Academic literature on the topic 'African Academy of Languages'
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Journal articles on the topic "African Academy of Languages":
Wildsmith, Rosemary. "The African languages in South African education 2009–2011." Language Teaching 46, no. 1 (November 28, 2012): 120–24. http://dx.doi.org/10.1017/s0261444812000420.
Wildsmith-Cromarty, Rosemary. "AILA Africa Research Network Launch 2007: Research into the use of the African languages for academic purposes." Language Teaching 42, no. 1 (January 2009): 131–34. http://dx.doi.org/10.1017/s0261444808005454.
Elders, Stefan. "Angela Bartens. Ideophones and sound symbolism in Atlantic creoles. (Suomalaisen Tiedekatemian Toimituksia/Annales Academiae Scientiarium Fennicae. Sarja-series Humaniora, 40.) Helsinki: Finnish Academy of Science and Letters and Finnish Society of Science and Letters, 2000. Pp. 198." Language in Society 31, no. 1 (January 2002): 134–37. http://dx.doi.org/10.1017/s0047404502261059.
Moodley, Maglin, and Reuben Dlamini. "Experiences and attitudes of Setswana speaking teachers in using an indigenous African language on an online assessment platform." South African Journal of Education 41, Supplement 1 (October 31, 2021): S1—S11. http://dx.doi.org/10.15700/saje.v41ns1a2149.
WASSERMAN, HERMAN. "Between the Local and the Global: South African Languages and the Internet." African and Asian Studies 1, no. 4 (2002): 303–21. http://dx.doi.org/10.1163/156921002x00042.
Coetzee, Carli, and Thembinkosi Goniwe. "The languages of the archive: revisiting the debates around African languages in the arts and in the academy." Critical African Studies 5, no. 2 (June 2013): 92–102. http://dx.doi.org/10.1080/21681392.2013.814473.
Dwyer, David J. "Issues in African Academic Language Programming in the U.S." Issue: A Journal of Opinion 25, no. 1 (1997): 23–28. http://dx.doi.org/10.1017/s0047160700502479.
Filatova, Irina. "Centre for African Studies of the Institute of World History RAS: the Place in African Studies — Soviet, Russian, and Abroad." ISTORIYA 13, no. 3 (113) (2022): 0. http://dx.doi.org/10.18254/s207987840020256-0.
Hsiung, Hansun. "Knowledge Made Cheap: Global Learners and the Logistics of Reading." PMLA/Publications of the Modern Language Association of America 134, no. 1 (January 2019): 137–43. http://dx.doi.org/10.1632/pmla.2019.134.1.137.
DIAGNE, Mbacké. "The FCFA Currency: An Eminently Linguistic Issue." Journal of Humanities and Social Sciences Studies 4, no. 1 (January 13, 2022): 01–08. http://dx.doi.org/10.32996/jhsss.2022.4.1.1.
Dissertations / Theses on the topic "African Academy of Languages":
Gee, Trisha J. "An analysis of elementary foreign language immersion education and its effect on African American student basic reading skills and attitudes of Milwaukee Spanish Immersion School 4th graders toward academic and recreation reading." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009geet.pdf.
Sithole, Kateko Lucy. "The use of african language as media of teaching and learning in public schools in Mopani district (Limpopo Province):A critical analysis." Thesis, University of Limpopo, 2019. http://hdl.handle.net/10386/3160.
This thesis investigated the use of African languages as media of teaching and learning in public schools in Mopani District of Limpopo Province. The study was guided by a qualitative approach. A total of 30 educators from five primary schools participated in the study. Purposive sampling was used to select the participants. Interviews were used as a tool for data collection. Data from the interviews was analysed by means of thematic method of data analysis, and was presented in the form of themes. The results revealed that African languages are admired by most educators. The findings of this study revealed that it is possible to introduce African languages as media of teaching and learning in South Africa, but it will require an extensive preparation, which involves effective training of teachers and the acquisition of teaching and learning materials in African languages. The study also revealed that the current use of English and Afrikaans as media of teaching and learning contributes to poor academic performance of learners. The findings of the study have important implications for both learners and educators. The study will provide the National Department of Education with information it might need to review its language policy with regard to instructional languages. The study will also contribute towards knowledge of African languages as media of instruction, and will help school administrators and policy makers to understand challenges associated with the current medium of instruction and learner performance in schools in South Africa. All education stakeholders might be able to identify the causal factors of language failure rate in grade 12
Makhatini, Freedom Nkanyiso. "The development of isiZulu as an academic language for the teaching of fundamental concepts in economics." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1002164.
