English
UNESCO WORLD LANGUAGES REPORT SURVEY QUESTIONNAIRE
Date of completion: April 30 2000
Respondent’s details
| Name: | Vivian Anne |
|
Surname: |
de Klerk |
| Sex: | |
| Male | [] |
| Female | X |
| Institution belonged to: | National Language Service Department of Arts, Culture, Science and Technology |
| Address: | Private Bag X195, Pretoria, 0001, South Africa |
| Telephone: | 27 12 337 8366 |
| Fax: | 27 12 324 2119 |
| E-Mail: | td16@dacst5.pwv.gov.za |
Details of language
Glotonym or name of language on which you
are providing data:
Autoglotonym (name given to the language
by native speakers): (South African) English
Heteroglotonym (name given by the non-native
community to the language): English
What language group does the language belong to?
Family: Indo-European
Group: Germanic
Subgroup: English
What type of language is it?
- Creole []
- Pidgin []
Neither: one might term it a "Colonial standard?" variety.
Mesthrie, R. 1999 The Study of New Varieties of English Inaugural lecture: October 6, 1999:2 Published by UCT Dept of Communication.
Yes: within South Africa we find: Black South African English, Indian English, Coloured English, Afrikaans English - all variants of local South African English.
De Klerk, V & Gough, D. 1998. Black South African English. In R. Mesthrie (ed.) Language in Social History (2nd edition). David Philip.
De Klerk, V. 2001. Black South African English. In Varieties of World English. (CD-ROM) (Ed. Loreto Todd) Cassells.
De Klerk, V. 1999. Black South African English: Where to from here?. World Englishes 18/3, 311-324.
Gough, D. 1995. Black English in South Africa. In de Klerk, (ed) Focus on South Africa. John Benjamins: Amsterdam, 53-78
Malan, K. 1995. Cape Flats English. In de Klerk, (ed) Focus on South Africa. John Benjamins: Amsterdam, 125-148.
Mesthrie, R. 1995. Language Contact, Transmission, Shift: South African Indian English, In de Klerk, (ed) Focus on South Africa. John Benjamins: Amsterdam, 79-98
Watermeyer, S. 1995. Afrikaans English. In de Klerk, (ed) Focus on South Africa. John Benjamins: Amsterdam 99-124
Yes, extensively. It is used in all South African newspapers, magazines etc. While the variety conforms fairly closely, in its written form, to international standard English, there are lexical and grammatical characteristics which mark it as different; in its spoken form the accent marks it as distinctively different from international norms.
No, but there are focussed efforts to describe and codify it and record current changes reflected in usage by various communities. Corpus collections have begun, and journals reflect vigorous debates about the question of standardisation versus recognising local variations, particularly those of non-mother-tongue speakers.
A Dictionary of South African English on Historical Principles. 1996. Ed Penny Silva. Oxford: Clarendon Press.
Beeton, D. Ridley, and Helen Dorner, eds. 1970-75. Index of English Usage in Southern Africa. In instalments in English Usage in South Africa 1970-75. Pretoria: University of Pretoria.
Beeton, D.. 1975. A Dictionary of English Usage in Southern Africa. Cape Town: Oxford University Press.
Branford, Jean. 1978, 1980, 1987, 1991 (with William Branford). A Dictionary of South African English. Cape Town: Oxford University Press.
Branford, William, ed. 1987. South African Pocket Oxford Dictionary. Cape Town: Oxford University Press.
English Usage in Southern Africa. 1970 -. Pretoria: University of South Africa.
Granger, R. 1992. The problem of non-standard utterances used by speakers of English as a second language at tertiary level. Linguistics and the Language Professions, Stellenbosch Papers in Linguistics 21:45-59.
Lanham, L. W. and C. Macdonald. 1978. The Standard in South African English and its Social History. Heidelberg: Julius Groos.
Quirk, Randolph. 1990. Language varieties and the language standard. English Today 6.1:3-10.
