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Item Embargo Digital Migration in South Africa: Experiences of Rural Selected Communities in Thulamela Municipality, Limpopo Province(2025-09-05) Ralufuluvhi, Gudani Julius; Nodoba, T.; Chari, T.The global transition from analogue to digital broadcasting has been a significant shift driven by advancements in information and communication technologies. Digital migration offers benefits such as improved picture quality, efficient spectrum usage, and accommodating multiple channels on a single frequency. However, this transition has presented challenges for various stakeholders, particularly in developing regions and rural communities. This study focuses on the experiences of rural communities in the Thulamela Municipality, located in the Vhembe District, Limpopo Province, South Africa, during the shift from analogue to digital broadcasting. The motivation for this study stems from the delayed migration to digital television in South Africa, which began in 2009 but missed International Telecommunications Union deadlines for analogue switch-off in June 2015. Rural communities, especially those similar to the Thulamela Municipality, have faced difficulties related to infrastructural deficits, economic constraints, and limited access to digital equipment such as Set-Top Boxes. The research adopted a qualitative approach, gathering experiences from 15 purposively selected community members of Thulamela Municipality through semi-structured interviews. These interviews aimed to understand the challenges faced by these communities during the digital migration, the impact of the switchover on their access to broadcasting services, and any benefits derived from the digital transition. The results revealed that while there are potential benefits associated with digital migration, most rural households remained disconnected due to inadequate infrastructure, delays in Set-Top Box distribution, and a lack of public awareness campaigns about the transition. This research is based on the theoretical underpinning of communication rights, digital rights, and universal access, emphasising equal opportunities for access to information technologies for all actors. The concept of communication rights is highly relevant as it underscores citizens' right to freely seek, receive, and impart information, compromised due to the irregular establishment of digital infrastructure in many rural communities. The survey findings suggest that the well-intentioned policies of the South African government fell short in addressing the specific needs of rural communities, leading to a digital divide. The study highlights the implications of more inclusive policies and their proper implementation to ensure that all citizens, regardless of geographical location or economic status, benefit equally from digital broadcasting. This dissertation provides insight into the socio-economic implications of digital migration in rural South Africa and emphasises the need to improve efforts toward digital inclusion to reduce the disparities between urban and rural areas. The dissertation offers practical recommendations for policymakers, broadcasters, and other stakeholders involved in the digital migration, emphasising the need for targeted interventions to achieve universal access to digital broadcasting services in underserved regions.Item Embargo Student's perspectives on the role of internal communication in students academic performance at highrt learning institutions in South Africa: A case study of University of Venda(2025-09-05) Ramonetho, M. B.; Mabika, M.; Nodoba, T.Internal communication between lecturers and students is increasingly recognised as a key factor influencing academic performance in higher education institutions. Research suggests effective communication contributes to students' understanding of course material, motivation, and overall academic success. However, there is a limited exploration of how this dynamic operates within the South African context, particularly in historically disadvantaged institutions. The gap in the literature lies in a lack of in-depth studies that specifically examine the internal communication structures in place and their direct impact on student outcomes at institutions like the University of Venda, which faces unique socio-economic and cultural challenges. This study addresses the problem by investigating how internal communication practices between lecturers and students affect students' academic performance at the University of Venda. It seeks to fill the gap by exploring the quality, frequency, and effectiveness of communication between students and lecturers, and how these factors contribute to or hinder students’ academic success. The main objective of this study is to examine how internal communication impacts students' academic performance, focusing on the experiences and perceptions of students across various faculties at the University of Venda. The study will focus only on students’ perspectives; hence the role of internal communication can be best evaluated from students’ side as they are recipients of academic services facilitated by internal communication. Through a qualitative approach, the study draws on 20 students