrating IK in the modern education system, given that the previous education system was rigid and predominantly centred on ideologies of the colonisers, such as the British and Portuguese in most developing countries. The South African government is also making efforts to integrate IK in the science of teaching and learning. Teachers are expected to link indigenous knowledge to the specified curriculum guidelines; however, the problem is that there are no specific ways that are advanced in the curriculum statements on how that can be done. This study explored the ways of teaching and learning indigenous knowledge in the classroom from selected schools. The study is qualitative; a case study research design was used, and participants were recruited purposively. Multiculturalism theory was used in this study. The data was gathered using semi-structured interviews and focus group discussions with elderly indigenous holders, grade 8-12 learners and teachers from Patrick Ramaano Secondary at Ha-Ramavhoya village. The collected data was analysed using thematic data analysis. The envisioned study findings are essential in understanding to teach indigenous knowledge. The study showed that a primary obstacle to incorporating indigenous knowledge into the curriculum is the teachers' limited understanding of IK and the lack of learning materials based on IK. The research also showed that while challenges are unavoidable, there are certain advantages to be gained from integration such as thorough documentation of indigenous knowledge and a complete educational experience focused on cultural commitment. The study suggests that teacher training should be developed to effectively integrate IK content. The research also suggests the need for inclusive IK policies to acknowledge the significance of incorporating IK into education.
Open Access
An investigation into the implementation of the National Policy on District Support Services for effective teaching and learning at school level
(2005) Masipa, Mokgadi Maggie; Bayona, E. L. M.
This study examines the extent to which education districts in the Limpopo Province support effective teaching and learning at school level, with general applicability to similar education districts in South Africa and elsewhere. The literature reveals that education districts in most developing countries, do not support the participation of principals and educators, and that changes are required to effect higher levels of involvement. The study focuses on how this might be attained. The study makes recommendations on District Support Services which will ensure the involvement of district personnel, principals and educators in transforming schools into effective teaching and learning organisations. The theoretical base is derived from literature review on district support services in South Africa and elsewhere. This review is used to establish common conceptions for the study, and illustrates the extent to which the involvement of all relevant stakeholders is considered desirable and feasible. The analysis also reveals how the policy on district support services in South Africa falls short of complying with the country's local diversity and also with its policy of Outcomes - Based Eduaction which focuses on producing citizens who are equipped with values, knowledge and skills that will enable them to play a productive role in society. The implication of Outcomes - Based Eduaction is that individuals acquire these qualities through active involvement in the learning process. It seeks to create a lifelong learner who is confident and independent, literate and multi-skilled, compassionate, with respect for the environment and the ability to participate in society as a critical and active citizen. The field work was carried out in education institutions falling under Sekgosese Education District in Region Three of Limpopo Province and involved a sample of three hundred and thirty-two education practictioners, divided into five target groups:educators (200), principals (100), circuit managers (4), curriculum advisers (16), and administrators (12). The analysis of the data is composed of three parts. The first concerns the calibre of people who are implementing the policy. The majority of participants still lacked the relevant qualifications required while the need for staff development was identified by many as a major concern. In the second part respondents overwhelmingly indicated the need for clarification on the nature, the role and functions of the education district. In the third part the report shows thata general agreement also exists amongst the respondents for the need to address the constraints experienced at all levels in the implementation of district support services. The study concludes that in a globally competitive environment like the one we have today, it is no longer sufficient to make excellent strategic and operational plans. It is rather crucial for organisations to have systems that will ensure that this plans are effectively achieved. The rationale for this view is based on the argument that this may provide opportunities for learners to extend and develop their personal education competence, critical awareness and shared insight of the role which they and schools are expected to fulfil in their rapidly changing communities. The following key concepts were used throughout the study: • Education District • Curriculum 2005-08-24 Education Policy Reserve Fund Programme (EPRFP) • The School Governing Body (SGB) • National Policy • District Support Services • Effective Teaching and Learning
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An investigation into the use of digital media to promote indigeneous African Languages: the case of digital terrestrial television on SABC
(2025-05-16) Ramalahla, Sello Keith; Chari, T.; Chauke, F. H.
