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The Bilingual-Bicultural approach is considered the best approach to teach deaf learners. This approach also provides the best opportunity for deaf learners to become biliterate. Namibia too has adopted the Bilingual-Bicultural approach to teaching deaf learners and are a signatory to national and international policies and laws to ensure deaf learners are provided with the best opportunity for an education. Contrary to the adoption of the Bilingual-Bicultural approach, policies and laws, no impact has been seen on an improvement in the deaf learners’ academic performance. Deaf learners still leave school with low literacy levels and unsure of their future. The main purpose of this study was to find the best instructional practices to teach deaf learners through the Bilingual-Bicultural approach. This was done through the implementation of an intervention programme that can narrow the delay and gap in language learning and literacy. The study adopted a programme evaluation within a multi-method research design. The research objectives accommodated the implementation of a Bilingual-Bicultural literacy intervention programme for deaf learners. The data for the study consisted of quantitative data in the form of measurements based on diagnostic tests and qualitative data in the form of document analysis, participant and non-participant observations as well as unstructured interviews. The variety of data directed the study to a multi-data analysis. The themes that were established for feedback of the research findings originated from the research objectives and the programme evaluation questions that were drawn up to guide the evaluation of the Bilingual-Bicultural literacy programme. The emphasis of the intervention programme was to draw up new and adopted Integrated Planning Manuals that are based on the NSL and Written English syllabuses and prescribed language skills of both language subjects. From the new IPMs, lessons were designed for both language subjects. Teac

English: The linguistic landscape (LL), comprised of items displaying written language in the public space, is the product of linguistic choices that are executed by a myriad of actors who are guided by numerous pragmatic or symbolic motivations. Written language in the public space has unique semiotic properties that extend beyond its communicative function. It indexes power relations and identities, and, as such, is utilised to impose or negotiate these. The LL is thus a symbolic construct finding itself in a continuous dialectic with society. This dialectic is especially interesting in a society undergoing socio-political transformation, since revised language policies and ideologies are at play. While the changes influence choices made in the LL, the LL simultaneously serves to index change. In the South African context, the shift from apartheid to democracy in 1994 heralded a new language regime. The high level of societal multilingualism in the country is now supported on an official level. The present study asks questions about the nature of the LL constructed in post-apartheid South Africa. Since peripheral LLs are generally neglected in LL research, this investigation aims to address the gap by conducting an empirical case study of the linguistic profile of a rural area in South Africa. LL research focuses on the patterns of language choice in the public space. However, the field has not yet developed a coherent methodological and theoretical framework that allows for an extensive yet systematic exploration of LL patterns. Therefore, the present study proposes a model based on concepts from the field of language policy and planning (LPP). Based on the premise that the validity of communicative actions is determined by space (as context), a model of LPP space is developed. This LPP space is constituted by a physical and a semiotic aspect. The latter is further divided into three centres, namely the regulatory, the legitimising and the implementational. These, Afrikaans: Die linguistiese landskap (LL), bestaande uit items wat geskrewe taal in die openbare ruimte vertoon, is die produk van linguistiese keuses wat gemaak word deur ʼn groot aantal rolspelers, dié gelei deur verskeie pragmatiese of simboliese motiverings. Geskrewe taal in die openbare ruimte het unieke semiotiese eienskappe wat ver verby die kommunikatiewe funksie daarvan strek. Dit indekseer magsverhoudinge en identiteite en word, as sodanig, aangewend om hierdie af te dwing of te onderhandel. Die LL is gevolglik ʼn simboliese konstruk wat sigself in ʼn voortdurende dialektiek met die samelewing verkeer. Hierdie dialektiek is veral interessant in ʼn samelewing wat besig is om sosio-politiese transformasie te ondergaan, aangesien hersiene taalbeleide en -ideologieë aan die bod is. Terwyl hierdie veranderinge keuses in die LL beïnvloed, dien die LL terselfdertyd as medium om verandering te indekseer. In die Suid-Afrikaanse konteks het die verandering in 1994 van apartheid na demokrasie ʼn nuwe taalregime ingelui. Die hoë vlak van veeltaligheid in hierdie samelewing geniet nou amptelike ondersteuning. Die huidige studie doen ondersoek oor die aard van die LL wat in postapartheid Suid-Afrika gekonstrueer word. Aangesien daar gewoonlik nie aandag geskenk word aan periferale LL’s in LL-navorsing nie, poog hierdie ondersoek om die gaping aan te spreek deur die uitvoer van ʼn empiriese gevallestudie van die linguistiese profiel van ʼn landelike gebied in Suid-Afrika. LL-navorsing fokus op die tendense rondom taalkeuses in die openbare ruimte. Die veld het egter nog nie ʼn koherente metodologiese en teoretiese raamwerk ontwikkel wat ʼn omvattende, dog sistematiese ondersoek van LL-tendense toelaat nie. Gevolglik stel die huidige studie ʼn model voor, gebaseer op konsepte uit die veld van taalbeleid en taalbeplanning (LPP). Gebaseer op die veronderstelling dat die geldigheid van kommunikatiewe handelinge deur ruimte (as konteks) bepaal word, is ʼn model vir LPP-ruimte ontwikkel.

