Family language policy in a xenophobic context: The case of Kalanga transnational families in South Africa
- Authors: Maseko, Busani , Nkomo, Dion
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468053 , vital:77003 , ISBN , https://hdl.handle.net/10413/23289
- Description: Due to globalisation and people’s mobility, transnational families have become a common feature worldwide. As they settle in host countries, a diminished need and opportunities to use their heritage languages usually follow. This tendency places pressure on immigrant languages, particularly in countries that do not support their teaching in education. In highly ethnicised and racialised contexts like South Africa, parents’ transnational experiences impact decisions regarding language use in identity construction in the host country. This study examines the family language policies of three transnational Zimbabwean Kalanga families in South Africa. It reveals how their language transactions, negotiations and contestations are enmeshed with considerations of the everpresent xenophobic sentiment in South African society. Data were collected through semi-structured interviews with parents from three focal Zimbabwean families of Kalanga heritage. The findings show that parents’ experiences of xenophobia in South Africa shape their language acquisition decisions for their children in considerable ways. The preference for acquiring and using Zulu and English at the expense of Kalanga is motivated by parents’ desire and aspiration for their children’s assimilation into a South African identity to minimise exposure to xenophobic attacks, for children’s schooling and general upward social mobility.
- Full Text:
- Date Issued: 2024
- Authors: Maseko, Busani , Nkomo, Dion
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468053 , vital:77003 , ISBN , https://hdl.handle.net/10413/23289
- Description: Due to globalisation and people’s mobility, transnational families have become a common feature worldwide. As they settle in host countries, a diminished need and opportunities to use their heritage languages usually follow. This tendency places pressure on immigrant languages, particularly in countries that do not support their teaching in education. In highly ethnicised and racialised contexts like South Africa, parents’ transnational experiences impact decisions regarding language use in identity construction in the host country. This study examines the family language policies of three transnational Zimbabwean Kalanga families in South Africa. It reveals how their language transactions, negotiations and contestations are enmeshed with considerations of the everpresent xenophobic sentiment in South African society. Data were collected through semi-structured interviews with parents from three focal Zimbabwean families of Kalanga heritage. The findings show that parents’ experiences of xenophobia in South Africa shape their language acquisition decisions for their children in considerable ways. The preference for acquiring and using Zulu and English at the expense of Kalanga is motivated by parents’ desire and aspiration for their children’s assimilation into a South African identity to minimise exposure to xenophobic attacks, for children’s schooling and general upward social mobility.
- Full Text:
- Date Issued: 2024
Issues with corpus planning in Zimbabwe’s previously marginalised languages in Matabeleland
- Nhongo, Raphael, Nkomo, Dion
- Authors: Nhongo, Raphael , Nkomo, Dion
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/468001 , vital:76999 , https://doi.org/10.1080/01434632.2024.2323166
- Description: The promulgation of Zimbabwe’s current constitution amendment number 20, in 2013, brought hope to the previously marginalised languages in the country. In the founding provisions of the amendment, it is stated that 16 of the languages of Zimbabwe are officially recognised. Prior to the current constitution, only English, Ndebele and Shona were recognised. The paper scrutinises corpus planning activities that have taken place in the previously marginalised languages that are found in Matabeleland region. The analysis of corpus planning activities in these languages was done through a qualitative phenomenological design. Two members from each of the associations of these languages were interviewed. The results of the study indicate that the accomplishment of success in corpus planning is hampered by approaches that are asynchronous with modern day linguistic realities. Realistic language practices that are not influenced by prescriptivism, selfishness and mere recognition of the language need to be adopted in contemplation for successful corpus planning.
- Full Text:
- Date Issued: 2024
- Authors: Nhongo, Raphael , Nkomo, Dion
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/468001 , vital:76999 , https://doi.org/10.1080/01434632.2024.2323166
- Description: The promulgation of Zimbabwe’s current constitution amendment number 20, in 2013, brought hope to the previously marginalised languages in the country. In the founding provisions of the amendment, it is stated that 16 of the languages of Zimbabwe are officially recognised. Prior to the current constitution, only English, Ndebele and Shona were recognised. The paper scrutinises corpus planning activities that have taken place in the previously marginalised languages that are found in Matabeleland region. The analysis of corpus planning activities in these languages was done through a qualitative phenomenological design. Two members from each of the associations of these languages were interviewed. The results of the study indicate that the accomplishment of success in corpus planning is hampered by approaches that are asynchronous with modern day linguistic realities. Realistic language practices that are not influenced by prescriptivism, selfishness and mere recognition of the language need to be adopted in contemplation for successful corpus planning.