Digital media play an important role in promoting marginalised languages, particularly in the broadcasting sector, where they play second fiddle to English language. The unequal status in South Africa has resulted in increased social isolation and discrimination of indigenous African languages, the erosion of heritage and local cultural identities. Speakers of indigenous African languages have limited choices on television because indigenous African languages are either non-existent or limited on television due to the prioritisation of the English language. On the South African Broadcasting Corporation (SABC) some programs in indigenous languages are ghosted in English to accommodate others who do not understand African languages. Misrepresentation of indigenous African languages has resulted in marginalisation of indigenous languages amongst 24-hour live-broadcast news channels. Linguistic inequality on television and digital media can manifest itself in several ways, such as discrimination or promotion, and unequal access to public services. However, very few studies have focused on how digital media could be leveraged to promote indigenous African languages, particularly in post-colonial contexts such as South Africa. Underpinned by the public sphere model and Jurgen Habermas’s theory of the public sphere, this qualitative study examined the role of digital media in promoting African indigenous languages on the South African Broadcasting Corporation (SABC) Digital Terrestrial Television (DTT). The study focused on how digital media were used to promote indigenous African languages on SABC DTT, how these digital technologies enhanced audience participation on SABC DTT, and the strengths and limitations of these digital technologies as vehicles for promoting indigenous African languages on SABC DTT. Data were collected using a semi-structured interviews with purposively selected 20 participants comprising of five (SABC) officials and 15 members of the audience, participant observation as well as document analysis. Textual data obtained through interviews were thematically coded and presented in narrative form. The study revealed, notwithstanding the limitations associated with these digital technologies, that the use of digital media on SABC DTT to promote indigenous African languages, has been transformative through laying the foundation for the preservation and revival of these languages. This study further argued the integration of digital media for the promotion and continued existence of these languages bridges the gap between the public broadcaster and citizens, thereby enhancing a sense of belonging and public citizenship.
Open Access
An investigation of property and inheritance rights of the spouses in polygnous customary marriages among Vatsonga people in Vhembe District
(2024-09-06) Nwankoti, Wisani Charles; Matshidze, P. E.; Mabale, N. P. M.
This study sought to explore the proprietary consequences of the Vatsonga customary marriages. The study seeks to investigate the constitutional rights of the spouses in polygynous customary marriages, as well as to explore the property and inheritance rights of spouses in polygynous customary marriages and to investigate how spouses of polygynous customary marriages can be informed about their rights and be protected from losing their property and inheritance. A qualitative exploratory design was adopted in this study. Non-probability purposive and snowball sampling methods were used to select second women married in polygynous marriages. All participants live in the Vhembe District. It was envisaged that a sample size of five women and five husbands married in polygyny would be interviewed. A voice recorder was used to record data from the participants. An interview guide was used to explore property and inheritance rights from spouses of polygynous customary marriages. The data was transcribed verbatim and analysed using Tech’s ten steps of open coding. The study adopted two theories, for example, the resilience theory and the social exchange theory in integration with the study.. The researcher, through probing, realised that there is a need for the HMA to educate people about these marriages and help them through registering them so that their marriages can be recognised. Also, the community can empower women so that they can stand up for themselves and avoid the issue of them being under someone. Also, the issue of counselling and guidance, if there might be issues like disputes, so that they can be resolved in harmony.
Open Access
An Analysis of Current Healing Practices Based on Selected Mega-Churches in the Vhembe District of Limpopo Province
(2018-05-18) Mabuza, Lethabo Stanley; Masoga, M. A.; Shokane, A. L.
Healing practices and health related rituals play a vital role in most religious groups including African Traditional Religion, Christianity, Islamic and Hinduism. This phenomenon of healing has been a challenge to religious institutions as well as African based churches. This study examined and analysed the healing practices within mega-churches in relation to the health related aspects. It appears that healing practices performed in those churches make them popular and enhance their growth in membership numerically. The study focuses on the philosophy and theological understanding of both mega-churches and mainstream churches. It is ostensible that healing, as a phenomenon, cannot be separated from core African culture, values and practices. Current church healing practices seems to be a more practical and accessible alternative way to deal with sickness as medical facilities has become inexorably costly especially to poor community who have no access to efficient medical amenities. Underprivileged members of society are drawn to religious healing practices because healers such as prophets, pastors and apostles dangle the capacity to heal people from all kind of ailments. Poor communities become a target because they are victims of government and the department of health malfunctions which are depicted by the poor and below standard medical services in those underprivileged communities. Most people in those communities believe that the above-mentioned emerging prophets and apostles from mega-churches are anointed and possess special power to heal them as well as to redeem them from life’s harsh realities. In the context of current healing practices, the researcher discovered that there is a need to probe and analyse the aforesaid practices particularly whereby healing seekers seems to have not receive what they anticipated from those mega-churches. The study exposes inappropriate healing dynamics conceived in the selected mega-churches within African tradition context. This study followed a qualitative approach, in which participants from both mega-churches and mainline churches were interviewed. The study further points out some perceived challenges affecting current healing practices in the selected mega-churches of Vhembe district of Limpopo Province. The study employed Interpretative Phenomenological Analysis strategy to analyse the data for the study.