Silva, P. 1995. Lexicography for South African English. In de Klerk, (ed) Focus on South Africa. John Benjamins: Amsterdam, 191-210
Titlestad, P. 1995 English, the Constitution and South Africa's Language Future. In de Klerk, (ed) Focus on South Africa. John Benjamins: Amsterdam, 163-175
Towards a Dictionary of South African English. 1971. Report No. 3 of the Dictionary Committee. Grahamstown: Rhodes University.
Van der Walt, C. 1999. Justifying their existence: South African Varieties of English In English Academy Review 15:42-51.
Voorloper: An Interim Presentation of Materials for a Dictionary of South African English on Historical Principles. 1976. Grahamstown: Institute for the Study of English in Africa, Rhodes University.
Wade, R. (1995) A new English for a new South Africa: restandardisation of South African English. South African Journal of Linguistics Supplement, vol.27, pp.189-202.
Webb, V, 1995. English and Language Planning for South Africa: the Flip Side. In de Klerk, (ed) Focus on South Africa. John Benjamins: Amsterdam, 175-190
Wright, L. 1993. English in South Africa: Effective Communication and the Policy Debate. English Academy Review 10:1-13.
Wright, L. ed. 1994. Getting the Message in South Africa: Intelligibility, Readability, Comprehensibility. Howick: Brevitas.
Wright, L. 1995. The Standardisation Question in Black South African English. In de Klerk, (ed) Focus on South Africa. John Benjamins: Amsterdam, 149-162
Yes: both the researcher’s parents are 4th-generation mother-tongue speakers of English resident in the Eastern Cape; She was educated in this medium by teachers who also originated from the area, and she uses English all the time.
English is spoken world-wide, South African English is spoken within the political boundaries of South Africa.
No, not in the last century.
Extremely variable, including desert-like areas, mountain ranges, rivers, semi-tropical areas and coastal dunes; there are a few large urban settlements, but in between there are vast uninhabited areas, and some very small villages and towns.
Yes: Afrikaans; isiNdebele; Sesotho; siSwati; Xitsonga; Setswana; Tshivenda; isiXhosa; isiZulu (all of these are official languages of the country). Other indigenous (unofficial) languages are the Khoe and San (Bushman) languages and Phuthi (spoken in Transkei). There are also significant numbers of people in the country who speak Indian languages (Bhojpuri, Hindi, Urdu, Telegu; Tamil and Gujarati). In addition the following languages are also spoken: German, Dutch, Greek, Italian, Portuguese, French, Chinese, Swahili, Shona and Arabic.
See Appendix.
South Africa
Approximately 40 583 573 (The People of South Africa. Population census, 1996. Report No. 03-01-11 (1996).
It is difficult to provide numbers. There are considerable disparities in estimates. 61% of South African black have a knowledge of English (RCM Survey 1993); de Kadt (1993) cites a figure of 29% for spoken English competence in the South African general population. The RCM survey and SABC survey (1993) suggest that knowledge of English is higher in urban areas and correlates positively with education.