English: For more than two centuries, cattle ranchers in Montana and other American states such as Texas and Wyoming have used hot iron brands as the primary means of identifying, tracking and proving ownership of their livestock. Despite modern innovations such as the development and use of radio-frequency ear tags (RFID), hot iron brands remain the preferred means of animal identification in the Western regions of the United States. One of the leading arguments put forward in this thesis is that the system of American cattle brands is essentially a linguistic one with a prominent onomastic component. This assumption is based on the fact that cattle brands are compound entities comprising symbols (images) as well as corresponding spoken and written forms which function as proper names. In addition to possessing onomastic features of their own, cattle brands display a range of associations with other types of names. This network of onomastic relationships is socially-constructed and therefore reflects underlying social meanings. It is therefore posited that although cattle brand names do not possess lexical or linguistic meaning, they acquire various dimensions of meaning on the basis of their associations with different elements in their socio-cultural surrounds. The overall goal of this study is to ascertain and explain the social and cultural significance of the contextual meaning of cattle brands and to determine the extent to which names and naming strategies play a role in its establishment. Since this thesis is primarily concerned with exploring the relationship between the onomastic features of cattle brands and their socio-cultural meanings, it is presented as a study in socio-onomastics. The research has identified two prominent onomastic practices which play a powerful role in establishing the contextual or associative meanings of cattle brands. The first process entails the use of various types of names (including parts of names) as the basis for the vis, Afrikaans: Vir meer as twee eeue het beesboere in Montana en ander Amerikaanse state soos Texas en Wyoming warm brandysters gebruik as die primêre wyse om hulle lewendehawe te identifiseer, op te spoor en eienaarskap te bewys. Ten spyte van moderne innoverings soos die ontwikkeling van en gebruik van radiofrekwensie-oorplaatjies (RFID), bly warm brandysters die voorkeurmetode om diere in die westelike streke van die Verenigde State te identifiseer. Een van die vernaamste argumente wat in hierdie tesis aangevoer word, is dat die stelsel van Amerikaanse beesbrandmerke in wese ’n linguistiese stelsel is met ’n prominente onomastiese komponent. Hierdie aanname word gebaseer op die feit dat beesbrandmerke saamgestelde entiteite is wat uit simbole (figure) sowel as ooreenstemmende gesproke en geskrewe vorms bestaan, wat as eiename funksioneer. Afgesien daarvan dat beesbrandmerke oor onomastiese kenmerke van hul eie beskik, vertoon hulle ook ’n reeks assosiasies met ander tipes name. Hierdie netwerk van onomastiese verhouding is sosiaal gekonstrueer en weerspieël gevolglik onderliggende sosiale betekenisse. Daarom word gepostuleer dat, alhoewel name van beesbrandmerke nie leksikale of linguistiese betekenis het nie, dit verskeie dimensies van betekenis verwerf op grond van hulle assosiasie met verskillende elemente binne hulle sosio-kulturele omgewing. Die hoofdoel van hierdie studie is om die sosiale en kulturele betekenis van die kontekstuele betekenis van beesbrandmerke te bepaal en te verduidelik, asook om die mate te bepaal waartoe name en benoemingstrategieë ’n rol in die bepaling daarvan speel. Aangesien hierdie studie hoofsaaklik gemoeid is met ’n ondersoek van die verhouding tussen die onomastiese kenmerke van beesbrandmerke en hulle sosio-kulturele betekenisse, word dit as ’n studie in sosio-onomastiek aangebied. Die navorsing het twee prominente onomastiese praktyke geïdentifiseer wat ’n belangrike rol speel in die bepaling van die kontekstuele of assosiatiewe b

English: After 1994, name changes in South Africa have formed an important part in the reflection of the new democracy. The semiotic landscape needs to be representative of South Africa’s diverse inhabitants. The importance of this is that it creates a sense of belonging to previously marginalised groups. It is also a way to show political change from a previously hegemonic regime. This study set out to determine if in a typical South African town such as Mossel Bay the toponymic corpus reflect the heterogeneous community. This reflection does not only focus on the post-1994 era, but also on representation throughout the town’s history, i.e. the study aimed to see if the town’s heritage is captured in the toponymic corpus as well. To determine this, a database of toponyms was created using maps, books, archive documents, interviews and fieldwork. The study used both