selected using purposive sampling. An interpretive paradigm guides the research, employing semi-structured interviews for data collection. Thematic analysis is used to interpret the findings, offering insight into the communication strategies that foster or impede academic success. The study is supported by triangulation, System Theory, stakeholder theory, and Constructivist Learning Theory to offer a comprehensive understanding of internal communication in higher education.Item Embargo Translating and interpreting South Africa’s cultures: art, song and dance in Mda’s selected novels(2025-09-05) Makhafola, Thabo; Ndlovu, I.; Mahori, F.This study explores the translation and interpretation of South African cultures through art, song, and dance in Zakes Mda's following novels: Ways of Dying (1995), She Plays with the Darkness (1995), The Heart of Redness (2000), and The Sculptors of Mapungubwe (2013). The study employs post-colonial theories and decolonial perspectives to discern how Mda deploys these artistic expressions to transcend their aesthetic value, acting as powerful symbols of resistance, unity, and healing. These narratives have been selected because they highlight Mda's skill in navigating the complexities of translating South African cultural realities into narrative form. By examining how Mda incorporates and reinterprets traditional South African art forms, music, and dance, this study reveals the complex dynamics of cultural expression and translation. The study argues that Mda navigates the tensions between cultural preservation and innovation, highlighting the ways in which art, song, and dance serve as powerful tools for storytelling, social commentary, and cultural critique. The selected novels foreground and epitomise a deeper understanding of the role of art, song and dance in shaping South African identity and experience.Item Embargo Challenges in Teaching and Learning of Reading in English as a Second Language in Ghanaian Basic Schools(2025-09-05) Dorvio-Dzakpa, Comfort; Klu. E. K.; Sikitime, T. E.; Mashige, M. C.This study investigated the challenges pre-service teachers from Accra College of Education encountered when teaching reading comprehension in English as a second language within Ghanaian basic schools. It was conducted in the school environments of six basic schools drawn from the basic schools of Accra College of Education. The participants were Level 400 students (final-year pre-service teachers) from Accra College of Education, learners they instructed during their macro teaching practice, and their mentors (teachers from the basic schools). The study was an action research design utilizing a mixed-method approach. The sequential explanatory design was adopted to enable the collection of quantitative data (the primary source of data) first, followed by gathering qualitative data to enhance the initial findings. The quantitative data were collected through questionnaires and tests as instruments. One hundred pre-service teachers responded to the questionnaires, while three hundred and sixty learners were assessed through the pre-test and post-test. An intervention interspaced the tests. Then, the qualitative data were collected through classroom observations, semi-structured interviews with in-service teachers, and focus group discussions involving pre-service teachers and learners. The qualitative data were organized through thematic analysis, highlighting the key themes emerging from the data, with content analysis providing interpretation of these themes, supported by direct quotes from participants. Quantitative data were analysed using SPSS Version 21. The findings identified teaching large classes, limited availability of English reading textbooks in the basic schools, and learners' lack of foundational reading skills, even at the Junior High (Basic Eight) level, as some challenges that pre-service teachers encounter in delivering reading comprehension instruction in the basic schools. The study also highlighted a disconnect between the strategies intended for teaching reading comprehension to basic school learners and the training received by pre-service teachers in college. Based on the findings, suggestions and recommendations were made to policymakers, teacher education curriculum designers, and the Heads of Colleges of Education in Ghana.Item Embargo Implementation of South African Government Language Policy in Public Institutions: A Case Study of Siloam Hospital(2025-09-05) Tshigabe, Aluimelwi JohnThis study investigated the implementation of the South African Government Language Policy within public institutions, using Siloam Hospital, a district hospital located in the rural Vhembe District of Limpopo Province, as a case study. Rooted in the constitutional recognition of twelve official languages, including the recent inclusion of South African Sign Language (SASL) in 2023, this study critically assessed how public healthcare institutions align with national and departmental language policies, specifically the National Department of Health Language Policy of 2015. The research was anchored in Spolsky’s Theory of Language Policy, which emphasises the interplay of language practices, beliefs, and management within multilingual contexts. Employing