English First Language No. % Eastern Cape 233 376 3,7 Free State 35 154 1,5 Gauteng 947 570 13,0 KwaZulu-Natal 131 6047 15,8 Mpumalanga 54 848 2,0 Northern Cape 19 901 2,4 Northern Province 21 261 0,4 North West Province 34 107 1,0 Western Cape 795 212 20,3 South Africa 3 457 476 8,6 The 1996 census provides the following statistics regarding L1 and L2 competence (usually first language competence implies literacy, but the same cannot be assumed for a second language):
First Language by province and racial group:
Black Coloured Indian White Unspec. W Cape 13 535 34 7540 30 085 358 442 45 610 E Cape 8 231 38 688 15 253 167 981 3 222 N Cape 1 048 8 246 1 485 8 547 575 Free State 2 038 1 168 1 429 30 318 201 KW Natal 25 775 103 695 762 717 411 301 12 559 N West 3 707 1 772 7 791 20 544 293 Gauteng 52 599 77 705 140 786 665 599 10 881 Mpumalanga 3 326 4 133 11 365 35 562 462 N Province 2 873 1 156 3 752 13 308 172 Total: 113 132 584 103 974 663 1 711 602 73 975 Second Language by province and racial group:
Black Coloured Indian White Unspec. W Cape 63 312 309 993 4 500 104 651 17 582 E Cape 158 242 59 736 1 753 42 498 2 709 N Cape 6 309 19 188 296 13 796 791 Free State 31 837 6 119 527 44 623 308 KW Natal 300 688 5 409 13 183 53 404 2 423 N West 51 714 6 152 1 118 29 082 424 Gauteng 346 133 81 927 10 490 256 708 5 310 Mpumalanga 41 738 3 794 686 40 061 460 N Province 32 330 1 015 655 16 436 298 Total: 1 032 303 492 333 33 208 61 0259 31 305 =2 198 408
de Kadt, E. (1993) Attitudes towards English in South Africa. World Englishes, vol.12(3), pp.311-24.
RCM 1993. Reaching critical mass survey report. Cape Town.
SABC. 1993. Language content on CCV: attitudes of urban black viewers. Broadcasting research Unit Report. Johannesburg.
The People of South Africa. Population census, 1996. Report No. 03-01-11 (1996)
AMPS 99b Technical Report (1999) South African Advertising Research Foundation.
This information is not available from any surveys or censuses.
This information is not available from any surveys or censuses.
This information is not available from any surveys or censuses.
They are dispersed throughout the country, although they tend to cluster in urban areas. According to the 1996 census, English speakers are distributed as follows (see also answer to question 12):
% Eastern Cape 6,7 Free State 1,0 Gauteng 27,4 KwaZulu-Natal 38,1 Mpumalanga 1,6 Northern Cape 0,6 Northern Province 0,6 North West Province 1,0 Western Cape 23,0 The People of South Africa. Population census, 1996. Report No. 03-01-11 (1996)
Lanham, L. 1995. A History of English in South Africa In de Klerk, (ed) Focus on South Africa. John Benjamins: Amsterdam, 19-34
Branford, W. 1995. English in South African Society. In de Klerk, (ed) Focus on South Africa. John Benjamins: Amsterdam A Preliminary Overview, 35-52
The number of mother-tongue speakers have probably declined over the last decade, owing to their steadily increasing emigration from South Africa, following recent political changes in the country. Numbers of second-language speakers are ironically increasing, largely as a result of the official opening of all schools to all children, regardless of mother-tongue, in 1990 (there has been an unprecedented rush for the English schools among the more privileged), and of the ubiquitous presence of English in the media (TV, radio, films and publications). This is despite the new multilingual policy of the country.
Alexander, Neville. 1989. Language Policy and National Unity in South Africa/Azania. Cape Town: Buchu Books.
de Kadt, E. (1993) Attitudes towards English in South Africa. World Englishes, vol.12(3), pp.311-24.
de Klerk, G. (1995) Slaves of English. In Heugh, K., Siegruhn, A. and Pluddeman P. eds. Multilingual Education for South Africa. Johannesburg: Heineman, 8-14.
de Klerk, V. (1996) Use of and attitudes to English in a multilingual university. English World-Wide, vol.17(1), pp.111-127.
de Klerk, V. (1997) Encounters with English over three generations in a Xhosa family: for better or for worse?, in E. W. Schneider (ed.), pp.97-118.
de Klerk, V. & Bosch, B. 1994. Language attitudes in the Eastern Cape: a tri-lingual survey. South African Journal of linguistics, 12(2):50-59.
de Klerk, V. (1999a) 'I often get that anxious feeling': Moving from Afrikaans to English schools. Per Linguam (in press).
de Klerk, V. and G. Barkhuizen. (1998) English in the South African Defence Force: a case study of 6SAI. English World-Wide, vol19(1), pp.33-60.