Open Access
Analysis of English language errors in the writing of second year students in a Ghanaian university
(2021-06-23) Mandor, Evelyn Joyce; Klu, E. K.; Adika, G. S. K.; Lambani, M. N.
The writing of undergraduate students in universities across Ghana has been described as pitiable by many researchers. To be able to communicate effectively and succeed in an academic discourse community, a student requires sufficient competence in the use of the English language, which is the medium of instruction in universities across Ghana. However, it is observable that most of the students’ writing in the English language tends to be fraught with some recurrent errors. Data collected were in the form of written compositions. A mixed-method comprising both qualitative and quantitative procedures was used. The qualitative aspect looked at error taxonomies and the quantitative aspect employed statistics to obtain error frequencies. The errors in the writing of Second Year students of a Ghanaian university were analysed using Error Analysis procedures. The findings revealed that students demonstrated poor writing skills with inherent grammatical errors and a lack of cohesion and coherence. A total of 16 error categories were detected with 25% (expression, omission, spelling, capitalisation) of the total errors ranking very high in terms of frequency of occurrence. This was followed by plurality, addition, choice of words and concord making up another 25% of the total errors detected. Errors such as tense, punctuation, preposition, pronoun, faulty parallelism, fragment, wrong transition and article although ranked low, made up a total of 50%. Based on the findings, the study suggested a revision of the academic syllabus and the methods of learning and teaching English language, especially at the tertiary level to enable students to demonstrate competence concerning English language compositions.
Open Access
An analysis of musanda as an institution within the Thulamela Local Municipality and the current South African public service delivery system
(2016-05) Madzivhandila, Muthuhadini Alfred; Masoga, M. A.; Makgopa, M. a.
The Thulamela Local Municipality is currently experiencing a plethora of public service delivery challenges. This often leads to court litigation and disputes with the institution of musanda. These public service delivery challenges, conflicts and court disputes in many cases leave the communities within the municipality deprived of basic services as a result of slow or a complete lack of service delivery. musanda is a Venda word that refers to the place where the thovhele (king), khosikhulu (paramountcies), khosi (chiefs), gota (headman), mukoma (petty headman), vhakoma (queen mother), vhatanuni (wives), vhakololo (princes/princesses), khadzi and makhadzi (royal aunts), ndumi (king/chiefs’ brother) and the rest of this royal structure resides. As such it also refers to the institution of royal governance. The proposed study aims to analyse the place of musanda as an institution within public service delivery and within the whole process of decentralization of services in the Thulamela Municipality. The study focuses mainly on the current public service delivery system of the government and the role of the institution of the musanda in that process. The basic service delivery system that receives direct attention falls under the Government Cluster, which covers Social Protection, and Community and Human Development. These divisions deal with Cooperative Governance and Traditional Affairs, Water and Sanitation, Human Settlements, Rural Development and Land Reform, Basic Education and Sports and Recreation. These are the services that are supposed to be rendered by municipalities. The analysis aims to determine musanda’s position in the whole process of providing the public services indicated above.
Embargo
Analysis of punctuation errors committed by Grade 10 learners in English First Additional Language at a private school in Vhembe District of Limpopo Province
(2025-09-05) Gayi, Evelyn; Madima, S. E.; Klu, E. K.
The study analyses punctuation errors committed by Grade 10 learners at a private school in the Vhembe District of Limpopo Province. It focuses specifically on punctuation mark errors committed by Grade 10 learners in English First Additional Language within the context of transactional writing, which is common both at school level and beyond. There is a concern by teachers and researchers on how and why learners overlook punctuation. Although often overlooked, punctuation plays a crucial role in conveying meaning and ensuring that written texts are clear and understandable. The quality of written work is judged not only on its content but also on the correct use of punctuation—such as capital letters, commas, full stops, sentence construction and paragraph boundaries. The study is guided by the Pause and Effect Theory by Parkes, which posits that punctuation serves as a tool to enhance the understanding of a text and historically received considerable attention from those tasked with correcting manuscripts. A case study design was adopted, employing a qualitative research method with purposive sampling. The total population of the school is 561 learners, from which 51 Grade 10 learners’ texts were purposively sampled. Of these, 20 written texts were randomly selected for detailed analysis in English First Additional Language and to give each individual potential participant an equal chance of participation. These twenty (20) essays texts were analysed using both quantitative and textual analysis to establish learners’ competence in punctuation. The findings were then analysed thematically and statistically. Data were grouped according to themes; presented in tables and compared using percentages. The study found that learners commonly make punctuation errors in their essays. These included misplacement, omission, and unnecessary addition of punctuation marks. The study further revealed contributing factors to these errors: carelessness, writing in haste, confusion, lack of skill and knowledge in using punctuation, lack of motivation and practice, intra-lingual and inter-lingual influences, and most notably, inadequate teaching of punctuation rules by language teachers.