a qualitative research design, data were gathered through semi-structured interviews with healthcare professionals, including doctors, nurses, pharmacists, and paramedics, as well as through the examination of internal hospital documents, signage, and notices. The study explored both the internal communication dynamics among staff and the external interactions between healthcare providers and patients, with an emphasis on how linguistic mismatches affected service delivery, diagnosis, treatment adherence, and patient satisfaction. Findings revealed a persistent gap between language policy mandates and actual practices at Siloam Hospital. Although the Constitution and departmental policies require the use of multiple official languages in government institutions, English continues to dominate most interactions. The hospital’s staff composition, comprised of multilingual professionals from various regions, faces challenges in communicating effectively with patients who primarily speak Tshivenda, Xitsonga, or Sepedi. A lack of trained interpreters, limited translation infrastructure, and insufficient awareness of language policy obligations contribute to systemic communication barriers. These barriers often result in misdiagnosis, ineffective treatment, and heightened patient anxiety, undermining the goals of equitable and inclusive healthcare. The study also addressed historical and socio-political factors influencing language use in South African institutions, including the legacy of colonial and apartheid-era language dominance. It examined the slow progression in the elevation of African indigenous languages in public life, despite constitutional provisions and policy frameworks designed to reverse historical injustices. The research highlights the contradiction between legal mandates and practical implementation, exacerbated by socioeconomic challenges, staff shortages, budgetary constraints, and public attitudes that prioritise English for perceived upward mobility. The study concludes that while policies advocating multilingualism exist on paper, their practical execution remains inadequate in healthcare settings such as Siloam Hospital. It recommends the appointment of trained interpreters, increased budgetary allocation for language services, targeted staff training, community language profiling, and robust policy monitoring mechanisms. By bridging the gap between policy and practice, public institutions can foster inclusive service delivery, enhance healthcare outcomes, and promote the dignity of all official languages. This research contributes to the broader discourse on language rights, public health equity, and post-apartheid transformation in South African governance.Item Embargo Interfacing Traditional and Western Health Care Systems in the Fight Against Coronavirus(2025-09-05) Siema, Favour; Makhanikhe, T. J.; Madima, T.; Matshidze, P. E.The study focused on exploring the factors affecting the interfacing traditional and western health care systems in the fight against Coronavirus COVID-19. Experts contend that government agencies and health officials should collaborate with traditional healers rather than oppose them to successfully tackle COVID-19. Various stakeholders appear to be undermining South Africa's traditional health care system, which served as the indigenous people's major source of healthcare. The indigenous health care system and its methods are being demonized by youth and certain scientific institutions because they are linked to witchcraft and other wicked customs. The researcher noticed that, in the twenty-first century, there appeared to be an idea of interfacing Traditional Health Practices (THPs) with Western doctors. It appears that basic healthcare systems were provided by traditional medical professionals in civilizations prior to the arrival of colonialism. The study adopted an employ Inquiry and African Healing Theories. The study used a qualitative research design and was exploratory in nature. Data was generated using observation and semi-structured interviews as data collection instruments. Purposive sampling was employed in the selection of knowledge holders among the chosen communities. The collected data was analysed thematically.Item Embargo Examining uses of selected WhatsApp emojis as a communication tool among the youth: A case of Non-Metropolitan College(2025-09-05) Mabaso, Agreement Brilliant; Mabika, M.Communication is regarded as one of the most important activities for human beings as it allows them to pass messages from one another in society and generate more knowledge as they live together. With the advancement of technology and society, WhatsApp has firmly established itself as a popular social media platform. It has become one of the most widely used communication tools among people, especially the youth. WhatsApp has many features that can pass messages from the sender to the receiver, such as written words, recorded audio and videos, audio and video calls as well as emojis. Emojis are features that aid in better understanding what is written in a text. However, emojis often create ambiguity instead of reducing it because their meanings are so uncertain that they are indistinguishable from randomly chosen descriptions. Although