Martín-Chazeaud, Alexandre. "Succes or failure? The effect of the language of test on students’ academic achievement in rural Senegal." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/458236.
En la majoria de països de l’Àfrica Subsahariana, els infants creixen en un entorn lligat a una identitat i una cultura unides per una llengua. No obstant, quan comencen l’educació obligatòria a l’edat de sis anys, han de fer front a un currículum acadèmic impartit i avaluat en una llengua europea estrangera i, en molts casos, culturalment distant de la seva realitat. Segons Heugh (2006; 2011b), aquests infants han d’enfrontar-se a una barrera lingüística en un sistema educatiu monolingüe on una segona llengua (L2) es l’únic mitjà d’instrucció i on la seva llengua materna (L1) no hi té lloc. En aquestes circumstàncies, als aprenents se’ls priva d’accés a una educació de qualitat i, consegüentment, obtenen notes baixes en els tests, un fet descrit per en Skutnabb- Kangas (2009a: 1) com un “genocidi i crim contra la humanitat”. Com a resultat del fracàs escolar i la repetició, els joves alumnes se senten desmotivats i les famílies els animen a abandonar l’educació formal per participar en l’economia familiar i en les obligacions de la llar a partir d’edats molt joves (Magga, Nicolaisen, Task, Skutnabb- Kangas i Dunbar, 2005; Brock-Utne, 2014). Dit d’una altra manera, aquells sistemes educatius que no consideren la L1 dels alumnes com a mitjà d’instrucció ja no representen els mitjans a través dels quals els coneixements i les llengües s’ensenyen per un futur creixement personal, però en el seu lloc, són els mitjans que generen un cercle viciós de fracàs escolar i indiferència sociolingüística, incloent-hi pobresa i exclusió social (Mohanty, 2009). Aquest fet és d’especial interès en el cas de la població femenina que viu en zones rurals de l’Àfrica subsahariana. Benson (2001a; 2001b) argumenta que a les noies se les considera acadèmicament incompetents perquè obtenen notes baixes als tests i mostren una presència inactiva durant les classes, no només pel fet què amb prou feines entenen la lliçó, sinó també degut a les seves responsabilitats a la llar. Benson (2005a) proposa que un ensenyament en llengua materna pot tenir efectes positius en el rendiment escolar de les noies, fet que comportaria motivar-les i fer- les participar activament en el procés d’aprenentatge. Per tant, en aquest tipus de context, els tests són dissenyats en una llengua europea quan només entre el 5% i el 10% de la població, generalment de la classe social benestant, n’és competent (Brock-Utne i Alidou, 2006). Segons Shohamy (2006) aquesta circumstància crea una situació injusta, coneguda per la investigadora com a poder dels tests, pel la qual només els estudiants que dominen la llengua oficial poden atènyer l’èxit acadèmic. Amb el propòsit d’analitzar l’assoliment acadèmic dels estudiants depenent de la llengua en què reben els tests, aquest estudi va ser dut a terme en el Senegal rural. Es va recollir informació de 149 participants (66 homes i 83 dones) que cursaven grau 3 o grau 6. Se’ls varen donar dos tipus de tests: sis preguntes de resposta múltiple de ciències socials i naturals i tres problemes de matemàtiques, amb diferent nivell de complexitat lingüística i acadèmica i de proximitat del context social. Els participants van ser dividits en un grup experimental si se’ls varen donar els tests en llengua materna (L1 Serer) i en un grup de control si van rebre els tests en la llengua oficial de l’educació formal (L2 Francès). Tal i com van demostrar els resultats obtinguts, la L1 Serer com a llengua dels tests beneficia els alumnes tant en la quantitat com en la qualitat dels seus assoliments, i aquest fet és especialment rellevant en la població femenina. A més, aquest estudi és una prova de les teories de la Interdependència i del Llindar suggerides per Cummins, i dona suport a la idea de Heugh (2011b), Benson (2013) i Brock-Utne’s (2016) per la qual els currículums educatius en els països en desenvolupament haurien de considerar la L1 dels estudiants com a mitjà d’ensenyament i com a llengua dels tests a les escoles, almenys durant sis anys, amb l’objectiu de millorar les habilitats lingüístiques i acadèmiques en la seva L1 per després transferir-les a la llengua europea com a L2.
