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Journal articles on the topic 'Ndebele language (Zimbabwe)'
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1
Ndlovu, Sambulo. "The toponym Bulawayo and ideologies of Ndebele language purism in Zimbabwe." Naming and Labelling Contexts of Cultural Importance in Africa 10, no. 2 (December 31, 2023): 209–23. http://dx.doi.org/10.1075/ijolc.00051.ndl.
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Abstract Linguistic and cultural anxieties have characterized the Ndebele language and culture due to the various hegemonies the people have gone through. The Ndebele as a nation were born out of the Mfecane migrations. In their migration up north they encountered various linguo-cultural groups that posed the risk of possible linguistic and cultural attrition. Upon settling in what is known as Zimbabwe today, the speakers of Ndebele were a minority among other language groups which they had conquered militarily. Both colonial conquest and the subsequent Shona triumphalist and nationalist discourses and policies placed Ndebele in a disadvantaged social and political position which threatened its existence. This paper establishes that all these factors fed into the Ndebele linguistic anxiety, which is manifested in various tense encounters, especially on social media platforms. Data for the study were collected through observations and unstructured interviews. Using the prisms of linguistic purism ideologies and linguistic analysis, the paper analyzes the attitudes towards and the grammar of the various renditions of the toponym. The paper establishes that, while political tensions foment the linguistic tensions around the phonology and morphology of the toponym, there are some idiosyncrasies that are influenced by the mother tongues of speakers and this creates some of the transphonological and morphological changes that infuriate Ndebele speakers.
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Maseko, Busani. "Blurring the binaries of home/school in Family Language Policy." Sociolinguistic Studies 18, no. 1-2 (April 29, 2024): 81–106. http://dx.doi.org/10.1558/sols.24796.
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The persistence of the COVID-19-induced lockdowns resulted in increased parent-child encounters as parents worked from home while children learnt through remote platforms. This blurred the binaries of home/school as parents assumed the role of teachers by participating in children’s schooling more formally. By focusing on the role of parents as teachers in heritage language tasks, this study discusses family language ideologies and how they are infused into the teaching and learning of Ndebele, a historically minoritised and marginalised language in Zimbabwe. Data is drawn from a linguistic ethnography of a Ndebele heritage language family residing in the city of Bulawayo. Data consists of audio-recorded Ndebele language lessons and parental interviews. By drawing on the concepts of Family Language Policy and Bourdieu’s notion of ‘legitimate language’, the study exposes how children’s heritage language tasks became important aspects of family’s language transactions, contestations and negotiations. Parents build on their temporary teacher authority to assert their agency in reinforcing a Ndebele identity by endeavouring to teach Ndebele to their children through a ‘Ndebele lens’. Children’s stances towards parents’ monolingual practices and ideologies reveal their resistant agency. Their appeals for explanations and translations of some Ndebele words and expressions into English reproduce school language practices and ideologies that project English as the legitimate language. Parents’ insistence on monolingual practices and children’s language negotiations also reproduces the tensions that exist between English and indigenous languages at school and in the community at large. The study concludes that despite these tensions, these heritage language tasks present opportunities for productive language concordant parent-child encounters that reinforce children’s linguistic identities.
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Siziba, Gugulethu, and Lloyd Hill. "Language and the geopolitics of (dis)location: A study of Zimbabwean Shona and Ndebele speakers in Johannesburg." Language in Society 47, no. 1 (February 2018): 115–39. http://dx.doi.org/10.1017/s0047404517000793.
