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The issue of history, specifically history textbooks, has been at the center of South Africa's educational reform debates for years. One of the consequences of South Africa's delayed curricular reform is the continued use of apartheid-era history textbooks, which, among other things, deny European colonization and conquest and claim that whites and blacks arrived in uninhabited South Africa simultaneously. This study comparatively analyzes the content of old and new South African textbooks, emphasizing master symbols, number of pages devoted to certain historical events, and ideological implications of asserted facts. It also includes interviews with teachers at an all-white Afrikaans-language school, private and public integrated schools, and two public all-black schools. Students, professors, publishers, government officials, and journalists are also consulted. This paper explains that new textbooks have attempted to challenge the old apartheid narratives, highlighting migrations of blacks as well as whites. The most significant difference is in the treatment of separate development policy. Very little within these new history texts is written in Afrikaans. Though these new texts are a dramatic step forward, they are not available in many schools nationwide, highlighting the necessity of a more fundamental change in the curriculum. (Contains 24 references.) (SM)

A collection of 21 papers, most presented at the Fifth International Conference on Contrastive Projects in June 1982 in Finland, includes: "Searching for Linguistic Universals through Contrastive Analysis,""Oral Discourse and Contrastive Analysis: Towards a French vs. Finno-Scandinavian Model,""Cultural Effect on the Comprehensibility of Reading Texts,""The Application of Some Parameters of Textlinguistics on Contrastive Analysis,""The Influence of the First Language: An Analysis of Learners' Questions,""Questioning Strategies in English and Swedish Conversation,""Pragmatic Equivalence in Contrastive Studies: Requests in Polish and English,""Giving and Getting Directions: Cross-Language Interaction Between Native and Finnish Speakers of English,""A Pragmatic Account of Proper Names in English and Polish,""A Functional Model for the Description of Modality in Contrastive Analysis,""Pragmatic Aspects of Definite Determination Without 'Prior Mention' in English and Polish,""Prepositional Usage in English and Afrikaans: Differences in Spatial Perception,""Remarks on Pronominal Reference and Definiteness in French and Finnish,""Emphasis and Ellipsis,""The Object in German and English According to Dependency Grammar: A Contrastive Analysis,""English Loanwords in Estonian,""English Loanwords in Romanian,""On Lexis: The Swedish Learner and the Native Speaker Compared,""The Semantics of 'Average' and 'Competitor': Two Instances of Dizzy Business or Busy Dizziness,""Chain Compounds--Anglicisms in Finnish?", and "Aspects of Perception in Learning Second Language Vowel Quality." (MSE)

Reports attitudes toward a 1994 South Africa language policy that declared 11 official languages. The decision had particular significance for the South African national defense force (SANDF). Special focus is on language practices at the Sixth South African Infantry Battalion in Eastern Cape Province. (Author/VWL)

Assesses the potential of selected aspects of geolinguistic analysis for the understanding of multilingual cities and outlines a research agenda highlighting the need for increased comparative research on urban multilingualism. The article illustrates the agenda with reference to a geographical information systems (GIS) analysis of language in Cape Town. (57 references) (Author/CK)

Clark's 1987 Principle of Contrast seems inconsistent with the synonymy exhibited by inflectional affixes in languages with inflection classes. But if inflection class membership identifies the inflection class of the lexemes to which it attaches, then inflection affixation complies with this principle. Grammatical implications are suggested. (76 references) (Author/CK)

The English-Zulu codeswitching behavior was studied of three senior teachers and the principal of a KwaZulu boarding school in their interactions with pupils. Switches into Zulu were shown to have important different kinds of academic and social functions in the classroom. Implications for teacher education in South Africa are discussed. (Contains 10 references.) (Author/LB)

A discussion of the translation of fiction focuses on metaphors in the speech of characters. Illustrations are drawn from an Afrikaans novel, "Fiela se kind" ("Fiela's Child"), translated into English by its author, Dalene Matthee. It is argued that if the interdependence of the intratextual components of narrative texts is not taken into account in translation of metaphorical expressions, characters can be altered substantially. An adapted model for translation quality assessment and structural models of narratology are proposed for making contrastive analyses of the same character in the source- and target-language texts. In the analysis performed in this paper, the role of metaphorical expressions is examined first and a theoretical framework and terminology for their analysis and interpretation are then outlined. Finally, specific translation examples are discussed. It is concluded that inadequate translation of idiosyncratic metaphors has both semantic and communicative implications for the target-language text, causing it to lack the semantic density of the source text and to lose meaning. This method of analysis is suggested for translator training, particularly in relation to translation of fictional characters' speech. A 21-item bibliography is included. (MSE)

This manual contains guidelines for individual organizations to follow in using a matrix model to determine and monitor their needs regarding nonformal skills training. Chapter 1 provides background to the development of the matrix model and the manual in the Republic of South Africa. It discusses the matrix, an instrument focusing on groups of skills and various aspects of training, and its uses. Chapter 2 contains definitions of concepts to ensure uniformity and comparability when industries or organizations complete the matrix. Definitions of "skill" and "nonformal skills training" are followed by descriptions of the six basic job categories identified for implementing the matrix. The concept of entrance requirements is addressed. The following broad categories of occupational skills are distinguished: handling, technological knowledge, thinking, and human. The final sections list criteria regarding which level of skills to apply to the categories of skills and questions to apply to each aspect of skills training. Chapter 3 provides instructions for completing the matrix, including who completes the matrix, situation and date, particulars on job category, scale points, and graphs. Chapter 4 addresses interpretation in three different situations: current, ideal, and a scenario for the future. An example is provided of the analysis of a matrix. Appendixes include a completed matrix and examples of graphs. An Afrikaans-language version is provided. (YLB)