Owens, Jossie Etta. "Parkside Christian Academy: a different choice." Thesis, Boston University, 2003. https://hdl.handle.net/2144/33532.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The purpose of this study was to discover why African-American parents, traditionally supportive of public school education, are seeking private schooling for their children in growing numbers. In particular, this study addressed the question of "What are the factors, variables, or conditions that contribute to African-American parents selecting Parkside Christian Academy as their school of choice?" Both qualitative and quantitative methods were used to find out how and why African-American parents select schools for their children. The findings of this study suggest that parents make choices regarding their children's early elementary school years many times based on the parents' own personal school experiences. As a result ofthe interviews and the survey, a new model called the Parent Concern Model was created. This model has ten dimensions that correspond to factors that might influence the way parents select schools for their children. The ten dimensions that emerged from the twenty qualitative interviews shape and affect the way African-American parents think and select schools. The ten dimensions, identified as the Parent Concern Model were financial concerns, performance concerns, equity concerns, self-esteem concerns, transportation concerns, safety concerns, displacement concerns, teacher concerns, parental involvement concerns, and emotional distress concerns.
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McDuffie, Kay Frances Ward Crumpler Thomas P. "Private schooling research examination of a christian academy /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1390285861&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1203093443&clientId=43838.
Title from title page screen, viewed on February 15, 2008. Dissertation Committee: Thomas P. Crumpler (chair), Adel T. Al-Bataineh, Carol Camp Yeakey, Mary Murray Autry. Includes bibliographical references (leaves 159-176) and abstract. Also available in print.
Weinraub, Clarece D. C. "Influences of African American English that contribute to the exclusion of African American students from academic discourse." Thesis, University of Southern California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10124477.
This qualitative study explored how the teacher’s knowledge of African American English (AAE) influenced the interactions and perceptions teachers had about AAE speaking students. African American English is a rule based language system spoken by over 80 percent of African Americans (Charity Hudley & Mallison, 2011; Smitherman, 1977). Despite this statistic AAE is not classified as a second language and is generally not recognized in most U.S. Schools. Programs such as the Academic English Mastery Program (AEMP) classify those speakers of AAE and other languages that are generally referred to as English Only (EO) as Standard English Learner (SEL). This study looked at knowledge of AAE, perceptions demonstrated through interactions with students and strategies teachers used while working with primarily African American middle school students. The researcher observed classrooms, attempted to analyze lesson plans, and conducted teacher interviews. Findings showed that teachers may have known about AAE but most did not explore learning about the language or strategies to work with AAE speaking students despite having classes that were attended by mostly AAE- speaking students. This research also showed that even when teachers felt competent in using AEMP strategies lack of respect for students and understanding of African American culture stifled the teacher’s effectiveness.
Fokkens, Andries Marius. "Idealised redesign : the South African Military Academy by the year 2030." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/85386.
The changing external environment of the security sector and higher education influences the South African Military Academy (SAMA) as an institution within the broader Department of Defence, which is also associated with Stellenbosch University (SU) through the SAMA’s Faculty of Military Science (FMS). Graduates of the SAMA operate mostly within this changing security environment where their abilities and competencies are required. The research problem investigates the triggers that will initiate change and the drivers that will bring about paradigm shifts on the SAMA as an institution that delivers graduates for a changing security environment. The research question is to forecast an ideal SAMA in the year 2030. This ideal comes forth from critical analyses of current literature and qualitative data collected from experts through the Delphi technique. Sub-questions of the research question includes the programme content of the academic and military training programmes, the profile of the academic and administrative personnel, the student profile upon entering and exiting the SAMA, the organisational structure required, the infrastructure and finally the financial model. Furthermore, triggers and drivers identify actions to bring about change and critical success factors determine the requirements to achieve an ideal SAMA in 2030. The SAMA is a unique military unit that houses the only Faculty of Military Science in Southern Africa. The research report will empower decision-makers in the DOD and SU, including the unit members of the SAMA, to identify the triggers that will precipitate a coming change and properly manage the drivers pressuring change from the perspective of functionality, politics and society.