emojis can be used to convey a whole message, they may occasionally be misinterpreted since some of the meanings are socially constructed. This qualitative study used purposive judgemental sampling to select the youth participants among non-metropolitan TVET college students who responded to the semi-structured open-ended questionnaires. At the same time, semiotic analysis was adopted to examine popular WhatsApp emojis among the youth. The findings were coded and analysed descriptively according to the study objectives. Content analysis is the selected data analysis tool. Participants demonstrated a strong grasp of the meanings of various emoticons, indicating that they frequently use these symbols to express emotions and enhance communication in their chat activities. The study also highlighted that the interpretation and usage of emojis is significantly influenced by cultural contexts, suggesting that students adapt their emoji use based on social relationships and situational factors.Item Embargo Digital Migration in South Africa: Experiences of Rural Selected Communities in Thulamela Municipality, Limpopo Province(2025-09-05) Ralufuluvhi, Gudani Julius; Chari, T.; Nodoba, T.The global transition from analogue to digital broadcasting has been a significant shift driven by advancements in information and communication technologies. Digital migration offers benefits such as improved picture quality, efficient spectrum usage, and accommodating multiple channels on a single frequency. However, this transition has presented challenges for various stakeholders, particularly in developing regions and rural communities. This study focuses on the experiences of rural communities in the Thulamela Municipality, located in the Vhembe District, Limpopo Province, South Africa, during the shift from analogue to digital broadcasting. The motivation for this study stems from the delayed migration to digital television in South Africa, which began in 2009 but missed International Telecommunications Union deadlines for analogue switch-off in June 2015. Rural communities, especially those similar to the Thulamela Municipality, have faced difficulties related to infrastructural deficits, economic constraints, and limited access to digital equipment such as Set-Top Boxes. The research adopted a qualitative approach, gathering experiences from 15 purposively selected community members of Thulamela Municipality through semi-structured interviews. These interviews aimed to understand the challenges faced by these communities during the digital migration, the impact of the switchover on their access to broadcasting services, and any benefits derived from the digital transition. The results revealed that while there are potential benefits associated with digital migration, most rural households remained disconnected due to inadequate infrastructure, delays in Set-Top Box distribution, and a lack of public awareness campaigns about the transition. This research is based on the theoretical underpinning of communication rights, digital rights, and universal access, emphasising equal opportunities for access to information technologies for all actors. The concept of communication rights is highly relevant as it underscores citizens' right to freely seek, receive, and impart information, compromised due to the irregular establishment of digital infrastructure in many rural communities. The survey findings suggest that the well-intentioned policies of the South African government fell short in addressing the specific needs of rural communities, leading to a digital divide. The study highlights the implications of more inclusive policies and their proper implementation to ensure that all citizens, regardless of geographical location or economic status, benefit equally from digital broadcasting. This dissertation provides insight into the socio-economic implications of digital migration in rural South Africa and emphasises the need to improve efforts toward digital inclusion to reduce the disparities between urban and rural areas. The dissertation offers practical recommendations for policymakers, broadcasters, and other stakeholders involved in the digital migration, emphasising the need for targeted interventions to achieve universal access to digital broadcasting services in underserved regions.Item Embargo Popular Music, Student Activism and Contestations of Power in Post- Apartheid South Africa: The Case at a Rural University(2025-09-05) Lukhwareni, Azwihangwisi Kedibone; Chari, T. J.; Chauke, H. F.This qualitative study examines the dynamic interplay and intersection between popular music, student activism and power contestations in post-apartheid South Africa using the University of Venda as a lens of analysis. It examines how students use music to contest institutional power, forge solidarity and articulate their collective identity. Deploying Habermas’s Communicative Action Theory and Gregory Bateson’s Cultural Framing Theory the study addresses three core questions: what type of music is used by students at the University of Venda during their political activism, why do students at the University of Venda sing during student activism, and how does popular music used during student activism shape the identity