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AbstractThe Zimbabwean diaspora is a well-documented phenomenon. While much research has been done on Zimbabwean migration to South Africa, the role that language plays in this process has not been well researched. This article draws on South African census data and qualitative fieldwork data to explore the manner in which Zimbabwean migrants use languages to appropriate spaces for themselves in the City of Johannesburg. The census data shows that African migrants tend to concentrate in the Johannesburg CBD, and fieldwork in this area reveals that Zimbabwean migrants are particularly well established in two suburbs—Yeoville and Hillbrow. The article explores migrant language repertoires, which include English, Shona, Ndebele, and a variant of Zulu. While many contributions to the migration literature tend to assume a strong association between language and ethnicity, the article shows how this relationship is mediated by geographic location and social positioning within the city. (Language, migration, Johannesburg, South Africa, Zimbabwe)*
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Charamba, Erasmos, and Omphile Marupi. "Language Contact, Contamination, Containment, and Shift: Lessons From Multilingual Gwanda South, Zimbabwe." Journal of Languages and Language Teaching 11, no. 3 (July 18, 2023): 515. http://dx.doi.org/10.33394/jollt.v11i3.7598.
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This article seeks to evaluate the level and type of changes in Sesotho as a result of language contact in multilingual Gwanda South, Zimbabwe. It will indicate choices that speech communities have and reasons for specific language preferences. It looks at the multilingual situation in Gwanda South and the language choices that the community is free or forced to make. It seeks to indicate how language contact could result in language shifts in supposed multilingual communities that could be affected by other languages appearing and being used for essential social, political, religious, and administrative purposes. Survey data reveals that Gwanda South has the following languages: Sesotho, Ndebele, Chi-Jahunda, Venda, and English. Sesotho is the home language while Ndebele has come through administrators and its being the original national language for Matabeleland South. Chi-Jahunda is a primary/ indigenous variety for Gwanda South. Attention is centered on the apparent move from the home language to other varieties that have moved into the district over time. The main worry is the apparent demise of the home language due to both internal and external forces. While there might be a high level of retention of the language in the home domain, the use of languages that are spoken by the few combined with English as the official language tends to interfere with the retention and continued use of Sesotho. This suggests that language contact leads to a shift influenced by a speaker’s inability to preserve their mother language by switching to dominant languages as mediums at home and school once such languages have been learned and mastered.
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Downing, Laura J. "Satisfying minimality in Ndebele." ZAS Papers in Linguistics 19 (January 1, 2000): 23–39. http://dx.doi.org/10.21248/zaspil.19.2000.67.
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In this paper, I discuss four different verb forms in Ndebele (a Nguni Bantu language spoken mainly in Zimbabwe) - the imperative, reduplicated, future and participial. I show that while all four are subject to minimality restrictions, minimality is satisfied differently in each of these morphological contexts. To account for this, I argue that in Ndebele (as in other Bantu languages) Word and RED are not the only constituents which must satisfy minimality: the Stem is also subject to minimality conditions in some morphological contexts. This paper, then, provides additional arguments for the proposal that Phonological Word is not the only sub-lexical morpho-prosodic constituent. Further, I argue that, although Word, RED and Stern are all subject to the same minimality constraint – they must all be minimally bisyllabic - this does not follow from a single 'generalized' constraint. Instead, I argue, contra recent work within Generalized Template Theory (see, e.g., McCarthy & Prince 1994, 1995a, 1999; Urbanezyk 1995, 1996; and Walker 2000; etc.) that a distinct minimality constraint must be formalized for each of these morpho-prosodic constituents.
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Phiri, Admire, and Innocent Dande. "Surviving on the margins." Hunter Gatherer Research 7, no. 3-4 (August 2021): 309–40. http://dx.doi.org/10.3828/hgr.2021.3.
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This article examines the history of the Tjwa (San) community of Zimbabwe from the prisms of food, marginality and Zimbabwean politics. It traces the marginal position of the Tjwa people to the Bantu migrations and the coming of the Ndebele state in the 1830s. These two migrations pushed the San people into the marginal and driest south-western parts of Zimbabwe. We examine how this affected the Tjwa people’s choice of food as they responded to capricious weather conditions. We also argue that the colonial state furthered the marginalisation of the Tjwa by setting up the Hwange National Park and removing the Tjwa from their traditional foodways and livelihood strategies. Their marginalisation in the colonial economy got worse because the colonial state did not prioritise their education or induction in the colonial economy, as it did for other ethnic groups. Resultantly, the Tjwa found themselves as ‘rural serfs’ working for their Ndebele and Kalanga neighbours who underpaid them. We show that the Ndebele and Kalanga rural cattle economies were themselves periodically plagued by recurrent droughts and that they responded to these variable weather conditions by underpaying their Tjwa workers. We also show that the government’s preference of settled agriculture also worsened the marginalisation of the Tjwa. We conclude by pointing out that the Tjwa’s marginal position in the successive epochs affected their eating habits and access to food. The paper is based on published sources produced by European literate observers, as well as data collected during multiple fieldworks between 2013 and 2023. The fieldworks aimed at documenting the language and its speech community through interviews, questionnaires and narratives.