Corneilse, Carol E. "Living feminism in the academy South African women tell their stories /." College Park, Md.: University of Maryland, 2009. http://hdl.handle.net/1903/9203.
Thesis research directed by: Dept. of Education Leadership, Higher Education, and International Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Pretorius, Marlize, and Marlize Redelinghuys. "Validation of a selection battery used by the South African Military Academy." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5274.
ENGLISH ABSTRACT: The objective of this study is to determine whether the psychometric evaluation procedure, used by the South African Military Academy to make selection decisions, can validly predict academic performance of first year learners, whether this procedure is fair and whether the procedure is efficient. The sample used for this study consisted of three year groups (First Year Students of 2001, 2002 and 2003) enrolled at the Military Academy. In theory specific learning behaviours (learning competencies) are instrumental in attaining academic performance. These learning behaviours, in turn, depend on and are expressions of a complex nomological network of person-centered characteristics (learning competency potential). Differences in learning performance can be explained in terms of learning behaviours. Learning competencies are instrumental in achieving the learning outcomes for which the academic programme exists. Learning competencies, in turn, can be explained in terms of learner characteristics. In order to differentiate between candidates who have better or poorer training prospects in terms of a construct orientated approach to selection, a performance hypothesis on the person-centered drivers of the learning competencies is used. It is argued that the degree of competence in: (1) the core cognitive processes/competencies that constitute learning (transfer and automatization) and are necessary to create meaningful structure in novel learning material, (2) the intellectual drivers of these learning competencies (fluid intelligence and information processing capacity), (3) proficiency in English and (4) past academic performance, should discriminate between better or poorer academic performance of learners attending the academic programmes at the SA Military Academy. The grade point average of the first year first semester academic results is used as a measure of the criterion construct. Almost all of the results obtained in this study support the theory and propositions made by the performance hypothesis. Only one variable, accuracy of information processing, did not perform as predicted by the performance hypothesis. Prior learning explained the most variance in the criterion (r=0,4312). The inter-correlation amongst the predictors is used to infer the proportion of unique variance each predictor accounts for in the composite criterion. A regression of the composite criterion on the array of predictors (X2 – X12) revealed that only memory and understanding (X9) and prior learning (X12) uncovered relevant and unique information about determinants of performance on the criterion not conveyed by the remaining predictors in the model. The remaining predictors in the selection battery can consequently be considered redundant since they provide no new information not already conveyed by X9 and X12. When YGPA is regressed on the weighted combination of X9 and X12, only X12 significantly explains unique variance in YGPA when included in a regression model already containing X9. In the light of the reported findings there is no need to create a combined weighted linear predictor composite (Xcomp) which would form the basis of the actuarial mechanical decision rule that would guide selection decisions. Prior learning proved to be the only predictor that warrants inclusion in the actuarial mechanical prediction rule that will form the basis of selection decisions. In terms of the derived actuarial prediction rule the expected criterion performance of all applicants (E[Y|X12]) could consequently be estimated by inserting the measures obtained during selection of prior learning into the derived regression equation. The use of this equation could be regarded as permissible to the extent to which E[Y|X12] correlates significantly with YGPA. Since E[Y|X12] correlates 0,431 and statistically significantly (p<0,05) with YGPA, the predictions derived from this equation are valid. The findings of this research suggest that black and white students were sampled from the same population and therefore the use of the single, undifferentiated prediction rule would lead to fair selection decisions. To answer the question whether the selection procedure under investigation is adding any value to the organization, utility analysis is done based on the Taylor-Russell utility model as well as the Naylor-Shine interpretation of selection utility. A criterion-referenced norm table that expresses the risk of failure conditional on expected academic performance is derived from the use of only X12. Recommendations for further research are put forward.