Bücher von Lwandze Dlamini

Bachelor Thesis from the year 2020 in the subject African Studies - Linguistics, grade: 2.7, , course: Languages and literature, language: English, abstract: With a sociolinguistic scope, the present research work is aimed to investigate and examine SiSwati variations/dialects in the four regions of Eswatini (Hhohho, Lubombo, Shiselweni and Manzini).Since dialectal study is comparative, the SiSwati texts in the four regions have been compared to a standardized version of the language, that is, the SiSwati variant that is being taught in schools. The major linguistic focus of this study is morphological variation, lexical variation and syntactical variation. Four speakers, from the four different regions have been interviewed for this study. The results indicated that SiSwati, just like any other language spoken by a large speech community, has variations. Major linguistic differences have been noted in the construction of words, the choice of vocabulary used by the speakers, and the construction of sentences.Many scholars, like Khumalo have deliberated on the dialects of Emaswati. These studies mainly focus on the phonological variations. So far, little attention has been paid to awareness regarding other areas of dialect variation such as lexical variation and grammatical variation. This study will present the morphological, lexical and syntactic differences of the dialects of SiSwati in the different regions of Eswatini. The effort of this study is to research the different dialects is an effort to understand the differences in the society. It will identify the possible similarities and differences between the lexical items of these dialects and the standard SiSwati, also, with the aim of showing peculiarities as far as their morphologic systems are concerned.

Seminar paper from the year 2021 in the subject Gender Studies, grade: 5.0, , course: Social and developmental psychology, language: English, abstract: This study delves into the examination of how males contemplate social influences and perceive assigned roles of masculinity and femininity. Employing a qualitative research design and adopting a social constructionism epistemological approach, we analyzed the transcribed script of Justin Baldoni's TED talk using a reflexive thematic approach. The findings revealed that a male child tends to positively identify with in-group behavior when there are perceived benefits, while negative identification occurs if such behavior is deemed illegitimate, unstable, or harmful through self-introspection. Additionally, the study suggests that a male child's understanding of sex-role stereotypes and preferences for sex-appropriate or inappropriate behavior are subtly ingrained by society at a young age. The data further endorse the applicability of a gender schematic approach to sex-role socialization and advocate for integrating the concepts of positive and negative social group identification into the social identity theory.

Thesis from the year 2021 in the subject Pedagogy - School Pedagogics, grade: 5.0, , course: Educational Management, language: English, abstract: Bullying is one of the major issues educators, learners and school communities are facing in Eswatini, Africa, and globally. This study looks at secondary school learners' experiences of bullying in co-educational schools in the Manzini urban area. The main objectives of the study are to identify forms or types of bullying experienced by learners, effects of bullying in the lives of learners, characteristics of the victims of bullying, as well as strategies which can be adopted to counter bullying in the school context. The study uses a qualitative research approach where thirty individual interviews were conducted with form 2, 3 and 5 learners, including three guidance teachers. Data is analysed through themes. A detailed analysis of the themes is then conducted to tell a coherent and a persuasive account on the experiences of bullying. The study found that boys usually engage in physical forms of bullying, such as hitting, punching and kicking, while girls often engage in verbal forms of bullying such as hurling insults, name-calling, spreading rumours, as well as cyberbullying. These forms of bullying affect learners socially, emotionally and psychologically, including their academic performance. Gender identity, age, and economic status were found to be the common characteristics among victims of bullying. Socialization also seems to play a major role in perpetuating bullying in schools, as boys exercise their power over those whom they deem to be weak. The study recommends that various stakeholders such as teachers, parents, non-governmental organizations and social workers could work together to minimize the prevalence of bullying in schools.