intensive and extensive methods of research. Intensive methods refer to the micro-study of each individual toponym – the name, previous names, approximate dates, language, type of name and additional information (origin). The extensive method focuses on pattern analysis. In this case, more emphasis was placed on the extensive approach, as the aim of the research was to get an overall view of the naming practices of Mossel Bay. Demographic factors such as ethnic and language groups were also included in the findings, as this was needed as a background against which to test the heterogeneity of the toponymic corpus. The findings show that Mossel Bay’s toponymic corpus does largely reflect its inhabitants. The findings also show that English and Xhosa toponyms have increased in the past few decades, as opposed to Afrikaans toponyms. The correlation between spoken language and the language of the toponym shows that 1) to some degree, Afrikaans is underrepresented in the toponymic corpus, as the majority of the inhabitants are Afrikaans speaking; 2) Xhosa has the closest correlation between the spoken languag, Afrikaans: Naamsverandering in Suid-Afrika na 1994 het ʼn belangrike deel uitgemaak van die weerspieëling van die nuwe demokrasie. Die semiotiese landskap moet verteenwoordigend van Suid-Afrika se diverse inwoners wees. Die belangrikheid hiervan is dat dit ʼn sin van samehorigheid aan voorheen gemarginaliseerde groepe verleen. Verder is dit ook ʼn manier om politieke verandering vanaf ʼn voorheen hegemoniese regime aan te toon. Hierdie studie het gepoog om te bepaal of die toponimiese korpus die heterogene gemeenskap in ʼn tipies Suid-Afrikaanse dorp soos Mosselbaai weerspieël. Hierdie weerspieëling fokus nie net op die post-1994 era nie, maar ook op verteenwoordiging dwarsdeur die dorp se geskiedenis. Die studie strewe met ander woorde daarna om te bepaal of die dorp se erfenis ook in die toponimiese korpus vasgelê word. Om dit te bepaal, is ʼn databasis van toponieme met behulp van kaarte, boeke, argiefdokumente, onderhoude en veldwerk geskep. Die studie het intensiewe sowel as ekstensiewe navorsingsmetodes gebruik. Intensiewe metodes verwys na ʼn mikrostudie van elke individuele toponiem – die naam, vorige name, benaderde datums, taal, tipe naam en bykomende inligting (oorsprong). Die ekstensiewe metode fokus op patroonanalise. In hierdie geval het die klem meer geval op die ekstensiewe benadering, aangesien die doel van die navorsing was om ʼn oorsig te bied van die naampraktyke van Mosselbaai. Demografiese faktore soos etniese en taalgroepe is ook in die bevindings ingesluit, aangesien dit as agtergrond waarteen die heterogeniteit van die toponimiese korpus getoets kon word, nodig was. Die bevindings toon aan dat Mosselbaai se toponimiese korpus wel tot ʼn groot mate sy inwoners weerspieël. Die bevindings toon verder dat Engelse en Xhosa-toponieme oor die afgelope paar dekades toegeneem het, in teenstelling met dié van Afrikaans. Die korrelasie tussen die gesproke taal en die taal van die toponiem toon aan dat 1) Afrikaans tot ʼn mate onderverteenwoordig is in die toponi, National Research Foundation (NRF)

Afrikaans: Hierdie studie handel oor die rol van evaluering in tolkingbeplanning, soos beoordeel op grond van taalbeplanningsbeginsels. Die studie neem die sosiopolitieke taalontwikkelinge en verskuiwende maghebberverhoudinge in ag wanneer tolkingbeplanning in Suid-Afrika bestudeer word. Tolking kan wel ’n doelwit van taalbeplanning wees om interlinguale kommunikasie moontlik te maak. Die taalbeplanningsproses geskied volgens opeenvolgende stappe en hierdie studie beklemtoon dat ’n evalueringstipe saamhang met elke opeenvolgende stap van die proses. Die tolkstudieliteratuur skenk besonder baie aandag aan die bepaling van tolkgehalte, wat meestal terugskouend bepaal word nadat die tolking gelewer is. Weens die benadering vanuit Taalbeplanning, propageer hierdie studie ’n meer omvattende benadering tot evaluering van tolkingbeplanning, deurdat evaluering reeds benut word vandat oorweeg word of ’n tolkdiens tot stand gebring gaan word (konteksevaluering). Wanneer die besluit geneem is dat die tolkdiens nodig is, word evaluering benut om die beplanner te help besluit hoe die diens gestruktureer en bestuur moet word en watter fisiese en menslike hulpbronne nodig is om die tolkdiens doeltreffend te implementeer (insetevaluering). Eers nadat hierdie twee beplanningstappe; gerig deur die toepaslike evalueringstipe, afgehandel is, behoort die tolkdiens geïmplementeer te word. Wanneer implementering plaasgevind het, word geëvalueer of die implementering volgens plan geskied het en of die tolkdiens optimaal funksioneer (prosesevaluering). Aanpassings word aangebring wat die doeltreffendheid van die tolkdiens verbeter. Eers dan word produkevaluering onderneem, wat gehaltebestuur behels. Hierdie studie is metateoreties fenomenologies en modernisties met ’n empiriese kwalitatiewe kollektiewegevallestudiegebaseerde navorsingsontwerp en benut hoofsaaklik telefoniese semigestruktureerde onderhoude en dokumentêre analise om primêre, sowel as sekondêre data te versamel. Die gevallestu