Kamwangamalu, N. (1998) Identities of English and codeswitching in post-apartheid South Africa. Multilingua, vol.17(2/3), pp.277-96.
Market Research Africa. (1994) Critical Mass Survey. Johannesburg: Market Research Africa.
Pandor, N. (1995) Constitutional multilingualism: problems, possibilities, practicalities. Proceedings of the Southern African Applied Linguistics Association Conference, vol.15, pp.57-74.
Pather, E. (1994) Language attitudes and multilingualism: classroom-based research. ELTIC Reporter, vol.18 (1&2), pp.32-8.
RCM 1993. Reaching critical mass survey report. Cape Town.
SABC. 1993. Language content on CCV: attitudes of urban black viewers. Broadcasting research Unit Report. Johannesburg.
Winkler, G. (1997) The myth of the mother tongue. Southern African Journal of Applied Language Studies, vol.5(1):29-29.
18. Is the language passed down from generation to generation? If not, why not? What language is replacing it?
The language is definitely being passed down from generation to generation, but because it differs in fairly small and subtle ways from global / international English, retention of its unique characteristics will require a sufficiently tight-knit linguistic community of mother-tongue speakers. If these disperse, the probability is that future generations will speak a more 'universal' English rather than South African English. The point to note is that there is no shift AWAY from English among these speakers, simply a shift from one variety to another.
Could you indicate how often the members of each generation use the language with other generations (old people with old people, young people with old people, etc) in their informal contacts (in the street, at home, in leisure time,…)?
… Speak the language with
The people... Elderly Men Elderly Women Adult Men Adult Women Young Men Young Women Boys Girls Elderly Men 5 5 5 5 5 5 5 5 Elderly Women 5 5 5 5 5 5 5 5 Adult Men 5 5 5 5 5 5 5 5 Adult Women 5 5 5 5 5 5 5 5 Young Men 5 5 4 4 4 4 4 4 Young Women 5 5 4 4 4 4 4 4 Boys 5 5 4 4 4 4 4 4 Girls 5 5 4 4 4 4 4 4 Specify the frequency: 5 = always in this language; 4 = more in this language than others; 3 = equally often in either language; 2 = more in other languages than in this one; 1 = always in other languages.
Yes, English is widely known as L2, and increasingly speakers of all of South Africa’s languages use English in many formal administrative contexts: the courts of law, parliamentary debates, news broadcasts, educational contexts (especially tertiary). English also predominates in the army and in the public sector - especially the financial and business world. This has resulted in concerted efforts by the government to counteract these trends: Since 1994, South Africa has seen dramatic political and social changes, and the 'African Renaissance' (renewal of pride in things African) has assumed increasing significance. Concerted efforts to renew cultural and linguistic pride, and to reawaken awareness of the value of formerly undervalued languages and traditions have been made, and part of these efforts have been legislative: the Constitution (1996) signals a very clear intention to provide special support for the nine indigenous languages and to compensate for the effects of the long-standing legalised domination of English and Afrikaans in the country. To ensure that this plan is implemented, and to monitor progress closely, a national 'watchdog' body, the Pan South African Language Board, has been brought into being; in addition, Provincial Language Councils and Language Boards also aim to monitor the successful implementation of the legislation.