- Full Text:
- Date Issued: 2024
Power to the minorities: Ndebele L1–speaking teachers in Tonga-speaking communities in Zimbabwe
- Authors: Maseko, Busani , Nkomo, Dion
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468064 , vital:77004 , ISBN 9781003299547 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003299547-2/power-minorities-busani-maseko-dion-nkomo
- Description: In 2013, Zimbabwe adopted a new constitution that declared 16 officially recognised languages. In line with the new constitutional provision that all the official languages be treated with parity, the teaching of minority languages ceased to be optional. Yet there were neither trained teachers nor educational materials to implement their teaching. In this chapter, it is examined how Ndebele L1 teachers and learners in the Tonga-speaking community of Binga negotiate their identities by learning Tonga. Ndebele L1 learners learn Tonga as the new legitimate Indigenous language offered in their schools, which brings interesting dynamics in terms of language learning challenges and attitudes. Ndebele L1 teachers must reinvent themselves to assume the instructional responsibilities in the learning of the minority language and to retain their jobs. These teachers therefore learn the languages from the community including their own learners, thereby providing an exciting case of speakers of majority language speakers learning a minority language that they also must teach. This study therefore presents an interesting case where minority language–speaking learners and majority language–speaking teachers collaboratively and reciprocally participate in the teaching of the minority language.
- Full Text:
- Date Issued: 2024
- Authors: Maseko, Busani , Nkomo, Dion
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468064 , vital:77004 , ISBN 9781003299547 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003299547-2/power-minorities-busani-maseko-dion-nkomo
- Description: In 2013, Zimbabwe adopted a new constitution that declared 16 officially recognised languages. In line with the new constitutional provision that all the official languages be treated with parity, the teaching of minority languages ceased to be optional. Yet there were neither trained teachers nor educational materials to implement their teaching. In this chapter, it is examined how Ndebele L1 teachers and learners in the Tonga-speaking community of Binga negotiate their identities by learning Tonga. Ndebele L1 learners learn Tonga as the new legitimate Indigenous language offered in their schools, which brings interesting dynamics in terms of language learning challenges and attitudes. Ndebele L1 teachers must reinvent themselves to assume the instructional responsibilities in the learning of the minority language and to retain their jobs. These teachers therefore learn the languages from the community including their own learners, thereby providing an exciting case of speakers of majority language speakers learning a minority language that they also must teach. This study therefore presents an interesting case where minority language–speaking learners and majority language–speaking teachers collaboratively and reciprocally participate in the teaching of the minority language.
- Full Text:
- Date Issued: 2024
A socio-political and historical perspective of linguistic prescriptivism in relation to the African languages of southern Africa
- Kaschula, Russell H, Mokapela, Sebolelo, Nkomo, Dion, Nosilela, Bulelwa
- Authors: Kaschula, Russell H , Mokapela, Sebolelo , Nkomo, Dion , Nosilela, Bulelwa
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468042 , vital:77002 , ISBN 9781003095125 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003095125-22/socio-political-historical-perspective-linguistic-prescriptivism-relation-african-languages-southern-africa-russell-kaschula-sebolelo-mokapela-dion-nkomo-bulelwa-nosilela
- Description: Major languages in southern Africa evolved from oral to the written mode within particular socio-cultural and political milieu from the eighteenth century. In the postcolonial period, some African countries established regulatory bodies, while others maintained those established during the colonial period to oversee the development and use of African languages. The quest for uniformity manifested itself in a prescriptive approach to the orthographies and grammars of southern African languages. This chapter looks at how prescriptivism emerged from those socio-political and historical processes to become a feature in the development and use of African languages in southern Africa.
- Full Text:
- Date Issued: 2023
- Authors: Kaschula, Russell H , Mokapela, Sebolelo , Nkomo, Dion , Nosilela, Bulelwa
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468042 , vital:77002 , ISBN 9781003095125 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003095125-22/socio-political-historical-perspective-linguistic-prescriptivism-relation-african-languages-southern-africa-russell-kaschula-sebolelo-mokapela-dion-nkomo-bulelwa-nosilela
- Description: Major languages in southern Africa evolved from oral to the written mode within particular socio-cultural and political milieu from the eighteenth century. In the postcolonial period, some African countries established regulatory bodies, while others maintained those established during the colonial period to oversee the development and use of African languages. The quest for uniformity manifested itself in a prescriptive approach to the orthographies and grammars of southern African languages. This chapter looks at how prescriptivism emerged from those socio-political and historical processes to become a feature in the development and use of African languages in southern Africa.