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Ndhlovu, Finex. "Gramsci, Doke and the Marginalisation of the Ndebele Language in Zimbabwe." Journal of Multilingual and Multicultural Development 27, no. 4 (July 15, 2006): 305–18. http://dx.doi.org/10.2167/jmmd445.1.
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Ndebele, Lickel. "Negotiating marital challenges through classic wedding songs: a case of the Ndebele in Zimbabwe." South African Journal of African Languages 42, no. 3 (September 2, 2022): 272–82. http://dx.doi.org/10.1080/02572117.2022.2132692.
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Ahmimed, Charaf, and Sofia Quesada-Montano. "Intercultural dialogue A tool for young people to address exclusion in southern Africa." Journal of Intercultural Communication 19, no. 2 (July 10, 2019): 1–13. http://dx.doi.org/10.36923/jicc.v19i2.779.
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This article aims to develop understanding about how intercultural dialogue can pave the way for more inclusive societies. Four intercultural dialogues were held, one in each of the following countries: Malawi, Namibia, Zambia and Zimbabwe. They addressed important topics such as cultural identity, gender inequality, and power imbalances in access to education or employment, with young people from diverse ethnic origins (e.g. Tonga, Shona and Ndebele). The dialogues provided participants with an opportunity to discuss the social dynamics of exclusion. In addition, they allowed for the study of the usefulness of intercultural dialogue to motivate personal transformation as a cornerstone for social justice.
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Ndlovu, Eventhough. "Milestones, challenges and prospects in the implementation of the Language Provisions of the Constitution of Zimbabwe Amendment (No.20) Act." Journal of African Languages and Literary Studies 1, no. 3 (December 1, 2020): 157–78. http://dx.doi.org/10.31920/2633-2116/2020/v1n3a8.
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This article examines the progress made so far in the implementation of the language provisions of the 2013 Constitution of Zimbabwe Amendment (No.20) Act. It is almost seven years since the 2013 Constitution became law. Given this timeframe, this study evaluates the milestones, challenges and prospects in the implementation of Sections 6, 7, 22, 56, 63, 70 and 249 of the 2013 Constitution. The study employs a multi-method approach to data collection and uses Critical Discourse Analysis and the Language Management Approach as its theoretical frameworks to account for the non-implementation dilemmas bedeviling these provisions. The findings of this study show that despite the provisions for functional multilingualism and multilingual service provision enshrined in the said Sections, limited success has been achieved in as far as their implementation is concerned. The State and all institutions and agencies of government at every level still give prominence to English, Shona and Ndebele.
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Bhebhe, Sindiso, and Anele Chirume. "THE ROLE OF ARCHIVES IN THE DOCUMENTATION OF ORAL TRADITIONS, A CASE OF THE SAN PEOPLE IN TSHOLOTSHO AND PLUMTREE." Oral History Journal of South Africa 2, no. 1 (September 22, 2016): 56–69. http://dx.doi.org/10.25159/2309-5792/1583.