of student activists at the University of Venda? Empirical data for the study were gathered through in-depth interviews, with nine (9) purposively selected student activists from the University of Venda, a Focus Group Discussion with five (5) different student activists and a discursive analysis of 37 songs that are sung by students during activism at the University of Venda. Findings from the study revealed that students draw on a wide variety of musical forms, such as Struggle Songs, such as Gwijo, Afropop, Gospel and Amapiano, which are used during political activism to articulate their grievances and to sustain morale in the face of institutional repression. Traditional struggle songs, which are frequently modified and contemporised, remain particularly central and fundamental. Findings indicated that what might appear violent in lyrics is, in fact, a symbolic assault on oppressive systems rather than the individuals or officials themselves. Most fundamentally, the study demonstrates that music does more than accompany activism; it is activism. It was also demonstrated that music fosters collective identity, shaping personal narratives into a shared soundtrack of resistance. Contrary to narratives of youth political apathy, students are profoundly engaged, compelled into musical activism by academic and financial exclusion, poverty and administrative shortcomings. The study contributes to an understanding of postcolonial student activism by highlighting how popular music becomes an interactive setting where power is contested.Item 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.Item Embargo Grade 9 Learners’ Interpretation of Visual Texts in English FAL: A Case of Hlanganani North Circuit, Vhembe West District -Limpopo Province(2025-09-05) Nedzamba, Mulalo Hulgar; Sikitime, T. E.; Klu, E. KThe integration of linguistic and non-linguistic variables like images, colours and symbols is increasingly becoming a common practice in the contemporary communicative domain. Unlike in the past, where non-linguistic variables were mainly viewed as separate genres and interpreted as decorative and aesthetic ornamentals, current approaches reflect a paradigm shift. Notably, the Curriculum and Assessment Policy Statement for English First Additional Language (FAL) acknowledges and elevates the role of visual elements in contemporary communication practices. With these developments increasingly manifesting, proponents of multi-literacy question the capacity of contemporary readers to decode meaning presented with multiple modes. Grounded in the theoretical frameworks of Social Semiotics, the Grammar of Visual Design, and Relevance Theory, the study critically analyses how selected Grade 9 learners in English FAL, from the Hlanganani North Circuit in the Vhembe West District of Limpopo Province, South Africa, interpret visual texts. The study adopted a qualitative research design, and data were analysed thematically. The findings showed that participants face several challenges that hinder accurate interpretations of visual texts. These include limited ability to infer covert and implicit meanings, insufficient prior knowledge or background context to support plausible interpretations, and inadequate language proficiency, which often results in incomplete or incomprehensible responses. Furthermore, learners struggle to engage with visual literacy elements such as layout, font, captions, and the identification of key information embedded within visual texts. The findings of the study revealed significant challenges, including poor comprehension, limited prior knowledge, and difficulties in identifying implicit and explicit meanings in a visual text. Participants also struggled to understand and apply visual elements like captions; a difficulty that was an obstacle in their attempt to construct meaningful interpretations. Notably, the challenges were revealed across the different performance levels (weak, average and good performers). The themes that emerged as challenges in the interpretation of visual texts brought up insights and, consequently, recommendations for an intentional and structured approach to teaching visual literacy in schools. The study generated recommendations for curriculum advisors, teachers, learners and the entire society aimed at fostering a collaborative curriculum framework to bridge the gap between visual information and learner understanding. The recommendations to teachers are not only for EFAL but for all teachers, as different subjects expose learners to visual texts. The significance of the study guided the recommendations based on the findings of this study. The findings of this study, as presented and discussed, resulted in proposed recommendations to the Department of Education, curriculum advisors, educators, learners and the entire society. The study recommends that curriculum advisors serve as the first source of scaffolding by conducting training sessions for EFAL teachers so that they can develop and implement strategies that facilitate reading comprehension and appropriate interpretation. It should not be taken for granted that educators know how to teach visual texts. English FAL teachers need to develop and pass on the concept of scaffolding to learners