Irrespective of a two decade-plus long prevalence of several democratic participatory frameworks, and the excellent legal and policy frameworks for citizen participation in Uganda, exercising of democratic rights and obligations of citizens in Uganda is far from reality and the services rendered to the citizens are still poor. As an example of this ill reflection of reality, the electorate is still prone to hand-outs and is easily manipulated into participation. The general awareness level on citizens’ rights and responsibilities has swung out of balance in Uganda — for instance, based on the findings, the right to participate in decision-making and, subsequently, the right to demand for accountability on the quality of services delivered are not commonly known among the citizens in Uganda. The majority of the citizens are not aware of the government initiatives in place supporting citizen participation. Likewise, nepotism and corruption is still increasingly staining politics and government institutions that are supposed to form the basis for participation. Moreover, to a certain extent, there is censorship of the press, and no separation of powers. These not only attesting to the statement that participatory initiatives in Uganda are more like wish lists than substantive statements that are guaranteed in practice, but also raising questions such as: · How relevant have the democratic citizen participatory initiatives been to the actual involvement and participation of citizens in prioritising, planning, and decision-making on issues affecting citizens? · What is the citizen’s knowledge and understanding of the democratic citizen participatory initiatives? · Have the democratic citizen participatory initiatives promoted citizen participation that is strong in order to demand quality service delivery? Thus, to try and answer the above questions, this research aims to establish whether the quality of public services relates to the exercising of democratic rights and

English: The changing political environment after 1994 brought about changes in education as well as mother tongue education. The biggest change in mother tongue education is the clause in the Constitution 108 of 1996, section 6, which stipulates that mother tongue education is merely an option and not a requirement like before. Further language legislation implemented after 1994 was: National Education Policy (nr. 27 of 1996), the South African Schools Act (nr. 84 of 1996) and the Language-in- Education Policy (1997). The main focus areas of the study are language planning, language policy and language management within education. These terms are closely tied together, and one of the primary goals surrounding these terms is to solve language problems. Various other facets in language policy and language planning as discipline form the framework for the study: the process of language planning from initiation through to implementation, management agents (central government, provincial government, external and internal agents) who are to be found in the education system, as well as external factors in the process that can influence the choice of education medium. The goals of the study are to determine which of the schools in the Xhariep, which are mainly Afrikaans and seSotho, changed their language of education policies after 1994, which process was followed in order to do this, who the agents were who participated in the changes, and which factors led to the changes as well as the choice of language of education. The study utilises a historical approach. Due to the gaps in documentation, the data is dependent on interviews. Printed media was also utilised as a source of information in order to support the information of the intervlews. The South African context was discussed within the framework of the literature, due to the fact that the history of the country influenced the Xhariep's schools choices regarding language policy. The data indicated that the governing, Afrikaans: Die veranderende politieke omgewing na 1994 het veranderinge in die onderwys en so ook moedertaalonderrig teweeggebring. Die grootste verandering in moedertaalonderrig is die klousule in die Grondwet 108 van 1996, seksie 6, wat stipuleer dat moedertaalonderrig slegs 'n opsie is en nie meer 'n vereiste soos voorheen nie. Ander taalwetgewing is na 1994 as amptelik verklaar, bv. Nasionale Onderwysbeleid (No 27 van 1996), die Suid-Afrikaanse skolewet (no. 84 van 1996) en die Taal-in-Onderwysbeleid (1997). Die dominante fokus van die studie is taalbeplanning, taalbeleid en taalbestuur