- Full Text:
- Date Issued: 2023
How Great is thy Dictionary? Cross-referencing as a Lexicographic Device in The Greater Dictionary of (isi) Xhosa
- Nkomo, Dion, Nosilela, Bulelwa, Gambushe, Wanga
- Authors: Nkomo, Dion , Nosilela, Bulelwa , Gambushe, Wanga
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/467979 , vital:76996 , DOI:10.5788/32-3-1736
- Description: Inspired by Willem Botha's reflections on the compilation of the multi-volume Woordeboek van die Afrikaanse Taal (WAT) in Botha (1994; 2005), this study offers a critical evaluation of cross-referencing in The Greater Dictionary of (isi) Xhosa, henceforth the GDX. The GDX is a tri-volume dictionary, possibly the biggest dictionary, not only in isiXhosa, but in African languages. The evaluation of the dictionary is guided by the notion of cross-reference conditions or cross-reference prerequisites to identify cross-references used in the GDX, analyse the relations revealed by crossreferencing and the effectiveness of the entire mediostructural organisation of the dictionary. The article notes that cross-referencing in the GDX seems to be guided by a generally well-conceived set of guidelines which were largely followed meticulously. Consistency generally prevails in the treatment of similar lexical items and even across the different volumes of the dictionary. Some cross-referencing aspects that could be improved were identified. However, it was noted that most of them would be easily addressed in the prospective digitisation project of the GDX.
- Full Text:
- Date Issued: 2022
- Authors: Nkomo, Dion , Nosilela, Bulelwa , Gambushe, Wanga
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/467979 , vital:76996 , DOI:10.5788/32-3-1736
- Description: Inspired by Willem Botha's reflections on the compilation of the multi-volume Woordeboek van die Afrikaanse Taal (WAT) in Botha (1994; 2005), this study offers a critical evaluation of cross-referencing in The Greater Dictionary of (isi) Xhosa, henceforth the GDX. The GDX is a tri-volume dictionary, possibly the biggest dictionary, not only in isiXhosa, but in African languages. The evaluation of the dictionary is guided by the notion of cross-reference conditions or cross-reference prerequisites to identify cross-references used in the GDX, analyse the relations revealed by crossreferencing and the effectiveness of the entire mediostructural organisation of the dictionary. The article notes that cross-referencing in the GDX seems to be guided by a generally well-conceived set of guidelines which were largely followed meticulously. Consistency generally prevails in the treatment of similar lexical items and even across the different volumes of the dictionary. Some cross-referencing aspects that could be improved were identified. However, it was noted that most of them would be easily addressed in the prospective digitisation project of the GDX.
- Full Text:
- Date Issued: 2022
The intellectualization of African languages through terminology and lexicography: Methodological reflections with special reference to lexicographic products of the University of KwaZulu-Natal
- Authors: Khumalo, Langa , Nkomo, Dion
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/468030 , vital:77001 , https://www.ajol.info/index.php/lex/article/view/233959
- Description: Terminology development and practical lexicography are crucial in language intellectualization. In South Africa, the Department of Sport, Arts and Culture, National Lexicography Units, universities, commercial publishers and other organizations have been developing terminology and publishing terminographical/lexicographical resources to facilitate the use of African languages alongside English and Afrikaans in prestigious domains. Theoretical literature in the field of lexicography (eg, Bergenholtz and Nielsen (2006); Bergenholtz and Tarp (1995; 2010); Gouws 2020) has attempted to resolve traditional distinctions between lexicography and terminology while also addressing terminological imprecisions in the relevant scholarship. Taking the cue from such scholarship, this article reflects on the methodological approaches for developing lexicographical products for specific subject fields, ie, resources that document and describe terminology from specialized academic and professional fields. Its focus is on the use of traditional methods vis-à-vis the application of electronic corpora and its technologies in the key practical tasks such as term extraction and lemmatization. The article notes that the limited availability of specialized texts in African languages hampers the development and deployment of advanced electronic corpora and its applications to improve the execution of terminological and lexicographical tasks, while also enhancing the quality of the products. The Illustrated Glossary of Southern African Architectural Terms (English–isiZulu), A Glossary of Law Terms (English–isiZulu) and the forthcoming isiZulu dictionary of linguistic terms are used for special reference.