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om te bepaal of die psigometriese evaluasie-prosedure wat deur die Suid Afrikaanse Militêre Akademie gebruik word vir keuringsbesluite, akademiese prestasie van eerstejaar leerders geldig voorspel, en of hierdie prosedure regverdig en effektief is. Die steekproef vir hierdie studie bestaan uit drie jaargroepe (eerstejaar studente van 2001, 2002 en 2003) wat ingeskryf was by die Militêre Akademie. Teoreties is daar spesifieke leergedrag (leerbevoegdhede) wat instrumenteel is in die bereiking van akademiese prestasie. Hierdie leergedrag hang af van en is weer „n uitdrukking van „n komplekse nomologiese netwerk van persoongesentreerde eienskappe (leerbevoegdheidspotensiaal). Verskille in leerprestasie kan verklaar word in terme van leergedrag. Leerbevoegdhede is instrumenteel in die bereiking van die leeruikomste waarvoor die akademiese program bestaan. Leerbevoegdhede, op sy beurt, kan weer verklaar word in terme van leerdereienskappe. Ten einde „n onderskeid te kan tref tussen kandidate met beter of slegter opleidingsvooruitsigte, in terme van „n konstrukgeorienteerde benadering tot keuring, word „n prestasiehipotese gebruik wat gebaseer is op die persoongesentreerde drywers van die leerbevoegdhede. Dit word aangevoer dat die graad van bevoegdheid in: (1) die kern kognitiewe prosesse/bevoegdhede waaruit leer bestaan (oordrag en outomatisasie) en wat nodig is om sinvolle struktuur in nuwe leermateriaal te skep, (2) die intellektuele drywers van hierdie leerbevoegdhede (vloeibare intelligensie en informasieverwerkingskapasiteit), (3) bevoegdheid in Engels, en (4) vorige akademiese prestasie sal onderskei tussen beter of slegter akademiese prestasie van leerders wat akademiese programme by die SA Militêre Akademie bywoon. Die gemiddelde van eerstejaar eerste semester akademiese uitslae is gebruik as meting van die kriteriumkonstruk. Byna al die resultate wat in hierdie studie verkry is ondersteun die teorie en proposisies soos aangevoer deur die prestasiehipotese. Slegs een veranderlike, akkuraatheid van informasie-prosessering, het nie gereageer soos voorspel deur die prestasiehipotese nie. Vorige leer het die meeste variansie in die kriterium verklaar (r=0,4312). Die inter-korrelasie tussen die voorspellers is gebruik om die proporsie unieke variansie wat elke voorspeller in die saamgestelde kriterium verklaar te skat. „n Regressie van die saamgestelde kriterium op die reeks voorspellers (X2 – X12) toon aan dat slegs geheue en begip (X9) sowel as vorige leer (X12) relevante en unieke informasie in verband met die determinante van prestasie in die kriterium weergee wat nie reeds weergegee word deur die oorblywende voorspellers in die model nie. Die oorblywende voorspellers in die keuringsbattery kan gevolglik as oorbodig beskou word aangesien hulle geen nuwe informasie verskaf wat nie reeds deur X9 en X12 oorgedra word nie. Wanneer YGPA geregresseer word op die geweegde kombinasie van X9 en X12, verklaar slegs X12 unieke variasie in YGPA wanneer dit ingesluit word in „n regressiemodel wat alreeds X9 bevat. In die lig van die gerapporteerde bevindinge is dit onnodig om ‟n gekombineerde geweegde liniêre voorspellerkombinasie (Xcomp) te skep om as basis van „n aktuariële meganiese besluitnemingsreël te dien aan hand waarvan keuringsbesluite geneem sal word. Vorige leer blyk die enigste voorspeller te wees wat insluiting regverdig in die aktuariële meganiese besluitnemingsreël wat die basis van keuringsbesluite sal vorm. In terme van die afgeleide aktuariële besluitnemingsreël sal die verwagte kriteriumprestasie van alle toekomstige aansoekers (E[Y│X12]) geskat word deur die meting van vorige leer verkry tydens keuring in die afgeleide regressievergelyking in te stel. Die gebruik van hierdie vergelyking kan as toelaatbaar beskou word in die mate waartoe E[Y│X12] betekenisvol met YGPA korreleer. Aangesien E[Y│X12] statisties betekenisvol 0,431 (p<0,05) met YGPA korreleer, kan die voorspellings afgelei vanuit hierdie vergelyking as geldig beskou word. Die bevindinge van hierdie navorsing dui daarop dat swart en wit studente van hierdie steekproef uit dieselfde populasie geneem is en daarom sal die gebruik van „n enkele, ongedifferensieerde voorspellingsreël lei tot regverdige keuringsbesluite. Om „n antwoord te verkry op die vraag of hierdie keuringsprosedure enige waarde tot die organisasie toevoeg is „n nutanaliese gedoen wat gebaseer is op Taylor-Russell se nutmodel so wel as die Naylor-Shine interpretasie van keuringsnut. „n Kriteriumgerigde normtabel, wat die voorwaardelike risiko op mislukking gebaseer op akademiese prestasie uitdruk, is afgelei deur die gebruik van slegs X12. Aanbevelings vir verdere navorsing word voorgestel.
