Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching k@ta
Kekana, Tebogo Johannes
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
LAW-LANGUAGE: THE CHALLENGE OF THE CAVEAT ‘WHENEVER REASONABLY PRACTICABLE’ IN LANGUAGE POLICIES Montle, Malesela; Kekana, Tebogo Johannes
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 1: June 2024
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v8i1.8220

Abstract

The challenge of escape clauses in various policies has been a longstanding issue for policy scholars worldwide. This challenge is also prevalent in South African institutions, particularly in their language policies. This article reports on the findings of a desk-based investigation into the escape clause "whenever practicable" as found in various language policies. A textual analysis of language policies from specifically selected institutions was conducted. The research argues that language planning agencies in these institutions have inadvertently or deliberately included escape clauses as a mechanism to allow for flexibility in case of difficulties in implementing certain provisions of the policies. Data were collected from the language policies of seven universities and three government departments using convenient sampling. Discourse analysis was employed to analyze the data, focusing on the linguistic meaning of the selected extracts containing escape clauses. The analysis revealed several key findings: the language policies examined confirmed the presence of various escape clauses expressed in different ways; these escape clauses contribute to the lack of implementation of these language policies; and the absence of non-compliance clauses also contributes to the lack of implementation. The findings clearly indicate that escape clauses are a critical pivot around which the escape mechanisms in these selected language policies revolve. Therefore, we argue that the use of escape clauses should be limited and highly regulated.
THE RELATIONSHIP BETWEEN EXPOSURE TO TEXTISM AND SPELLING COMPETENCY Ramaoka, Sekgalabje Isaiah; Kekana, Tebogo Johannes; Montle, Malesela
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 1: June 2024
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v8i1.7752

Abstract

The purpose of the study was to investigate the relationship between exposure to textism and spelling competency. A quasi-experimental research design was used to determine how the independent variable (exposure to textism) influenced the dependent variable (spelling competency). A purposive sampling technique was employed to select 92 Grade 10 learners for the study. A preliminary questionnaire was administered to gather information about the learners’ cell phone ownership and text messaging behavior, and to further divide the sample into Experiment and Control groups. The Experiment group comprised learners who owned a smartphone and participated in text messaging, while learners who did not own a cell phone and were not actively involved in text messaging were assigned to the Control group. Data collection involved a dictation exercise and a creative writing task. The results of the dictation task showed a positive correlation between exposure to textism and spelling competency. Participants in the experiment groups, who owned a smartphone and were actively involved in text messaging, outperformed those in the control group, who did not own a cell phone or participate in text messaging. However, the results of the creative writing task presented a mixed trajectory of findings. Although the Experiment group performed better than the Control group in terms of incorrect spelling frequency, wrong word/class usage, and word omission, they also registered a higher count of punctuation-based spelling errors, word-spacing errors, and textism forms.
The Language of Police Officers Matters: Factors Hampering Workplace English Writing Capability in the South African Police Services (SAPS) Kekana, Tebogo Johannes; Montle, Malesela Edward
k@ta: A Biannual Publication on the Study of Language and Literature Vol. 25 No. 2 (2023): DECEMBER 2023
Publisher : The English Department, Faculty of Humanities & Creative Industries, Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/kata.25.2.92-110

Abstract

This article reports on the findings of an exploratory-based study about variables hampering adequate Workplace English writing competency of police officers in the South African Police Services (SAPS). The main assumption in this article is that this poor English writing proficiency that is tailored for the workplace in the as a result of many intertwined and interrelated factors. A quanti-qualitative research approach was adopted. Data was harvested using a questionnaire and in-depth interviews from 203 research participants from various police stations in Gauteng Province of South Africa. Thematic Content Analysis (TCA) was used for analysis of qualitative data. Quantitative data was analysed using SPSS (Statistical Package for Social Sciences). The investigation was underpinned by Work Integrated Learning (WIL), Genre and NA (Needs Analysis) theories. The investigation found that there is a deficiency of expertise as far as pedagogy is concerned among police trainers. Furthermore, the study revealed that the absence of tertiary qualifications contributes to the problem. Language teaching in the SAPS training colleges is found not to be given adequate emphasis. Lastly, the over-domination of physical training over academic teaching was also a challenge. This investigation underscores the crucial aspect of reflective research as a source of information.
Co-Authors Montle, Malesela Montle, Malesela Edward Ramaoka, Sekgalabje Isaiah