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The Tshwao or San people, formally known as Bushmen, are believed to have been the first people to settle in what is known as Zimbabwe today. The migration of the agriculturalist ethnic groups, especially the Ndebele and Kalanga kingdoms, into their territory has affected their social way of life. It has led to forced assimilation, marginalization and dispossession of their land, including their rock paintings and denial of land rights. This has meant that they have lost most of their cultural values and identity, most notably their language, land and religion. There is therefore an urgent need to document the activities of the San people in order to salvage their cultural activities. Various cultural activities of the San people are connected to their land. Their religion is connected to articular land, for example Matopo and Njelele. This land has been taken away from their control, meaning their religion has been compromised. The San are generally nomadic and more inclined to a gathering and hunting life style. The fact that they can no longer move around because of resettlements of the Kalanga and Ndebele people on their land has disturbed this way of life. This article is based on the use of oral history interviews in collecting data. Purposive sampling will be done so that specifically targeted San people will be interviewed in such a way that they tell their life histories. Literature regarding the San people will also be reviewed.
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Chimhundu, Herbert. "Early Missionaries and the Ethnolinguistic Factor During the ‘Invention of Tribalism’ in Zimbabwe." Journal of African History 33, no. 1 (March 1992): 87–109. http://dx.doi.org/10.1017/s0021853700031868.
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There is evidence from across the disciplines that at least some of the contemporary regional names of African tribes, dialects and languages are fairly recent inventions in historical terms. This article offers some evidence from Zimbabwe to show that missionary linguistic politics were an important factor in this process. The South African linguist Clement Doke was brought in to resolve conflicts about the orthography of Shona. His Report on the Unification of the Shona Dialects (1931) shows how the language politics of the Christian denominations, which were also the factions within the umbrella organization the Southern Rhodesia Missionary Conference, contributed quite significantly to the creation and promotion of Zezuru, Karanga and Manyika as the main groupings of dialects in the central area which Doke later accommodated in a unified orthography of a unified language that was given the name Shona. While vocabulary from Ndau was to be incorporated, words from the Korekore group in the north were to be discouraged, and Kalanga in the West was allowed to be subsumed under Ndebele.Writing about sixty years later, Ranger focusses more closely on the Manyika and takes his discussion to the 1940s, but he also mentions that the Rhodesian Front government of the 1960s and 1970s deliberately incited tribalism between the Shona and the Ndebele, while at the same time magnifying the differences between the regional divisions of the Shona, which were, in turn, played against one another as constituent clans. It would appear then that, for the indigenous Africans, the price of Christianity, Western education and a new perception of language unity was the creation of regional ethnic identities that were at least potentially antagonistic and open to political manipulation.Through many decades of rather unnecessary intellectual justification, and as a result of the collective colonial experience through the churches, the schools and the workplaces, these imposed identities, and the myths and sentiments that are associated with them, have become fixed in the collective mind of Africa, and the modern nation states of the continent now seem to be stuck with them. Missionaries played a very significant role in creating this scenario because they were mainly responsible for fixing the ethnolinguistic maps of the African colonies during the early phase of European occupation. To a significant degree, these maps have remained intact and have continued to influence African research scholarship.
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Gijimah, Tevedzerai, and Collen Sabao. "Bi/multilingual Voices and Audiences? Code-Switching in Zimbabwean Popular Drama, Studio 263." International Journal of Linguistics 8, no. 5 (September 29, 2016): 40. http://dx.doi.org/10.5296/ijl.v8i5.10084.
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<p class="1"><span lang="X-NONE">Code-switching is an observed common discourse linguistic behaviour in Zimbabwean popular dramas. The motives and effects of the use of code-switching in such communicative contexts is however an understudied area. This article examines the communicative impact/effects on the audience, of code-switching as a communication strategy in <em>Studio 263</em>, one of Zimbabwe’s popular dramas (soap operas). Observing that code-switching has become part and parcel of Zimbabwean everyday discourses – a situation chiefly resulting from the Zimbabwean linguistic situation characterised by bi/multilingual societies – the analysis explores the rhetorical and communicative potential of code-switching as a communication strategy within the communicative contexts that popular dramas represent and in a bi/multilingual society. The Zimbabwean language situation promotes the use of the English language in all formal communicative events while the ‘indigenous’ languages (Shona and Ndebele) do not enjoy similar privileges. Because English is a second language to the majority of the residents of Zimbabweans, this has resulted in the proliferation of bi/multilingual communities. This article critiques the justification of the use of code-switching in <em>Studio 263</em> as well as its use as a tool for communicating to a ‘larger’ audience.</span></p>
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Ndlovu, Sambulo. "S'ncamtho Lexico-semantics and the Isichazamazwi sesiNdebele (ISN): Implications for Lexicography and Standardisation." Theory and Practice in Language Studies 8, no. 12 (December 1, 2018): 1605. http://dx.doi.org/10.17507/tpls.0812.05.