by providing support meant to develop and improve learners’ comprehension, interpretation, and critical thinking skills, as well as building background knowledge for accurate and plausible justifications when interpreting visual texts. The recommendation extends to learners as they are expected to explore multiple texts and practise interpretations as they work, justifying their view with factual visual evidence. Practising with a variety of visual texts will improve their language use and augment interpretive skills to build confidence in responding to all questions appropriately without leaving any unanswered. In conclusion, the study highlighted that the ability to interpret visual texts is essential in today’s visually driven world. Addressing the difficulties and challenges revealed requires a collaborative effort from curriculum advisors, teachers, parents, and the community. It is notable that with appropriate teaching, scaffolding, and support, learners can be guided towards developing visual literacy skills that will serve them academically and in everyday life. The collaborative effort can nurture the necessary competencies early in order to build a strong foundation for learners to be critical, reflective and informed readers of visual texts around them.Item Embargo The dilemmas of womanhood and belonging in a Patriarchal Society: A Stiwanist analysis of Selected Radical Female African Novels(2025-09-05) Mavundadavhi, Ronewa Cherity; Abodunrin, O. J.; Nephawe, M.This study thoroughly examined how African women writers reinterpreted and reshaped the concepts of womanhood and belonging in environments influenced by patriarchal beliefs. Based on the theoretical framework of STIWANISM (Social Transformation Including Women in Africa), the study examined two chosen texts: Woman at Point Zero (1983) by Nawal El Saadawi and The Girl with the Louding Voice (2020) by Abi Daré. These novels were analysed using Stiwanism theory and revealed the psychological and socio-economic effects of systemic gender-based oppression. This study showed how patriarchal systems operated to marginalise and silence women through institutions such as society, family, religion, and government, while also enforcing strict gender roles that limited their womanliness. The selected texts highlighted African women's overlapping challenges in their search for identity, purpose, and belonging through the protagonists’ transitions from voicelessness to empowerment. Woman at Point Zero (1983) illustrated a bold rejection of patriarchal authority by refusing to conform, while The Girl with the Louding Voice (2020) exemplified the empowering influence of education and vocal self-expression in defeating patriarchal oppression. The study confirmed that the goals and objectives were effectively achieved. It was determined that educational access, financial autonomy, and regaining voice were vital tools for breaking patriarchal standards and fostering a renewed sense of belonging for African women in their communities and elsewhere.Item Embargo The Usage of Verbs in argumentative essays of English First Additional Language learners: A case of selected schools in Mvudi Circuit, Vhembe East District, Limpopo Province(2025-09-05) Nyarhi, Olga; Sikitime, T. E.; Klu, E. K.The study examined the usage of verbs in argumentative essays of selected English First Additional Language (EFAL) Grade 7 learners. It aimed to provide practical guidance for educators to enhance verb usage, highlighting common pitfalls and best practices for teaching argumentative writing. The study adopted document analysis to qualitatively analyse the use of verbs in Grade 7 learners’ argumentative essays in selected schools in Mvudi Circuit, Vhembe East District, Limpopo Province. The sample of the study comprised 36 essays from three primary schools. Sampling was done using purposive sampling method. Document analysis using a thematic approach was done. The findings highlight that Grade 7 English FAL learners use a variety of verbs in argumentative essays writings; there is variability in the argumentative verbs used across the three performance categories used in the study; the errors committed in the essays are more prevalent in the below- average category. These include, among others, concord, vagueness, and spelling errors. The recommendations included the teaching of vocabulary, with great focus on argumentative verbs to equip learners to make strong arguments, and raising awareness on the need for learners to develop critical thinking skills, and the responsibilities of different stakeholders in assisting teaching and learning.Item Embargo Family and Nation in Crises: Female characters in Selected Recent South African Novels(2025-09-05) Chauque, Stanisokolo Kaunda; Ndlovu, I.; Masete, DitshegoStudies have shown that representations of young women are articulated through masculine perceptions, especially in recent South African novels. This is evident in many South African literary texts where black female characters are dependent on the writer’s knowledge and views about black women. As a result, many scholars have grappled with the phenomenon of black female representation where authors represent female characters in a biased manner. These