Britain took over the Cape Colony from the Dutch in 1806, with most English speakers serving in a military or administrative capacity; deliberate efforts were made to Anglicize the Dutch, and many teachers were imported for this purpose. The arrival of the 1820 settlers (the first organised immigration of British settlers) was another significant historical event which affected the linguistic community, since many of these people spoke a range of dialects, and formed a very cohesive group, given the hostile environment and the limited contact with Britain. Social levelling produced a homogenous form of English within a generation or two. Contact during these years with the local Dutch community, and with Xhosa speakers also had an effect on their language. The next settlement bringing large numbers of English speakers to Natal was from 1848-62 - many of these people from higher social levels than those in the Eastern Cape. The discovery of gold and diamonds brought further influxes of settlers to urban areas such as Johannesburg and Kimberley. At the end of this era, English was largely located in cities. The act of Union in 1910, uniting the Boer republics with the Cape Colony and Natal, gave Dutch official status with English, but Dutch still tended to be largely rural. Hostility against English was actively promoted by Afrikaner nationalists, resulting in deep social divisions. Shortly after World War II, the Afrikaner Nationalist Party swept to power, with avowed intentions of changing the status of Afrikaans, and standards of English declined in the Afrikaner community and in the public service. The Soweto riots of 1976, in which African speakers protested against the enforced use of Afrikaans as a medium of instruction resulted in a further swing of the pendulum in favour of English.
Branford, W. 1995. English in South African Society. In de Klerk, (ed) Focus on South Africa. John Benjamins: Amsterdam A Preliminary Overview, 35-52
Garson, N.G. 1976. English-speaking South Africans and the British connection 1820-1961. In A. de Villiers, ed., English-speaking South Africa Today. Cape Town: Oxford University Press, 17-40.
Lanham, L. 1995. A History of English in South Africa In de Klerk, (ed) Focus on South Africa. John Benjamins: Amsterdam, 19-34.
The international power of English, its appeal as lingua franca worldwide, and as the language of education and commerce, has no doubt contributed to its appeal among L2 speakers.
Not at all. In the words of Albie Sachs, who was involved in drafting the new Constitution, including the national language policy, 'the omnipresence of English can be inconvenient and suffocating, and induce a sense of disempowerment and exclusion. In a sense all language rights are rights against English, which in the modern world is such a powerful language that it needs no protection at all' (Sachs, A. (1994) Language Rights in the New Constitution. South African Constitution Studies Centre, University of the Western Cape, page 1).
No, although many are fleeing the violence-ridden society in which they find themselves; however, violence is not directed at English-speakers per se.
There is a discernable trend towards external migration, mainly to Australia and New Zealand, owing to worries about national security and stability, and about educational standards.
Extremely varied. Although in the past English speakers dominated the (urban) business world, this is no longer true.
Negligible: English speakers tend to be mainly Methodist, Anglican, Roman Catholic or Jewish, as opposed to distinctively Afrikaans churches such as the Nederduitse Gereformeerde Kerk. However, there is no strong link between religion and language, unlike the Afrikaans communities, in which there is still a discernable link.
Watermeyer, S. 1995. Afrikaans English. In de Klerk, (ed) Focus on South Africa. John Benjamins: Amsterdam 99-124
Yes. In terms of the 1996 Constitution, it shares official status with 10 other languages in the country.
Constantly. It dominates the law courts, the army, and parliamentary debate, despite the national language policy.
de Klerk, V. and G. Barkhuizen. (1998) English in the South African Defence Force: a case study of 6SAI. English World-Wide, vol 19(1), pp.33-60.
Kamwangamalu, N. (1998) Identities of English and codeswitching in post-apartheid South Africa. Multilingua, vol.17(2/3), pp.277-96.
Verhoef, M. (1998) In pursuit of multilingualism in South Africa. Multilingua, vol.17 (2/3), pp.181-96.
Wade, R. (1995) A new English for a new South Africa: restandardisation of South African English. South African Journal of Linguistics Supplement, vol.27, pp.189-202.
Extensively, especially in the higher grades. There is a strong political push towards mother-tongue education, which is resisted by parents, who have the democratic right to choose the medium of education of their child. Since 1990, with the dismantling of apartheid, all schools became opened to all pupils, regardless of their language proficiency, and financial constraints are now the only real barriers to free choice. At tertiary level, formerly Afrikaans-only universities (e.g. UPE, RAU, Pretoria) have added English (as well as other languages in some cases) as medium of instruction. Historically black Universities (e.g. Fort Hare, UNITRA) still tend to use English as medium of instruction.