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S'ncamtho is an urban youth variety which uses Zimbabwean Ndebele as its matrix language. The youth language has had influences on the Ndebele language over time. This article argues that Ndebele benefits from S'ncamtho, its urban youth variety in terms of vocabulary although efforts at linguistic purism often moderate this contribution. The article avers that S'ncamtho terminology creates synonyms and polysemy in some cases whereby S'ncamtho lexis become as popular as the Ndebele counterpart and in some cases the S'ncamtho lexemes are more popular. The article goes on to evaluate the treatment of popular S'ncamtho terminology in the only Ndebele monolingual dictionary Isichazamazwi seSiNdebele (ISN) and gives recommendations on standardising some S'ncamtho terminology in Ndebele. The article is motivated in part by the debate that arose after the S'ncamtho term for prostitute umahotsha was included in a grade seven (primary school) examination. However, looking closely at S'ncamtho and Ndebele it is not linguistically and socially possible for S'ncamtho and Ndebele to share space and speakers and remain independent of each other’s influences on the other.
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Lunga, Violet Bridget. "Mapping African Postcoloniality: Linguistic and Cultural Spaces of Hybridity." Perspectives on Global Development and Technology 3, no. 3 (2004): 291–326. http://dx.doi.org/10.1163/1569150042442502.
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AbstractThis paper discusses hybridity as a strategy of survival for those caught between the languages of their colonization and their indigenous languages and also illustrates how, through hybridization, postcolonial subjects use colonial languages without privileging colonial languages. Drawing on Bakhtinian notions of hybridization, this paper shows colonial and indigenous languages contesting each other's authority, challenging and unmasking the hegemony of English and to some extent Shona. Ndebele and Shona are indigenous languages spoken in Zimbabwe, Africa. However, this paper conceives the relationship of English and Ndebele as not always contestatory but as accomodating. Using Ogunyemi's (1996) notion of palaver, the paper extends our understanding of hybridity as marking both contestation and communion. Of particular significance is the way in which English is criticized even in the using of it in Amakhosi plays. This analysis of hybridity highlights the contradictoriness of colonized identity and establishes and confirms the idea of a hybridized postcolonial cultural and linguistic identity.
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Ncube, Gibson, and Gugulethu Siziba. "Compelled to Perform in the ‘Oppressor’s’ Language? Ndebele Performing Artists and Zimbabwe’s Shona-Centric Habitus." Journal of Southern African Studies 43, no. 4 (June 8, 2017): 825–36. http://dx.doi.org/10.1080/03057070.2017.1313609.
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Witness, Roya, and Ngcobo Sandiso. "The Gendered Contribution of Neria to the Repertoire of African Filmmaking." International Journal of Social Science Research and Review 6, no. 10 (October 6, 2023): 481–93. http://dx.doi.org/10.47814/ijssrr.v6i10.1710.
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In an epoch-changing moment in Zimbabwean film history, Neria was produced by Media for Development (MFD) in 1991. It was the first locally produced film to portray relatively strong black women as shown by the titular character who resolutely fights her greedy in-law for her late husband’s estate. Neria remains Zimbabwe’s most popular film and has elicited analyses in books, films and reviews among other commentaries. Though they note empowerment of women in the film, most of these studies tend to pit women against men yet male and female characters support Neria’s cause. Hence, the purpose of this paper is to analyze the contribution made by the Neria film in promoting gender equality in an African cultural context. Womanism which asserts that abuse of women is an aberration from African culture provided theoretical grounding to the paper. Research questions that guided the study are: (i) What is the representation of male and female relationships in Neria? (ii) To what extent does this reflect Zimbabwean society? (iii) What are the factors that influence this portrayal? The research methodology adopted for this study is qualitative and purposeful sampling since it involves visual analysis of the film that is reported in words. Research findings are discussed thematically using eight themes that emerged from collected visual data that is presented qualitatively. The findings revealed that Neria exposes gender inequality in Shona traditional culture and calls for its integration with western culture albeit at times it seems too moralistic. Apparently due to the film’s external funding, it fails to link moral decadence to materialism brought by western cultures. This paper recommends concerted efforts from the government, individuals and organizations in training film personnel and funding films without undue interference. Moreover, films like Neria ought to increase the usage of indigenous languages such as Shona and Ndebele with English subtitles especially in emotional scenes for them to be more comprehensible.