representations are contested by many female writers with the call for balanced representations in literary texts. As a result, several female writers have taken to writing fiction in order to address these stereotypes in representation. The urge for balanced representation is an important aspect of novels by female black South African writers. This study examines representations of black female characters by three black female South African writers. The selected novels provide readers with insights into the contested representations of female characters as these intersect with the recent post-apartheid South African moment. The selected novels are Kopano Matlwa’s Coconut (2009) & Period Pain (2017), Angela Makholwa's Blessed Girl (2017) and Cynthia Jele’s The Ones with Purpose (2018).Item Embargo Assessing Final Year Secretaryship and Management Students academic writing proficiency in Ghanaian Technical Universities(2025-09-05) Mensah, Gifty Serwah; Klu, E. K.; Sikitime, T. E.; Demana, N. V.Academic writing plays an important role in the academic discourse community. In all higher education across the world, writing plays an indispensable role because students need to write assignments, examinations, academic reports and field or laboratory reports. Writing is a fundamental skill that underpins students’ academic success in university studies. It is, therefore, expected by lecturers that final-year university students demonstrate adequate writing competences but unfortunately, in Ghana and beyond, many final-year university students are unable to exhibit high levels of competence in their writings. This is because many of them lack the abilities needed to successfully communicate in writing. The primary aim of the study was to assess the academic writing proficiency of final-year university students. The multiple case study design was used for the study. In-depth interviews were used to elicit data from four lecturers and forty final-year students of Secretaryship and Management Studies from four selected Technical Universities in Ghana. Additionally, test scripts were analysed. In analysing the data, thematic content analysis and document analysis were used. Error Analysis, Cognitive Processes Theory, Schleppegrell’s (2004) model of academic written language, and Halliday and Hasan’s framework on cohesion undergirded the study. The interpretivism and constructivism paradigm underpinned the study, and the research approach was qualitative. The study's sample consisted of four (4) lecturers who taught Secretarial English from the Secretaryship and Management Studies Department, forty (40) final-year students conveniently selected from the Department, and sixty (60) examination scripts purposively selected from the same Department of the four selected technical universities. It was found that final- year university students in technical universities in Ghana were not proficient in their academic writing. They committed grammatical, mechanical, content and structural errors. It is recommended that students be given the necessary interventions needed to overcome the challenges identified. Universities and educational systems should integrate academic writing interventions directly into their curricula to effectively address and overcome the widespread challenges students encounter in academic writing.Item Embargo Improving second-year university student teachers paragraph writing skills(2025-09-05) Agbevivi, Shine Lilian Gifty; Klu, E. K.; Sikitime, T. E.; Demana, N. V.This study was undertaken to improve the paragraph-writing skills of second-year university student-teachers. The main research question that guided the study was: How can second-year university student-teachers improve their paragraph writing skills? Specifically, paragraph errors commonly made by student-teachers were examined, challenges encountered in paragraph construction were explored, and the SSHE paragraph improvement model was developed, implemented and evaluated. The study adopted a pragmatic research paradigm and an evaluative action research design, underpinned by Error Analysis Theory and Vygotsky’s Zone of Proximal Development. A mixed-methods approach was employed to collect data from a sample of 57 upper primary student-teachers at the Department of Basic Education, University of Education, Winneba, Ghana. Data were collected through essay tests and structured questionnaires. Inductive thematic analysis was used for the qualitative data, while frequencies, percentages, means, standard deviations, and paired samples t-tests were employed for the quantitative analysis. The findings revealed that student-teachers experienced significant difficulties with paragraph types, structure, and texture. However, following the implementation of the SSHE model, notable improvements were observed in students’ ability to write effective introductory, body, and concluding paragraphs. Additionally, the clarity and cohesion of topic, supporting, and concluding sentences improved, along with the unity, adequacy, and cohesion of their paragraphs. These enhancements led to clearer, more focused, and semantically richer academic writing. The SSHE model was therefore found to be effective in developing student-teachers’ paragraph writing