- Full Text:
- Date Issued: 2022
- Authors: Khumalo, Langa , Nkomo, Dion
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/468030 , vital:77001 , https://www.ajol.info/index.php/lex/article/view/233959
- Description: Terminology development and practical lexicography are crucial in language intellectualization. In South Africa, the Department of Sport, Arts and Culture, National Lexicography Units, universities, commercial publishers and other organizations have been developing terminology and publishing terminographical/lexicographical resources to facilitate the use of African languages alongside English and Afrikaans in prestigious domains. Theoretical literature in the field of lexicography (eg, Bergenholtz and Nielsen (2006); Bergenholtz and Tarp (1995; 2010); Gouws 2020) has attempted to resolve traditional distinctions between lexicography and terminology while also addressing terminological imprecisions in the relevant scholarship. Taking the cue from such scholarship, this article reflects on the methodological approaches for developing lexicographical products for specific subject fields, ie, resources that document and describe terminology from specialized academic and professional fields. Its focus is on the use of traditional methods vis-à-vis the application of electronic corpora and its technologies in the key practical tasks such as term extraction and lemmatization. The article notes that the limited availability of specialized texts in African languages hampers the development and deployment of advanced electronic corpora and its applications to improve the execution of terminological and lexicographical tasks, while also enhancing the quality of the products. The Illustrated Glossary of Southern African Architectural Terms (English–isiZulu), A Glossary of Law Terms (English–isiZulu) and the forthcoming isiZulu dictionary of linguistic terms are used for special reference.
- Full Text:
- Date Issued: 2022
The linguistic dimensions of Gukurahundi in Zimbabwe
- Authors: Maseko, Busani , Nkomo, Dion
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468075 , vital:77005 , ISBN 9781779224286
- Description: This chapter explores the linguistic dimensions of Gukurahundi to ad-dress claims that the operation was anything other than a genocide. When discussing genocide, Lang (2020) reveals the connection be-tween genocidal acts and language. Writing on the Nazi Holocaust, Lang (2020: 155) lays bare the nexus between genocides and lan-guage. To escape the consequences of language, for worse or for bet-ter, would require an impossible step outside history for its speakers or writers no less than for its audience–and whatever else we discover about the Nazi genocide. The background to this claim is broader than the specific evidence of the role of language in the Nazi genocide. The existence of a causal relation between language and history, between linguistic practice and events in the social context, would be disputed only on the view of language as neutral and transparent medium. Tes-timony comes from many different sources of the history of language as ‘real’history, evolving in direct relation to features of the historical and social context. On general grounds, it is predictable that linguistic de-velopments which occurred at the time of Nazi genocide would disclose features resembling those of the process of genocide itself; it would be difficult to understand how the latter might occur without corresponding changes in language (Lang 2020: 155).
- Full Text:
- Date Issued: 2022
- Authors: Maseko, Busani , Nkomo, Dion
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468075 , vital:77005 , ISBN 9781779224286
- Description: This chapter explores the linguistic dimensions of Gukurahundi to ad-dress claims that the operation was anything other than a genocide. When discussing genocide, Lang (2020) reveals the connection be-tween genocidal acts and language. Writing on the Nazi Holocaust, Lang (2020: 155) lays bare the nexus between genocides and lan-guage. To escape the consequences of language, for worse or for bet-ter, would require an impossible step outside history for its speakers or writers no less than for its audience–and whatever else we discover about the Nazi genocide. The background to this claim is broader than the specific evidence of the role of language in the Nazi genocide. The existence of a causal relation between language and history, between linguistic practice and events in the social context, would be disputed only on the view of language as neutral and transparent medium. Tes-timony comes from many different sources of the history of language as ‘real’history, evolving in direct relation to features of the historical and social context. On general grounds, it is predictable that linguistic de-velopments which occurred at the time of Nazi genocide would disclose features resembling those of the process of genocide itself; it would be difficult to understand how the latter might occur without corresponding changes in language (Lang 2020: 155).