binne die onderwys. Hierdie terme is verwant aan mekaar en een van die primêre doelwitte rondom hierdie terme is om taalprobleme op te los. Verskeie ander fasette in taalbeleid en taalbeplanning as dissipline vorm die raamwerk vir die studie: die proses van taalbeplanning vanaf aanvang tot implementering, bestuursagente (sentrale regering, provinsiale regering, eksterne en interne agente) wat in die onderwysstelsel voorkom, asook eksterne faktore in die proses wat die keuse tot onderrigmedium kan beïnvloed. Die doelwitte vir die studie is om vas te stel watter van die skole in die Xhariep, wat oorheersend Afrikaans en Sotho is, na 1994 die skool se onderrigmedium verander het, watter proses gevolg is, wie die agente in die gebeure was en watter faktore tot die verandering bygedra asook die keuse van die onderrigmedium beïnvloed het. Die studie maak gebruik van 'n historiese benadering. As gevolg van die gapings in die dokumentasie, is die data veral van onderhoude afhanklik. Gedrukte media is ook as bron ingetrek om die inligting in die onderhoude te evalueer. Die Suid-Afrikaanse konteks is teen die agtergrond vanuit die literatuur bespreek, aangesien die geskiedenis van die land die Xhariep se skole se keuses rondom taalbeleid beïnvloed het. Die data het aangetoon dat die beheerliggaam nie die oorhoofse besluite neem nie en is dit net op papier as sulks aangedui. 'n Spesifieke p

Afrikaans: Op 8 Mei 1996 het die Grondwetlike Vergadering van die Republiek van Suid-Afrika ’n nuwe demokratiese grondwet aanvaar. Die Grondwet maak voorsiening vir ’n redelike aantal klousules betreffende taalkwessies. Dit maak onder meer voorsiening vir elf amptelike tale wat die veeltalige en multikulturele aard van ons samelewing weerspieël. Die Nasionale Regering maak sy standpunt oor taal in die onderwys in die 1996 Suid- Afrikaanse Handves van Menseregte duidelik. Hieruit blyk dit duidelik dat die Departement van Onderwys die ontwikkeling van veeltaligheid binne die raamwerk van toevoegende tweetalige onderwys beklemtoon. Skole word byvoorbeeld sterk aanbeveel om ten minste twee tale van onderrig vanaf Graad 1 aan te bied, waarvan een van die twee tale die huistaal van die leerder moet wees. Hierdie positiewe doelwitte ten spyt, blyk dit dat die teenoorgestelde in die praktyk gebeur. Al meer klagtes kom na vore, veral uit die geledere van die minderheidstale (Afrikaans en die Afrikatale) dat hul tale, as tale van onderrig, gemarginaliseer word. ’n Positiewe ontwikkeling is egter die steun vir moedertaalonderrig, veral ook uit gemeenskappe wat tradisioneel gesien was as sou hulle ten gunste van Engelsonderrig wees. Hierdie herwaardering van die rol van die moedertaal in onderrig kan toegeskryf word aan bepaalde taalaktivistiese inisiatiewe wat sedert 1994 van stapel gestuur is. Hierdie studie ondersoek die rol wat taalaktivisme by die terugkeer na moedertaalonderwys in Suid-Afrika na die vestiging van ’n demokratiese taalbestel in die land speel. Die siening dat gemeenskappe apaties staan teenoor taalregtekwessies in die onderwys wat deur politieke en ander drukgroepe teweeggebring word wat die status quo ten opsigte van die bevordering van Engels as onderrigmedium ten koste van die minderheidstale wil bevorder, is ondersoek. Dit is gedoen deur te bepaal: (a) hoe wydverspreid die verskynsel van taalaktivisme in Suid-Afrika voorkom, (b) die vorme (indien enige), English: The Constitutional Assembly accepted a new democratic constitution for the Republic of South Africa on 8 May 1996. The Constitution makes provision for a fair amount of clauses regarding language issues. Among other it makes provision for eleven official languages that reflect the multicultural nature of our society. The National Government presents their position on language in education in the 1996 South African Bill of Rights. It seems clear that the Department of Education emphasises the development of multilingualism within the framework of additive bilingual education. Schools are strongly recommended to offer at least two languages of instruction as from Grade 1, one of which should be the home language of the learner. Aside from these positive goals, the opposite seems to happen in practice. Even more complaints arise, especially from the ranks of minority languages (Afrikaans and African languages) that their languages are marginalised as languages of instruction. A positive development is that more voices are heard in support of language teaching, especially in communities that have traditionally been seen as being in favour of English teaching. This re-evaluation of the role of mother tongue teaching could be contributed to certain language activist initiatives since 1994. This study investigates the role of language activism in the movement back to mother tongue education in South Africa after the establishment of a democratic language dispensation in the country. The perception is investigated that communities are apathetic towards language rights issues in education brought about by political and other pressure groups that want to retain the status quo regarding the promotion of English as medium of instruction at the expense of minority languages. This is done by determining: (a) how widespread the phenomenon of language activism in South Africa occurs, (b) the forms (if any) of language activism among the different language communities, (c)

