Linguistics
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Bock, Zannie (John Benjamins Publishing Company, 2011)[more][less]
Abstract: This article analyses the function that code-switching plays in selected testimonies given at South Africa's Truth and Reconciliation Commission which followed the country's transition to democracy in 1994. In a number of testimonies, victims of human rights abuse under Apartheid code-switched into Afrikaans when recalling particularly offensive uses of language by the police. Within the code-switching literature, it is well recognised that a speaker's choice of code, particularly for quoted speech, is a strategy for performing different kinds of local identities which index a range of social meanings and relationships (Alvarez-Caccamo 1996, Koven 2001). Thus code-switching may serve a complex evaluative function although the meanings it generates are very context- dependent. In order to explore this role in the testimonies in this paper, I use the appraisal theory of Systemic Functional Linguistics (Martin & White 2005). I argue that on a number of occasions, code-switching into a particular variety of Afrikaans is used by testifiers as a strategy to invoke negative judgement: it has the effect of associating the police with a particular racist ideology and positioning them for our sanction. Further, it works together with other engagement resources to insert a recognisable historical voice into the text, thereby expanding the heteroglossic nature of the discourse while simultaneously allowing the speakers to signal their rejection of that voice and the ideologies it represents. In the current SFL literature, however, code-switching has not been noted as an appraisal resource. In the light of the examples from the TRC testimonies, I argue that, in multilingual contexts, code-switching has the potential to invoke complex evaluative meanings and should be included in the appraisal framework as an evaluative resource. URI: http://hdl.handle.net/10566/290 Files in this item: 1
BockCodeSwitching2011.pdf (1.395Mb) -
Gough, David H.; Bock, Zannie (Applied Linguistics Association of New Zealand, 2003)[more][less]
Abstract: This paper examines the effectiveness of linguistic analysis in developing scientific thinking skills and scientific attitudes. It reports on a project established at a South Africa university in South Africa which engaged students in the analysis of code-mixed data. Students who participated in the project showed gains in being able to analyze linguistic data using problem solving skills. While transfer of such skills to mainstream science teaching was not investigated, the study confirms the effectiveness of linguistic analysis in engaging students in the activities associated with the development of skills for science. URI: http://hdl.handle.net/10566/282 Files in this item: 1
Bock_ApplyingLinguistics2003.pdf (676.4Kb) -
Bock, Zannie (Academia Press, 2009)[more][less]
Abstract: In this paper, I analyse the testimony of Colin de Souza given before South Africa's Truth and Reconciliation Commission (TRC) in the mid-1990s.1 My aim is to explore how De Souza projects an identity of himself as 'agentive', as an innovative and flexible individual who is capable of outwitting and outmaneuvering his opponents despite the fact that within the TRC context, he is positioned as a 'victim' of human rights abuse. To substantiate this argument, I use a number of Systemic Functional Linguistic (SFL) tools to analyse the way in which this agency is encoded in the language of the testimony. URI: http://hdl.handle.net/10566/281 Files in this item: 1
Bock_Construals2009.pdf (577.8Kb) -
Bock, Zannie (University of Stellenbosch, 1999)[more][less]
Abstract: This article outlines the development of a beginner English course called 'Speak Out' for adults in Adult Basic Education and Training classes in the early 1990s. The course uses an innovative roleplay methodology which builds on the experiences and language knowledge of the adult learners. It was conceptualised and developed within a participatory approach to adult learning and materials development. The article explores the tension between the ideals of the participatory approach and the constraints exerted by contextual and other factors. The article begins with an introduction of the context within which the materials were conceptualised, then offers a brief overview' of the participatory approach, and then considers the following aspects of the 'Speak Out' course; the language learning methodology, issues of teacher competence and development, and lastly, the materials development process itself. URI: http://hdl.handle.net/10566/280 Files in this item: 1
BockSpeakOut.pdf (8.863Mb) -
Bock, Zannie; Dadlana, Phakamani (University of Stellenbosch, 2002)[more][less]
Abstract: This article aims to characterize typical linguistic and discourse features of academic writing in Xhosa and English among prospective Xhosa-speaking students at the University of the Western Cape so as to account for strengths and weaknesses in the writing and provide possible ‘points’ for pedagogic intervention. It presents an analysis of a sample of entrance essays written by these students in English and Xhosa. The analysis is in terms of a framework which considers aspects of argument, register and syntax. It aims to highlight strengths and weaknesses in student writing and to ascertain the extent to which these characteristics are language-specific or cross-linguistic. The results of the analysis suggest that the ability to argue coherently in an appropriate register is the defining mark of good writing in any language, and that control over the syntax of the language is particularly important for these students when writing in English. The ability to write well, like certain aspects of style, seems to be a generic ability and affects students’ performance in both languages. URI: http://dx.doi.org /10.5785/18-1-8 Files in this item: 1
Bock_cross-linguistic2002.pdf (243.5Kb)