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Development of an indigenous African language scientific register for natural sciences: Focussing on challenges, opportunities, and perceptions

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Publicado en:Perspectives in Education vol. 43, no. 3 (2025), p. 37-48
Autor principal: Ntuli, Thuli G
Otros Autores: Mudau, Awelani V
Publicado:
University of the Free State, Faculty of Education
Materias:
Africa
South Africa
Teaching
Language proficiency
Indigenous languages
African languages
Academic discourse
Teachers
Stakeholders
Learning
Schools
Medium of instruction
Natural sciences
Education
Native language
Case studies
Scientific technical language
Native languages
Perceptions
Sign language
Register
Indigenous peoples
Bilingualism
Northern Ndebele language
English for academic purposes
Languages
English language
Language shift
Basic Skills
Data Collection
Researchers
Language Teachers
Interviews
Language Acquisition
Parents
Cultural Pluralism
Educational Quality
Diaries
Educational Resources
Instructional Materials
Qualitative Research
Mothers
School Policy
Data Analysis
Official Languages
Science Teachers
Acceso en línea:Citation/Abstract
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Resumen:IsiNdebele, as a language of science, remains underdeveloped. The lack of scientific terms hinders the teaching of natural sciences to isiNdebele speakers. The aim of this qualitative interpretative case study, using interviews and a diary, is to explore the process of developing a scientific register for natural sciences for this African indigenous language. The results of the study reveal that, while some stakeholders are in support of using the isiNdebele scientific language register for natural sciences to support learning in their mother tongue, others prefer English as a medium of instruction. English is still seen as the language of economy and power. These perceptions simultaneously determine and threaten the survival of these indigenous languages. It is therefore recommended that scientific language registers be developed in indigenous languages. With these scientific language registers in indigenous languages being developed, stakeholders might change their perceptions of the use of African languages as languages of teaching and learning.
ISSN:0258-2236
2519-593X
DOI:10.38140/piev43i3.6581
Fuente:Education Database