Books on the topic "African Academy of Languages":
International Academy of Language Law. International Conference. Language, law, and equality: Proceedings of the Third International Conference of the International Academy of Language Law (IALL) held in South Africa, April 1992. Edited by Prinsloo K. P. Pretoria: University of South Africa, 1993.
Chatry-Komarek, Marie. Langues africaines: Vers une édition scolaire : à propos d'un programme de formation pour auteurs de manuels scolaires. Paris: Éditions L'Harmattan, 1997.
Chatry-Komarek, Marie. Langues africaines: Vers une édition scolaire : à propos d'un programme de formation pour auteurs des manuels scolaires. Paris: L'Harmattan, 1997.
United States. Congress. House. Committee on Naval Affairs, ed. Professor Modern Languages, Naval Academy. Washington: U.S. G.P.O., 1985.
Hurst-Harosh, Ellen, and Fridah Kanana Erastus, eds. African Youth Languages. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64562-9.
Prah, K. K. African languages, African development and African unity. Lagos, Nigeria: Published for Centre for Black and African Arts and Civilization (CBAAC) by Concept Publications, 2009.
Boyce, Davies Carole, Gadsby Meredith, Peterson Charles, and Williams Henrietta, eds. Decolonizing the academy: African diaspora studies. Trenton: Africa World Press, 2003.
Keller, Edmond J. Globalization, African studies, and the Academy. Talence [France]: Centre d'étude d'Afrique noire, 1998.
Bromber, Katrin, and Birgit Smieja, eds. Globalisation and African Languages. Berlin, New York: DE GRUYTER MOUTON, 2004. http://dx.doi.org/10.1515/9783110891614.
1939-, Heine Bernd, and Nurse Derek, eds. African languages: An introduction. Cambridge [England]: Cambridge University Press, 2000.
Book chapters on the topic "African Academy of Languages":
Hurst-Harosh, Ellen, and Fridah Kanana Erastus. "An Overview of African Youth Language Practices and Their Use in Social Media, Advertising and Creative Arts." In African Youth Languages, 1–12. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64562-9_1.
Nopece, Unathi. "Linguistic (and Non-linguistic) Influences on Urban Performance Poetry in South African Contemporary Youth Culture." In African Youth Languages, 205–26. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64562-9_10.
Asiru, Hameed Tunde, and Emily A. Ogutu. "Slang in Yorùbá Home Videos: A Morpho-pragmatic Analysis." In African Youth Languages, 227–47. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64562-9_11.
Kanana Erastus, Fridah, and Hilda Kebeya. "Functions of Urban and Youth Language in the New Media: The Case of Sheng in Kenya." In African Youth Languages, 15–52. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64562-9_2.
Boutin, Akissi Béatrice, and Jean-Claude Dodo. "View on the Updating of Nouchi Lexicon and Expressions." In African Youth Languages, 53–73. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64562-9_3.
Kouassi, Roland Raoul, and Ellen Hurst-Harosh. "Social Media as an Extension of, and Negotiation Space for, a Community of Practice: A Comparison of Nouchi and Tsotsitaal." In African Youth Languages, 75–101. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64562-9_4.
Ebongue, Augustin Emmanuel. "The Use of Addressing Terms in Social Media: The Case of Cameroonian Youth Practices." In African Youth Languages, 103–22. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64562-9_5.
Muaka, Leonard. "The Impact of Youth Language on Linguistic Landscapes in Kenya and Tanzania." In African Youth Languages, 123–45. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64562-9_6.
Mose, Edinah Gesare, and Orpha Bonareri Ombati. "Creative Use of Urban Youth Language in Advertisements: A Case of Mixing Codes." In African Youth Languages, 147–58. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64562-9_7.
Isiaka, Adeiza Lasisi. "Plurality, Translingual Splinters and Music-Modality in Nigerian Youth Languages." In African Youth Languages, 161–80. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64562-9_8.