The study presents a sociolinguistic analysis of the current language-in-education policy implementation in Tanzania. The current sociolinguistic thinking on bilingual education and language-in-education planning informs this evaluation. The analysis is presented against the background of the sociolinguistic principles of bilingual education as developed by García (1997). The challenges regarding implementation of bilingual education policy have been identified. The study indicates that there is no link between the envisioned ideals of the state to promote bilingual education and what obtains in the Education and Training Policy (1995), the document currently relied upon as far as language policy in the Tanzanian educational set-up is concerned. Chapter 1 provides the background of language-in-education planning and policy in Africa, where the advocacy for the use of African languages is high on the agenda. The obstacles, regarding the use of African languages alongside “imported” languages, are pointed out. The common obstacles range from the perseverance of the elite to maintain the status quo, the problem of language attitudes people have towards foreign languages such as English, French and Portuguese and more importantly lack of understanding of the concept of bilingual education and how it operates. Chapter 2 discusses bilingual education programmes with the view of monolingual education, weak and strong bilingual education. Sociolinguistic principles of bilingual education and theoretical considerations related to bilingualism also form part of this chapter. The theories explain some myths which people have regarding how the brain works when it comes to having two languages in education. In addition, language planning and policy concepts have been described to avoid the misconception held in some sociolinguistic literature that they are synonyms and aspects of the same activity. Language planning is seen as the activity that leads to the promulgation of a lan, St Augustine University of Tanzania (SAUT)

English: The study investigates the reasons for the non- implementation of multilingual policies and plans with special reference to South Africa’s language policy and planning implementation scenario. The study identifies four categories of explanations for the non-implementation of multilingual policies and plans in South Africa, namely political; economic; sociolinguistic; and theoretic explanations. Of particular interest is the adequacy of these explanations in explaining the non- implementation of multilingual policies and plans in South Africa. Chapter 1 introduces the study, discounts political, economic and sociolinguistic explanations as inadequate in explaining the non- implementation of multilingual policies and plans in South Africa and establishes the theoretic category as the core category to explain the non- implementation of multilingual policies and plans in South Africa. The chapter provides a preliminary review of language planning literature that explores the inadequacy of language planning theory in providing approaches that can be used to facilitate multilingual policy and planning implementation as well as statement of the research problem and questions, the aim and objectives of the study, overview of research methodology and outline of the thesis. Chapter 2 provides the background to the study. The chapter discusses the macro framework for language policy and language planning in South Africa as provided by the Constitution. The chapter elaborates on South Africa’s constitutional language developments as from the early 1990s and the socio-political and historical contexts that led to the evolution of the 1993 Interim Constitution and the 1996 Constitution. The chapter elaborates on the theoretical, ideological and discourse foundations of both the 1993 Interim Constitution and the 1996 Constitution and points out that the multilingual dispensation envisioned by the 1996 Constitution is in tandem with the project of transformative constituti, Afrikaans: Die studie ondersoek die re des vir die nie - implementering van veeltalige beleide en planne, met spesifieke verwysing na Suid - Afrika se taalbeleids - en - beplannings - implementeringscenario. Dit studie identifiseer vier kategorieë van verklarings vir die nie - implementering van veeltali ge beleide en