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Makombe, Tasara, Sylvia Tonhoma, and Joseph Chidindi. "An Evaluation of Inclusivity Through Multicultural Education in Tertiary Education: A Case Study of One Tertiary Institution in Bulawayo Metropolitan Province, Zimbabwe." International Journal of Research and Innovation in Social Science VIII, no. VI (2024): 428–38. http://dx.doi.org/10.47772/ijriss.2024.806032.
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This article sought to evaluate the promotion of inclusivity through multicultural education in tertiary institutions. Multicultural education is concerned with the acknowledgement that students are different in their cultural approach to education and lecturers are expected to take cognisance of the differences in a manner, which increase tolerance and diversity. The article evaluated the promotion of inclusivity through the practice of multicultural education in teacher’s colleges. Since the focus of this study is also concerned with the opinions, attitudes and beliefs held by student teachers, a case study design was used. Structured interview schedules and focus group discussions were utilised in the data collection process to ensure data triangulation. A sample of twenty students who are representative of the five ethnic groups in the college and five lecturers were used as participants to the research study. The five ethnic groups which the research focused on are Ndebele, Tonga, Kalanga, Nambya and Shona. The researchers found out that most participants understood the different curriculum activities that celebrated the diverse cultures of students in tertiary institutions. The research study further revealed that whilst the different cultures are given prominence in the different curriculum activities more inclusion of cultural activities involving the formerly marginalised languages like Chi Tonga, Chi Nambya and Chi Kalanga is needed. The research study recommended that tertiary institutions need to establish robust initiatives that celebrate the different cultures that define the student population. This study is helpful to tertiary institutions and the community as it provides information on practices that promote acceptance and acknowledgement of cultural diversity.
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Hang’ombe, Khama, and Isaac Mumpande. "Language situation and language policy in-education in Zimbabwe: A perspective towards Tonga learners." Multilingual Margins: A journal of multilingualism from the periphery 7, no. 3 (2020). http://dx.doi.org/10.14426/mm.v7i3.1424.
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This study examines the language situation in Zimbabwe with a bias towards the language policy in-education. It seeks to establish the effect of the language policy in-education in Zimbabwe on the academic performance of the Tonga learners. The researchers sought to establish how the use of either Shona or Ndebele as medium of instruction and the learning of these languages as subjects negatively impacted on the performance of Tonga learners in primary schools. Our analysis goes beyond understanding the academic performance of Tonga learners and also seeks to establish the impact of such a status quo on other aspects of the Tonga people’s lives such as culture and identity because whatever goes on in the classroom has a bearing on these social arenas. The data for this study were collected from native Tonga speakers, especially those that went to school before the language policy changed, that is, who were using Shona, Ndebele and/or English as medium of instruction in the education system in Zimbabwe at lower grades. The study established that the peripheralisation and marginalisation of Tonga in the education sector dealt a huge blow on the psyche, and self-confidence of the Tonga learners and their society at large in Zimbabwe. The study concluded that there is however, hope for the Tonga learners and community, ensuing from the official recognition of Tonga language, among other former marginalised languages, in the 2013 National Constitution and the subsequent amendment of the Education Act in 2020. These two critical developments will, without doubt, reverse the hegemony of Shona and Ndebele languages as medium of instructions in schools.