Open Access
An analysis of service delivery protests and their implications on the economic stability of Musina Municipality: 2007-2014
(2018-05-18) Phaswana, Rofhiwa; Molapo, R. R.; Dzimiri, P.
The adoption of the constitution in 1996 has opened a new era of establishing a local government system that recommended that municipalities be established for the whole territory of the republic of South Africa. The white paper on “Local Government adopted by Cabinet in March 1998 outlined framework and programmes to guide municipalities to commit to work with citizens and groups within the communities to find sustainable ways to meet their social, economic and material needs to improve the quality of their lives”. Since 2007 epidemic service delivery protests started to be a national problem where 80 percentages of service delivery protests between the periods of 2007-2014 were violent. For instance, Musina Municipality experienced violent service delivery during the period of 2007-2014 where its properties, economy and people’s lives were in stake. Therefore, this study was driven by the need to analyse the implications of service delivery protests on the economy of Musina Municipality. A qualitative method approach to investigate the problem of service delivery protests implications on stability and economy in Musina Municipality will be used. A case study regarding service delivery effectiveness and violence used by people as a response and expression of a plea to be heard by their municipality will be investigated.
Open Access
An analysis of the land issue as portrayed in selected novels by Ngugi wa Thiong'o
(2011-11) Mondo, Lysta
See the attached abstract below
Open Access
An analysis of the role of culture in the tradition of Northern Sotho idiomatic expressions into English
(2023-10-05) Meso, Tlou Phestus; Baloyi, M. J.; Mphasha, L. E.
Human beings the world over benefit from sharing experiences and knowledge through language. African languages have now demonstrated that they also have capacity to transmit intellectualism that advances human progress and knowledge beyond human boarders. Words such as ubuntu, imbizo and lobola have broken bonds of linguistic superiority. But is it possible to translate the linguistic superiority into English without acculturation? This study adopts the qualitative research method to present a detailed descriptive analysis of the socio-cultural framework of the Northern Sotho idiomatic expressions. It adopts Nord’s (1997/2000) Functionalist Approach of translation within Descriptive Translation Studies to engage in a critical analysis of a clearly defined collection of Northern Sotho idiomatic expressions. Despite the fact that Northern Sotho idiomatic expressions can be rendered in the English language through translation, they may (still) remain foreign to the English culture. The study assumes that the translation of idiomatic expressions should be taken above the limits of narrow microtextual context analysis and consider the broader macrotextual context (Lindfors, 1978). The study distances itself from the notion of ‘equivalence’, between the source text and the target text, as propagated by linguistic-orientated theorists such as Cartford (1965), Nida and Taber (1969) and House (1977).
Open Access
An analysis of written concord errors among Grade 12 First Additional Language learners in Vhembe District of Limpopo Province, South Africa
(2017-05) Nndwamato, Ndivhudzanyi Michael; Lambani, M. N.; Klu, E.;
Learning English as a second language by the South African learners of English First Additional Language (FAL) causes many challenges, such as committing errors in concord as there are differences between the learners’ mother tongue and the target language. Even at Grade 12 level, which is the exit point to institutions of higher learning or to the workplace, learners still display some deficiencies in the mastery of the English concord. This happens despite the fact that, in many South African schools, English is used as a medium of instruction and learnt as a First Additional Language (FAL) especially at high schools. Through the analysis of the written concord errors committed by the 72 of the 720 sampled Grade 12 English FAL learners in Vhembe District, the study answered to two questions which formed its cornerstone which are: what are the most common types of written concord/ subject-verb agreement errors which are committed by Grade 12 FAL learners and what are the causes thereof? The study employed both the quantitative and the qualitative methods to pursue the primary question. Learners responded to the questionnaires and the researcher also analysed their teacher-marked English FAL composition scripts with the focus on concord/subject-verb agreement usage. The findings were that concord/subject-verb agreement was a challenge to the majority of the participants. There was not even a single question which recorded a 100% correct entry. The question on collective nouns was found to be the hardest to the participants while comparatively, the singular indefinite pronoun question recorded the best results. The learners’ written compositions were also found to have been marred by concord/subject-verb agreement errors. In most instances, the learners had resorted to simple sentences avoiding the complex sentence construction as those would have required complicated application of concord/ subject-verb agreement usage. Based on the findings, the following recommendations were made: teaching of grammar should be intensified, and that teachers of English should be retrained even if it will be through the in-service programmes
Open Access
The application of command responsibility in informal civilian relationships for international crimes - lessons from the ICTR
(2017-02) Tapiwa, Agripa Mhuru
See the attached abstract below