planne in Suid - Afrika, naamlik politiese, ekonomiese, sosiolinguistiese en teoretiese verklarings. Die ontoereikendheid van hierdie verklarings om die nie - implementering van veeltalige beleide en planne in Suid - Afrika te verklaar, word spesif iele geaksentueer. Hoofstuk 1 bied ’n inleiding tot die studie en toon aan dat politieke, ekonomiese en sosiolinguistiese verklarings nie voldoende is om die nie - implementering van veeltalige beleide en planne in Suid - Afrika te verduidelik nie en vestig s odoende die teoretiese kategorie as die kernkategorie ter verduideliking van die nie - implementering van veeltalige beleide en planne in Suid - Afrika. Die hoofstuk bied ’n inleidende oorsig van die taalbeplanningsliteratuur wat die ontoereikendheid van taalb eplanningsteorie by die verskaffing van benaderings wat gebruik kan word om veeltalige beleids - en beplanningsimplementering te fasiliteer, ondersoek. Voorts word die navorsingsprobleem en - vrae, die doelstelling en doelwitte van die studie, ’n oorsig van die navorsingsmetodologie en die breë trekke van die proefskrif ook gestel. Hoofstuk 2 verskaf die agtergrond tot die studie. Die hoofstuk bespreek die makroraamwerk vir taalbeleid en - beplanning in Suid - Afrika, soos daarvoor voorsiening gemaak word deu r die Grondwet. Die hoofstuk brei uit oor Suid - Afrika se grondwetlike taalontwikkelings vanaf die vroeë 1990’s en die sosiopolitieke en historiese kontekste wat tot die evolusie van die 1993 - Interimgrondwet en die 1996 - Grondwet gelei het. Die hoofstuk wei in besonderhede uit oor die teoretiese, ideologiese en gespreksgrondslae van beide die 1993 - Interimgrondwet en die 1996 - Grondwet

English: The study investigates the reasons for the non- implementation of multilingual policies and plans with special reference to South Africa’s language policy and planning implementation scenario. The study identifies four categories of explanations for the non-implementation of multilingual policies and plans in South Africa, namely political; economic; sociolinguistic; and theoretic explanations. Of particular interest is the adequacy of these explanations in explaining the non- implementation of multilingual policies and plans in South Africa. Chapter 1 introduces the study, discounts political, economic and sociolinguistic explanations as inadequate in explaining the non- implementation of multilingual policies and plans in South Africa and establishes the theoretic category as the core category to explain the non- implementation of multilingual policies and plans in South Africa. The chapter provides a preliminary review of language planning literature that explores the inadequacy of language planning theory in providing approaches that can be used to facilitate multilingual policy and planning implementation as well as statement of the research problem and questions, the aim and objectives of the study, overview of research methodology and outline of the thesis. Chapter 2 provides the background to the study. The chapter discusses the macro framework for language policy and language planning in South Africa as provided by the Constitution. The chapter elaborates on South Africa’s constitutional language developments as from the early 1990s and the socio-political and historical contexts that led to the evolution of the 1993 Interim Constitution and the 1996 Constitution. The chapter elaborates on the theoretical, ideological and discourse foundations of both the 1993 Interim Constitution and the 1996 Constitution and points out that the multilingual dispensation envisioned by the 1996 Constitution is in tandem with the project of transformative constituti, Afrikaans: Die studie ondersoek die redes vir die nie-implementering van veeltalige beleide en planne, met spesifieke verwysing na Suid-Afrika se taalbeleids- en -beplanningsimplementeringscenario. Dit studie identifiseer vier kategorieë van verklarings vir die nie-implementering van veeltalige beleide en planne in Suid-Afrika, naamlik politiese, ekonomiese, sosiolinguistiese en teoretiese verklarings. Die ontoereikendheid van hierdie verklarings om die nie- implementering van veeltalige beleide en planne in Suid-Afrika te verklaar, word spesifiele geaksentueer. Hoofstuk 1 bied ’n inleiding tot die studie en toon aan dat politieke, ekonomiese en sosiolinguistiese verklarings nie voldoende is om die nie-implementering van veeltalige beleide en planne in Suid-Afrika te verduidelik nie en vestig sodoende die teoretiese kategorie as die kernkategorie ter verduideliking van die nie-implementering van veeltalige beleide en planne in Suid-Afrika. Die hoofstuk bied ’n inleidende oorsig van die taalbeplanningsliteratuur wat die ontoereikendheid van taalbeplanningsteorie by die verskaffing van benaderings wat gebruik kan word om veeltalige beleids- en beplanningsimplementering te