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Auteur : Grafiati

Publié le 25 juillet 2024

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1

Kathleen, Heugh, Siegrühn Amanda, Plüddemann Peter, Project for the Study of Alternative Education in South Africa. et National Language Project (South Africa), dir. Multilingual education for South Africa. Johannesburg : Heinemann, 1995.

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2

Burton, D. R. The South African Native Affairs Commission, 1903-1905 : An analysis and an evaluation. [s.l.] : typescript, 1985.

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3

1938-, Brock-Utne Birgit, Desai Zubeida et Qorro Martha A. S, dir. Language of instruction in Tanzania and South Africa (LOITASA). Dar-es-Salaam : E & D Ltd., 2003.

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4

Brock-Utne, Birgit. Language policies and practices in Tanzania and South Africa : Problems and challenges. Dar es Salaam, Tanzania : HakiElimu, 2005.

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5

International Commission on Distance Education and Open Learning in South Africa. Open learning and distance education in South Africa : Report of an international commission, January-April, 1994. Manzini, Swaziland : Macmillan Boleswa, 1995.

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6

Close, Robin E. Literacy on the frontier : Native converts and the political development of indigenous communities in Upper Canada and South Africa, 1800-1840. Cambridge : Currents in World Christianity Project, 1996.

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7

Depot, Transvaal Archives. Archives of the Secretary for Native Affairs, 1900-1911 (SNA). [Pretoria, South Africa : State Archives Service, 1996.

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8

1955-, Dijk Lutz van, dir. Between anger and hope : South Africa's youth and the Truth and Reconciliation Commission. Johannesburg : Witwatersrand University Press, 2001.

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9

Coetzee, L. Inventory of the archives of the Chief Native Commissioner, Northern Areas (1904-1986). [Pretoria : State Archives Service, 1994.

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10

Olivier, Z. Inventory of the archives of the Chief Native Affairs Commissioner, Western Areas (1927-1986). [Pretoria : State Archives Service, 1995.

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11

Teaching the 'native' : The Foundations of 'native' Education Policy in South Africa, 1900-1936. Human Sciences Research Council, 2016.

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12

Worsfold, William Basil. The Union of South Africa : With Chapters on Rhodesia and the Native Territories of the High Commission. Adamant Media Corporation, 2001.

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13

Worsfold, W. Basil 1858-1939. The Union of South Africa : With Chapters on Rhodesia and the Native Territories of the High Commission. Arkose Press, 2015.

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14

Education for change in South Africa : Reflections on the National Commission for Higher Education : report of a symposium organised by the Canon Collins Educational Trust for Southern Africa at the South African High Commission, 17 October 1996. London : Canon Collins Educational Trust for Southern Africa, 1997.

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15

van Rooy, Bertus. English in South Africa. Sous la direction de Markku Filppula, Juhani Klemola et Devyani Sharma. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199777716.013.017.

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South African English (SAfE) traces its roots to the 1820 British settlers. From here, it spread to the descendants of Indian indentured labourers, who later shifted to English as home language. English diffused as second language to the indigenous African population and speakers of Afrikaans, and today occupies an important position as language of government, education, business, and the media. SAfE has borrowed vocabulary from Afrikaans, ancestral Indian languages, and in recent years also from other South African languages. Phonetically, SAfE has raised front vowels, the short front /i/ has allophones that range from high front in KIN to centralized in PIN, and a back vowel realization of START. Non-native varieties display various degrees of vowel contrast reduction. The modal must is used more extensively than in other varieties of English, while Black SAfE also uses the progressive aspect for a wider timespan than just temporariness.

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16

Meierkord, Christiane, et Edgar W. Schneider, dir. World Englishes at the Grassroots. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474467551.001.0001.

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As the most widespread global language, English now has substantially more second and foreign-language speakers than native speakers. It is increasingly spreading beyond an ‘educated elite’ of academics, politicians, business professionals and the like, among speakers with limited access to formal education, that is at the grassroots of societies. Bringing together international contributors, this book explores uses of English in a variety of grassroots multilingual contexts, drawing on a diverse range of experiences, such as motorcycle taxi drivers, market vendors, cleaners, hotel staff, tour guides, migrant domestic workers, refugees and asylum seekers. Divided into three parts, the book explores the spread of English in former areas of British domination including Africa and the East, in trade and work migration, and in forced migration by refugees. The chapters present cutting edge case studies which draw on spoken data from Bahrainis, South Africans, Tanzanians, Ugandans, Bangladeshis in the Middle East, Italians in the UK, Indians in the US, and Nigerians and Syrians in Germany. This important and innovative volume presents a first documentation of world Englishes at the grassroots of societies and an empirical basis for their further study and theorising by integrating Englishes at the grassroots into existing models of English.

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