Barkhuizen, G. and Gough, D. (1996) Language curriculum development in South Africa: What place for English? TESOL Quarterly 30(3):453-71.
Bosch, B. & de Klerk, V. 1995.Language Attitudes and their Implications for the Teaching of English in the Eastern Cape In de Klerk, (ed) Focus on South Africa. John Benjamins: Amsterdam, 231- 250.
de Klerk, V. (1996) Use of and attitudes to English in a multilingual university. English World-Wide, vol.17 (1), pp.111-127.
de Klerk, V. (1999a) I often get that anxious feeling: Moving from Afrikaans to English schools. Per Linguam (in press).
England, Vivian and Gough, David. 1990. Medium of instruction in South Africa: an historical overview. Unpublished report for the National Education Initiative.
Gaganakis, M. 1992. Opening up the closed school: conceptualising the presence of black pupils in white schools. In D. Frier, ed. Towards Open Schools: Possibilities and Realities for Non-racial Education in South Africa. Johannesburg: Wits University Press.
Hartshorne, Ken B. 1987.Language policy in African education in South Africa 1910-1985, with particular reference to the issue of medium of instruction. In Douglas Young, ed. Language: Planning and Medium in Education. UCT, 82-106.
Heugh, K., Siegruhn, A. and Pluddeman P. (eds) (1995) Multilingual Education for South Africa. Johannesburg: Heinemann.
Luckett, K. (1993) National additive bilingualism: the formulation of a language plan for schools. South African Journal of Applied Language Studies, vol. 2(1), pp.38-60.
Macdonald, Carol. 1990. Crossing the threshhold into standard three. Report, Soling 16. Pretoria: HSRC.
Marivate, C.M. 1993. Language in education, with special reference to the mother-tongue policy in African schools. Language Matters 24:91-105.
Mawasha, A.L. 1987. The problem of English as a second language medium of instruction in black schools in South Africa. In Douglas Young, ed. Language: Planning and Medium in Education. UCT, 107-19.
Mawasha, A. (1996) Teaching African languages to speakers of other South African languages: operationalising the new democratic policy in South Africa. Journal for Language Teaching. 30(1) 35-41.
Murray, S. & van der Mescht, H. 1995. Preparing Student Teachers to Teach English First and Second Language In de Klerk, (ed) Focus on South Africa. John Benjamins: Amsterdam, 251- 268.
Nwaila, Charles. 1993. English in South Africa: The Dilemma Facing Teachers. ELTIC Reporter 17.2:3-10.
Schlebush, A. (1994) Non-racial schooling in selected Cape Town Schools: Language, attitudes and language learning. Unpublished M.Phil., University of Cape Town.
Verhoef, M. (1998) In pursuit of multilingualism in South Africa. Multilingua, vol.17 (2/3):29-39.
Walters, P. 1995 Issues in English Language Teaching in Primary Schools In de Klerk, (ed) Focus on South Africa. John Benjamins: Amsterdam, 211-230
Winkler, G. (1997) The myth of the mother tongue. Southern African Journal of Applied Language Studies, vol.5 (1), pp.29-39.
Extensively - once again, in spite of declared policy which requires equity. English-medium newspapers are the top-selling newspapers, and the Sowetan (an English paper) is expressly for a non-English African readers.
Van Vuuren, D.P. and A. Maree. 1994. Language and Broadcasting in South Africa. A Research Perspective. Broadcasting Research Unit, SABC.
RCM 1993. Reaching Critical Mass Survey Report. Cape Town
SABC 1993a. Language content on CCV: attitudes of urban black viewers. Broadcasting Research Unit Report. Johannesburg.
SABC. 1993b. The radio network. South African Broadcasting Corporation Group Communications Report. Johannesburg.