fasiliteer, ondersoek. Voorts word die navorsingsprobleem en -vrae, die doelstelling en doelwitte van die studie, ’n oorsig van die navorsingsmetodologie en die breë trekke van die proefskrif ook gestel. Hoofstuk 2 verskaf die agtergrond tot die studie. Die hoofstuk bespreek die makroraamwerk vir taalbeleid en -beplanning in Suid-Afrika, soos daarvoor voorsiening gemaak word deur die Grondwet. Die hoofstuk brei uit oor Suid-Afrika se grondwetlike taalontwikkelings vanaf die vroeë 1990’s en die sosiopolitieke en historiese kontekste wat tot die evolusie van die 1993-Interimgrondwet en die 1996-Grondwet gelei het. Die hoofstuk wei in besonderhede uit oor die teoretiese, ideologiese en gespreksgrondslae van beide die 1993-Interimgrondwet en die 1996-Grondwet en toon aan dat die veeltalige bedeling, soos

The limited natural availability of water resources in South Africa coupled with the increasing competition between water users demands that, reallocation and sustainable use of water be given serious attention. Bringing into perspective factors leading to the vulnerability of water resources, focus is placed on institutional issues, which is becoming a thorny issue nationally. Drawing on institutional economic theory a generic water institutional framework is developed to assist in shaping institutional arrangements towards achieving economic and social objectives simultaneously, in order to guarantee water security. In this thesis an ideal institutional framework was developed and used in conjunction with global trends and patterns in water policy and institutional arrangements, to evaluate the South African water law and water policy. The evaluation revealed that factors like: excessive government control of water management institutions; bureaucratic consented water reallocations; administratively set pricing mechanisms; lack of appropriate arrangements to facilitate tradable entitlements (like defining exclusive rights to entitlements); unclear water transfer arrangements; and lack of definitive institutional provisions for integrated demand and supply management, deviate from current international water institutional trends and also fall short of an ideal institutional arrangement that will lead to water security. The weaknesses in the current South African water laws and policies prompted the search for alternative institutional arrangements, which particularly have the potential to offer more opportunities for effective water allocation and management, and largely based on decentralisation and full stakeholder participation. A number of alternatives were studied and Capacity Sharing (CS) was identified as the most appropriate. Capacity sharing is an institutional arrangement with property rights structured to allocate water among multiple users of water reso, Water Research Commission (WRC)

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Part I of this thesis starts with the problem of human freedom. Part II of this thesis deals with the Calvinistic theory of human freedom. In order to study the theoretical foundations of human freedom in Calvinistic philosophy, it is essential to distinguish between the Philosophy of the cosmonomic idea and the Philosophy of the creation idea. Although there are minor points of difference between these streams of thought it is clear that in essence the fundamental cosmological principles between these philosophies are the same. An analysis of the Philosophy of the cosmonomic idea reveals that the fundamental principle underlying man's freedom was first formulated by prof. dr. H. Dooyeweerd: only through the salvation of Christ Jesus can man receive and know true human freedom. As far as human freedom is concerned it is clear that prof. dr. H.G. Stoker further developed this fundamental principle in the Philosophy of the creation idea. Much along the same lines as the Philosophy of the COSIIOnomic idea H.G. Stoker stresses that an analysis of human freedom should fulfill the following conditions: (a) Human freedom is self-insufficient and must essentially be distinguished from the freedom of God; (b) an analysis of human freedom should be an analysis of positive freedom; (c) human freedom is intimately connected with man as a concrete whole and with his destiny on earth; and (d) human freedom presupposes a real choice between different possible acts, ultimately between obeying and disobeying the principles of order concerned. Furthermore H.G. Stoker reveals that the nature of human freedom should be discovered by observing how man occupies himself and how his doings essentially differ from animal activity; human mastery is creativity; human freedom is no caprice, nor something arbitrary. but is governed by the principle of order and human freedom is finally the realisation of a divine calling: (a) his innate abilities and talents call man to master, to create, to be