Conference papers on the topic "African Academy of Languages":
Pila, Oniccah Koketso, and Lydia Mavuru. "NATURAL SCIENCES TEACHERS’ PERCEIVED COGNITIVE ACADEMIC LANGUAGE PROFICIENCY (CALP) NEEDS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end080.
Chiarcos, Christian, Ines Fiedler, Mira Grubic, Andreas Haida, Katharina Hartmann, Julia Ritz, Anne Schwarz, Amir Zeldes, and Malte Zimmermann. "Information structure in African languages." In the First Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1564508.1564512.
Hocking, Justin, and Martin Puttkammer. "Optical character recognition for South African languages." In 2016 PRASA-RobMech International Conference. IEEE, 2016. http://dx.doi.org/10.1109/robomech.2016.7813139.
Portugal, Cristina. "Design and the Contemporary Languages in Education." In European Academy of Design Conference Proceedings 2015. Sheffield Hallam University, 2016. http://dx.doi.org/10.7190/ead/2015/9.
Matthee, Michael H., and Stephen P. Levitt. "Domain specific languages contextualized." In the South African Institute of Computer Scientists and Information Technologists Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2072221.2072265.
Maher, Zachary. "Exploring Academic Spaces for Equitable Practices: Elementary Educator Dispositions Toward African American Language." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894097.
Grover, Aditi Sharma, Karen Calteaux, Gerhard van Huyssteen, and Marthinus Pretorius. "An overview of HLTs for South African Bantu languages." In the 2010 Annual Research Conference of the South African Institute of Computer Scientists and Information Technologists. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1899503.1899547.
Adegbola, Tunde. "Building capacities in human language technology for African languages." In the First Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1564508.1564519.
Bański, Piotr, and Beata Wójtowicz. "A repository of free lexical resources for African languages." In the First Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1564508.1564525.
Duvenhage, Bernardt, Mfundo Ntini, and Phala Ramonyai. "Improved text language identification for the South African languages." In 2017 Pattern Recognition Association of South Africa and Robotics and Mechatronics (PRASA-RobMech). IEEE, 2017. http://dx.doi.org/10.1109/robomech.2017.8261150.
Reports on the topic "African Academy of Languages":
Barry Pittendrigh, Barry Pittendrigh. Ebola video voice-over recording in 10 African local languages. Experiment, December 2014. http://dx.doi.org/10.18258/4155.
Afolayan, Anthony, Roumen Anguelov, Don Cowan, Maryke Labuschagne, Natasha Sacks, and Edilegnaw Wale Zegeye. Report on Grouped Peer Review of Scholarly Journals in Mathematics and Science. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0075.
Burger, Philippe, Chris Callaghan, Margaret Chitiga-Mabugu, David Coldwell, Rangan Gupta, Roula Inglesi-Lotz, Habofanwe Koloba, et al. Report on Grouped Peer Review of Scholarly Journals in Economics and Business Management. Academy of Science of South Africa (ASSAf), 2022. http://dx.doi.org/10.17159/assaf.2022/0079.
Rodrigues-Moura, Enrique, and Christina Märzhauser. Renegotiating the subaltern : Female voices in Peixoto’s «Obra Nova de Língua Geral de Mina» (Brazil, 1731/1741). Otto-Friedrich-Universität, 2023. http://dx.doi.org/10.20378/irb-57507.
Francesco, Petruccione,, Gastrow, Michael, Hadzic, Senka, Limpitlaw, Justine, Paul, Babu Sena, Wolhuter, Riaan, and Kies, Carl. Evaluation of Alternative Telecommunication Technologies for the Karoo Central Astronomy Advantage Area. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0073.
Orrnert, Anna. Review of National Social Protection Strategies. Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/k4d.2021.026.
3rd South African Young Academy of Science (SAYAS) Science and Society Symposium. Academy of Science of South Africa, June 2018. http://dx.doi.org/10.17159/assaf.2018/0026.
Report on Grouped Peer Review of Scholarly Journals in History, Philosophy and Politics. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0071.
Exploring the Prospects of Using 3D Printing Technology in the South African Human Settlements. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0074.
Social, Psychological and Health Impact of Coronavirus Disease (COVID-19) on the Elderly: South African and Italian Perspectives. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0069.