It is used (in its spoken and written forms) in the Anglican, Catholic and Methodist churches, as well as revivalist movements, except in cases where congregations are predominantly speakers of African languages (as is the case in many Roman Catholic congregations).
Yes, extensively - both spoken and written.
One tends to find English used in all areas of official written communication, often competing closely with Afrikaans. It is currently the default language of record in courts of law and parliament.
The Pan South African Language Board (PANSALB) is responsible for monitoring equitable use of all official languages in South Africa, and frequently finds itself counteracting the extensive use of English in the country. It also controls / administers all the lexicographical units in the country, including the Dictionary for South African English (based at Rhodes University in Grahamstown). PANSALB has also set up Provincial Language Councils to advise them on language issues (including the role of English), and a National Language Unit and National Language Body for English will also be set up shortly, with a watching brief over English. The Department of Arts, Culture, Science and Technology (DACST), being the umbrella body to which PANSALB report, also has an important role to play.
The National English Literary Museum (based in Grahamstown) is an archive which preserves all South African English literary works and is an important resource for scholars. The Institute for the Study of English in Africa (at Rhodes University) also concerns itself with literary and educational applications of English; The English Academy of South Africa is a society to which members pay subscriptions. It has its own journal, and serves to promote awareness of the language and to honour those who make outstanding contributions in the field of the English language. In addition, every major University has a Department of English, or a Dept of English Language which teaches English language and/or literature.
South African English shares the massive literary tradition of the English-speaking world. As far as South African English writing per se is concerned, a very comprehensive and well-controlled archive is preserved and administered by the National English Literary Museum.
Positive, but rather smug and self-satisfied about the desirability of their language.
de Klerk, V. & Bosch, B. 1994. Language attitudes in the Eastern Cape: a tri-lingual survey. South African journal of linguistics, 12(2):50-59.
Very positive, largely from an instrumental point of view, rather than from an integrative point of view. They reveal some conflict between the language that serves their personal, social and emotional needs, versus the pragmatic advantages that English can offer. Many of the powerful and wealthy speakers of other languages are ensuring that their children are educated in English, and this means that the elitism and power of English, is likely to grow still further.
de Kadt, E. (1993) Attitudes towards English in South Africa. World Englishes, vol.12(3), pp.311-24.
de Klerk, G. (1995) Slaves of English. In Heugh, K., Siegruhn, A. and Pluddeman P. eds. Multilingual Education for South Africa. Johannesburg: Heineman, 8-14.
de Klerk, V. (1996) Use of and attitudes to English in a multilingual university. English World-Wide, vol.17(1), pp.111-127.
de Klerk, V. (1997) Encounters with English over three generations in a Xhosa family: for better or for worse?, in E. W. Schneider (ed.), pp.97-118.
de Klerk, V. & Bosch, B. 1994. Language attitudes in the Eastern Cape: a tri-lingual survey. South African Journal of linguistics, 12(2):50-59.
de Klerk, V. (1999a) 'I often get that anxious feeling': Moving from Afrikaans to English schools. Per Linguam (in press).
de Klerk, V. and G. Barkhuizen. (1998) English in the South African Defence Force: a case study of 6SAI. English World-Wide, vol 19(1), pp.33-60.
Kamwangamalu, N. (1998) Identities of English and codeswitching in post-apartheid South Africa. Multilingua, vol.17(2/3), pp.277-96.
Pather, E. (1994) Language attitudes and multilingualism: classroom-based research. ELTIC Reporter, vol.18 (1&2), pp.32-8.
- National English Literary Museum
- Private Bag 1019
- Grahamstown 6140
- South Africa
- The Institute for the Study of English in Africa
- St Peters Building
- Rhodes University
- Grahamstown 6140
- South Africa
- The Dictionary of South African English
- St Peters Building
- Rhodes University
- Grahamstown 6140
- South Africa