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Maseko, Busani. "Children's agency in parent-child discourses: A study of family language policy in a Ndebele heritage language family." Per Linguam 38, no. 2 (2022). http://dx.doi.org/10.5785/38-2-990.
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This study investigated how children assert agency in parent–child interactions. The inquiry was conducted through a linguistic ethnography of the Ndlovu family, an indigenous Ndebele heritage language family living in Bulawayo, Zimbabwe. The study shows how Suku and Thabo, the two children in the focal family influenced family language policy through contradictory practices by Suku and conformist practices by Thabo. The researcher conducted interviews with the parents of the focal family to establish their language ideologies and family language policy preferences. Parent–child conversations were recorded during eight visits to the focal family by the researcher. Analysis of the recorded conversations reveal how Suku, the older girl child in the family, participated in resistant agency by her preference for English-centred practices in parent-child interactions, defying her parents’ explicitly articulated pro-Ndebele family language policy. Thabo, the younger child, asserted conformist agency by participating in and reciprocating his parents’ Ndebele-centred practices. These practices by the children are attempts to enact their agency in family language policy, sometimes resulting in parents revising their original dispositions towards the use of the heritage Ndebele language at home. As a result, the parents did not take visible language management steps to correct their children’s choices. The study concludes that children’s contradictory practices are not innocent but instead, reproduce their language experiences in extra-familial spaces. Therefore, their agency is a combination of familial and extra-familial language ideologies and practices.
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Siziba, L. P., and F. Wood. "FIGHTING OVER NDEBELE IDENTITY THROUGH ONLINE FORUMS: QUARRELS OF THE VANQUISHED?" Southern African Journal for Folklore Studies 25, no. 3 (April 18, 2016). http://dx.doi.org/10.25159/1016-8427/709.
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Social media has transformed into a space of contest for identity, language and culture. In an attempt to reclaim, redefine and restore their distorted identity, the Ndebele people have taken to the use of social media as a forum to fulfil their quest. Unlike most cultures and identities the concept of Ndebeleness is a fluid ideology, because the concept of Nationalism in this culture involved a unification of various identities which in itself caused an identity divide in the Ndebele ideology. More recently the identity debates are centered on the concept of ‘who is Ndebele and who is an outsider?’ This article reflects on and discusses key ideas and cross-cutting themes around the evolution of ‘cultures’, discursive practices and other ‘language forms’ in Zimbabwe that have in recent years played a significant role in shaping ideas about Ndebele identity and the other. The research analyses these concepts using facets of critical discourse analysis as well as Primordial and Constructivist theories of identity. The article uses data collected from various social media forums for analysis purposes.
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Sibanda, Makhosi Nkanyiso. "The Constructions of Ndebele Identity in Skyz Metro FM: An Audience Reception Study." Journal of Asian and African Studies, February 21, 2024. http://dx.doi.org/10.1177/00219096241230493.
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Discourses on the negotiation and construction of ethnic identities in Zimbabwe have preoccupied scholars across disciplines, ranging from history, sociology, anthropology, and most recently media and communication studies. This study proceeds against the background that in Zimbabwe, literature on the relationship between identity formation and the media is little and far between, while available studies are limited to textual and discourse analysis. This inquiry takes a reception study approach to find out how audiences physically interact with radio content and negotiate different identity categories through qualitative in-depth interviews. This study extends this scope to the examination of how the advent of Skyz Metro FM has aided representation to extend discursive construction of identities. The study shows how a sense of belonging to Ndebele identity has been shaped by various changing power dynamics of internal and external factors in ways that allows one to understand how the production of national identity impact on the expression of belonging to Ndebele ethnic identity. The analysis is framed on the premise that like most collective identities, Ndebele identity has been flexible, fluid, negotiable, complex, shifting and contested but it centrally argues that Ndebele identity gels around key markers such as language. The relationship between broadcasting and ethnic nationalism found clear expression in Skyz Metro’s deliberate adoption of the slogan Esabantu (for the people) and maintains the station’s signature which is deployed throughout its programming.