competence and is recommended for integration not only at the tertiary level but also within secondary and basic school curricula. The study carries significant implications for academic writing pedagogy, curriculum enhancement, and the design of writing interventions aimed at addressing paragraph-level writing challenges.Item Embargo Parental involvement in English First Additional Language learning by Intermediate Phase learners from selected public primary schools in the Vhembe District Municipality(2025-05-16) Netshipise, Lufuno; Madima, S. E.The linguistic development of children proceeds from the mastery of the mother tongue to the learning of the second language or rather known as the First Additional Language (FAL). The purpose of this study was to investigate the learning of English First Additional Language (EFAL) by Intermediate Phase learners in selected public primary schools in the Vhembe District Municipality. This study is grounded on two theories called the Social Interaction Theory and Krashen's Second Language Acquisition Theory. The two theories suite well in this study since they address the learning or acquisition of First Additional Language. The study employed a descriptive research design, and a qualitative method was used in data collection and analysis. A qualitative method was considered in the study because it permits openness to ideas, opinions, and views expressed by the participants during data collection. The researcher used non-probability, and its sub-type called purposive sampling method to choose appropriate participants for the study. The population of the study were parents of Grade 4 learners and educators in the selected primary schools at Sibasa Circuit in the Vhembe District Municipality. The study used semi-structured interviews as the method of collecting data. Thereafter, data was analysed using Thematic Analysis, which is relevant to a qualitative study. Research ethics were taken into consideration to avoid some forms of unethical conduct.Item Embargo Representation of Afrophobia Violence on X in South Africa(2025-05-16) Sigama, Nakisani Princess; Chari, T.Afrophobia refers to prejudice, hostility, discrimination, or hatred against individuals and cultures from Africa and the African diaspora. This represents a new form of racism in South Africa. This qualitative study examined the discursive construction of Afrophobia on X (formerly Twitter) specifically focusing on how African immigrants were represented on X, through explicating discourses employed in the representation of African migrants on X, and explaining the possible implications of such social media discourses on society. The study analysed discourses on Afrophobia on X with special posts and reposts on Operation Dudula, a South African pressure group between 2021 to 2024. The study employed an exploratory case study research design which is a methodology that enables an investigation into research questions that have not previously been studied in depth. A software architecture that uses the X application programme interface (API) was used to retrieve relevant posts and reposts that focused on Afrophobia in South Africa. The posts and reposts were further selected through a purposive sampling technique, thematically coded and interpreted using the deductive or inference approach. The study revealed that there were several discourses associated with the “othering” of immigrants of African descent, where they were stereotypically associated with terms such as “illegality”, “criminality”, “invasion”, and “alien”, “dispossession”. The study argues that such discourses of “othering” demonstrate how narratives, language and discourse have practical consequences, but also undermine South Africa’s image on the continental and global stage. The study concludes that Afrophobia discourses in online communities potentially undermine South Africa’s foundational values of Ubuntu and the country’s Pan-Africanist project as well as its democratic cultural values.Item Embargo 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.Item Embargo Impact of COVID-19 pandemic on the sustainability of community radio stations: the case of Vhembe FM and Makhado FM(2025-05-16) Radzilani, Tshifhiwa StanleyThe study examines how the COVID-19 pandemic has affected the viability of community media in South Africa. Focusing on Vhembe FM and Makhado FM in Limpopo's Vhembe District, it draws on media development and sustainability theories to analyse the negative impacts the pandemic has had on these local media organisations. The research sheds light on the challenges these community outlets face in maintaining their operations and the strategies they've implemented to tackle these issues. Community media are essential in addressing inequalities by providing a voice for marginalised groups and filling the information gaps often overlooked by mainstream media, which is vital for achieving Sustainable Development Goal 10, aimed at reducing inequalities both within countries and globally. A qualitative case study method was employed to conduct this research, gathering insights through detailed interviews and document reviews. Thematic analysis was used to interpret the findings, results, and recommendations were made.