This volume reports on the results of a survey conducted to determine the language attitudes of South Africans. Speakers of Afrikaans as a first language (Afrikaners) appear more willing than native speakers of English (ESSAs) to use a second language (L2), but only outside the family circle. The ESSA feels comfortable using the L2 with the family. An Afrikaner is willing to employ the L2 in all role relations, except with a servant; and ESSA is likely to speak the L2 to a social inferior for functional rather than prestige reasons. Three types of motivation for observed patterns of L2 usage are discussed: (1) functional motivation, (2) reference group attraction (integrative motive), and (3) reference language status. The need to use English and the prestige of English are important motivations for Afrikaners, whereas the ESSA finds Afrikaans of little practical use. However, the Afrikaner has a strong positive or negative reaction to being taken for an English speaker, while the ESSA is little concerned about this factor. Thus L2 behavior patterns reflect an interaction of various motivations. Data are presented in tabular form, and a bibliography is appended. (Author/JB)

Results of a 1975 sociolinguistic survey of all the ethnic groups of the South American Black population are presented. The sample of 3,653 people between the ages of 15 and 54 was from the urban and rural areas of all the provinces and homelands of the Republic of South Africa. Findings indicate that proficiency in English is relatively strongly focused on the reading and writing skills, whereas proficiency in Afrikaans, although approximately equal to that of English, is relatively strongly focused on the comprehension and oral skills. English is used more often than Afrikaans for reading and writing, whereas Afrikaans is used more often than English in communication with Whites at work. The popularity of English as the medium of instruction at school is much higher than Afrikaans, but Afrikaans, because of practical considerations, is not ignored by the Black people. These trends in favor of English are especially demonstrable among more highly qualified and also among the urban Blacks. Among the lower qualified and rural Blacks, Afrikaans plays an important role, especially in contact with Whites. It is suggested that English is more a language of prestige for the Black population, whereas Afrikaans has a more pragmatic value. Information is presented on the respondent characteristics of qualification level, geographic residence, age, and sex in order to better explain the state of English and Afrikaans among the various groups of Blacks. (SW)

This report is the first in a series of four intended to study language attitudes and language maintenance among whites in the Republic of South Africa. The series is based on data provided by a large-scale survey conducted during 1973-1974. The present report deals with attitudes toward English and Afrikaans as official languages, about bilingualism as a national policy, and about the personal need for two languages. The subjects of the study were 1,607 adult whites in the major metropolitan areas. Respondents completed two questionnaires and samples of their language use were tape recorded. The questionnaires inquired into the need for the two official languages, the personal needs people have for a second language, the social spheres in which such needs exist, and feelings about bilingual schooling. The report is presented in four sections: (1) language loyalty: background, theory and concepts; (2) a sociolinguistic research project: the samples, the survey, the attitude questions and the variables; (3) opinions on bilingualism; and (4) the findings, analyzed according to language groups and other basic variables. The most important finding is that the bilingual policy of the country was strongly supported by almost all respondents; however, marked differences between Afrikaners and English-speaking were found in the type of bilingualism espoused and the spheres of need. Another significant finding is that the Afrikaner needs English more than the English-speaking needs Afrikaans. (AMH)

The phenomenon of ego-switch, reported by many bilinguals as the perception that they have a different personality associated with each of their languages, is examined. In a study involving a sample of 252 white South African students who spoke English and Africaans, subjects were administered psychological tests and a questionnaire on their language background. While 40 percent of the subjects reported no ego-switch, the remainder reported either ego-diffusion or a more complete form of ego-switch. The subjects who reported ego-diffusion described it in terms of being inept and less able to express themselves when using their second language. Those reporting the more complete form of ego-switch consciously perceived themselves as having a separate personality for each language and viewed this as a normal and positive phenomenon. Possible explanations for ego-switch include differences in language proficiency, differences in the cultural milieu in which each language is used, and differences in awareness of paralinguistic phenomena such as gestures and body cues. Other possible factors involve (1) elaborated versus restricted modes of language use, (2) compound versus coordinate bilingualism, (3) integration of speech and kinesic communication channels, and (4) ego-switch as a function of feedback variation. (RW)

A survey of the status of language usage in South Africa begins with an overview of the distribution among the population of the official languages, Afrikaans and English, and the principle languages of the Black majority: Zulu, Xhosa, Tswana, Nothern Sotho (Pedi), Southern Sotho, Tsonga, Swazi, and Venda. The influence of apartheid policy on language use and the development of bilingualism are outlined. A matrix follows that rates each of the languages on: (1) their usage rating using State Department classifications; (2) increase and decrease trends by the year 2000; (3) chief of state use in addressing the populace; (4) use in armed forces, government, court, and diplomatic communications, written and oral; (5) use as a language of instruction or required language in higher education, on the secondary and elementary levels, and in adult education; (6) use in the popular press, radio and television broadcasting, and film; (7) business and professional use, written and oral; (8) use in intellectual circles; (9) the alphabet situation; (10) their status in literature; (11) use in public signs and notices; and (12) the availability of instructional materials and dictionaries for use by English speakers. Explanatory notes give the number and population percentages using the languages, the type of alphabets used, and specific instructional material titles. A selected bibliography is also included. (MSE)