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"Sociolinguistics." Language Teaching 40, no. 1 (January 2007): 79–80. http://dx.doi.org/10.1017/s0261444806274111.
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07–139Leki, Ilona (U Tennessee, USA), Negotiating socioacademic relations: English learners’ reception by and reaction to college faculty. Journal of English for Academic Purposes (Elsevier) 5.2 (2006), 136–152.07–140Ndhlovu, Finex (Monash U, Melbourne, Australia), Gramsci, Doke and the marginalisation of the Ndebele language in Zimbabwe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 305–318.07–141Sunderland, Jane (Lancaster U, UK; j.sunderland@lancs.ac.uk), ‘Parenting’ or ‘mothering’? The case of modern childcare magazines. Discourse & Society (Sage) 17.4 (2006), 503–528.
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NDLOVU, SIBONOKUHLE NIL. ""To think so as to speak" The developmental consequences of languages use in teaching and learning in a primary school in Zimbabwe." African Journal of Teacher Education 2, no. 2 (October 3, 2012). http://dx.doi.org/10.21083/ajote.v2i2.1698.
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This article is based upon research that was carried in a rural school in Zimbabwe during the period 2010. The research problem in this study was the relationship in teaching, learning and cognitive development as elaborated by Vygotsky’s socio-cultural framework. Vygotsky argues that the socio-cultural context impacts significantly on the learner’s cognitive development. This study investigated specifically the aspect of the use of the Language of Teaching and Learning (LOTL) as an aspect that significantly influences teaching, learning and consequently cognitive development. This study was a response to Vygotsky’s (1978) cautioning against neglecting to consider the underlying causes that can be influential factors in the socio-cultural context and considering only surface and obvious ones. Thus, the study particularly examined the impact of the use of language in teaching and learning on learners’ cognitive development, using the Vygotskian theoretical conception of language and thought, in a cultural context of rural Zimbabwe schooling. A case study of one rural primary school has been used and data collection involved observation of classroom teaching and learning to find out how language is used and how learners respond during the learning process. The findings of the study were that teachers simultaneously use two language codes of English and native language of Ndebele as the mixed language code. Use of language this way is so as to help learners who are not the first speakers of English to understand concepts being taught in different subjects. However this has been found to have limitations in the development of both languages consequently impacting negatively on concept development and failure by learners to participate fully in learning activities. The article contributes to an understanding of the effects of the use of language on learners learning and cognitive development specifically and suggests ways in which teachers could effectively use language to assist their learners’ learning, cognitive development and understanding of concepts during learning.
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Ndlovu, Sambulo. "Attributional and relational influence of numerals in S’ncamtho metaphors." Linguistics Vanguard 6, s4 (September 1, 2020). http://dx.doi.org/10.1515/lingvan-2019-0067.
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Abstract Youth varieties in Africa such as S’ncamtho, the Ndebele-based youth variety in Zimbabwe, and urban vernaculars interact with urban and modern experiences which offer them new materials and experiences to base their metaphors on compared to older metaphors in the base languages. This paper explores the use of numeral qualities and associations in the conceptualisation and orthographic representation of S’ncamtho metaphors. S’ncamtho is popular with urban youth and this makes social media platforms such as Twitter, Facebook, WhatsApp, SMS and Instagram key in the performance of the youth variety, a performance that includes the creation, use and contraction of metaphors. Numerals offer phonetic attributes which are exploited in S’ncamtho as metaphors for contracting longer words into shorter ones for fast and economic writing on social media. Numerals are also used as frames to create analogies which elicit euphemistic and general S’ncamtho metaphors. Qualities of numerals such as sound, form and association are used to derive S’ncamtho metaphors and a unique numeral aided orthography to represent some of these metaphors in writing. The research deploys relational and attributional tenets of metaphor theory to analyse the numerical mappings in S’ncamtho metaphors.
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Khumalo, L. "Language contact and lexical change: a lexicographical terminographical interface in Zimbabwean ndebele." Lexikos 14, no. 1 (February 18, 2010). http://dx.doi.org/10.4314/lex.v14i1.51413.
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