- Full Text:
- Date Issued: 2022
Another isiXhosa Monolingual Dictionary: A Critical Analysis of the Shuters IsiChazi-magama SesiXhosa
- Authors: Nkomo, Dion
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/468095 , vital:77007 , https://doi.org/10.5788/31-1-1658
- Description: This article offers a critical analysis and evaluation of the Shuters IsiChazi-magama SesiXhosa, the second monolingual dictionary in the history of isiXhosa. The analysis draws theoretical and methodological insights from dictionary criticism as a domain of metalexicography and analyses the dictionary in view of existing dictionaries in the language, especially the first monolingual dictionary published under the auspices of the IsiXhosa National Lexicography Unit (XNLU) a decade earlier. Concise paraphrases of meaning are identified as the major strength of this dictionary when compared to its XNLU predecessor. However, inconsistent provision of microstructural entries, an imbalanced macrostructure and a non-integrated front matter reduce the user-friendliness of the dictionary. Nevertheless, another dictionary in isiXhosa produced without the involvement of a National Lexicography Unit is welcome towards the intellectualisation of African languages.
- Full Text:
- Date Issued: 2021
- Authors: Nkomo, Dion
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/468095 , vital:77007 , https://doi.org/10.5788/31-1-1658
- Description: This article offers a critical analysis and evaluation of the Shuters IsiChazi-magama SesiXhosa, the second monolingual dictionary in the history of isiXhosa. The analysis draws theoretical and methodological insights from dictionary criticism as a domain of metalexicography and analyses the dictionary in view of existing dictionaries in the language, especially the first monolingual dictionary published under the auspices of the IsiXhosa National Lexicography Unit (XNLU) a decade earlier. Concise paraphrases of meaning are identified as the major strength of this dictionary when compared to its XNLU predecessor. However, inconsistent provision of microstructural entries, an imbalanced macrostructure and a non-integrated front matter reduce the user-friendliness of the dictionary. Nevertheless, another dictionary in isiXhosa produced without the involvement of a National Lexicography Unit is welcome towards the intellectualisation of African languages.
- Full Text:
- Date Issued: 2021
Dictionary culture in African language communities: research, development, challenges and prospects
- Authors: Nkomo, Dion
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/467990 , vital:76997 , https://doi.org/10.1515/lex-2020-0002
- Description: This paper reflects on aspects of dictionary culture in African language communities. It demonstrates how weak lexicographic traditions in African languages and present pedagogical practices in the public schooling system of African countries militate against the establishment of a thriving dictionary culture. This is against the gains made from the 1990s when the production of mother-tongue dictionaries gained traction in African languages and some efforts to provide for the integration of dictionary pedagogy in schools. The unavailability of dictionaries and the exclusion of dictionary pedagogy are identified as major challenges. The paper thus reiterates the need for the empowerment of teachers through formal training and also for the collaboration between lexicographers and other stakeholders as long-term solutions to the identified challenges.
- Full Text:
- Date Issued: 2020
- Authors: Nkomo, Dion
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/467990 , vital:76997 , https://doi.org/10.1515/lex-2020-0002
- Description: This paper reflects on aspects of dictionary culture in African language communities. It demonstrates how weak lexicographic traditions in African languages and present pedagogical practices in the public schooling system of African countries militate against the establishment of a thriving dictionary culture. This is against the gains made from the 1990s when the production of mother-tongue dictionaries gained traction in African languages and some efforts to provide for the integration of dictionary pedagogy in schools. The unavailability of dictionaries and the exclusion of dictionary pedagogy are identified as major challenges. The paper thus reiterates the need for the empowerment of teachers through formal training and also for the collaboration between lexicographers and other stakeholders as long-term solutions to the identified challenges.
- Full Text:
- Date Issued: 2020
New Frontiers in Forensic Linguistics: Themes and Perspectives in Language and the Law in Africa and beyond
- Authors: Nkomo, Dion
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/468015 , vital:77000 , DOI: 10.1080/02572117.2020.1804289
- Description: This paper reflects on aspects of dictionary culture in African language communities. It demonstrates how weak lexicographic traditions in African languages and present pedagogical practices in the public schooling system of African countries militate against the establishment of a thriving dictionary culture. This is against the gains made from the 1990s when the production of mother-tongue dictionaries gained traction in African languages and some efforts to provide for the integration of dictionary pedagogy in schools. The unavailability of dictionaries and the exclusion of dictionary pedagogy are identified as major challenges. The paper thus reiterates the need for the empowerment of teachers through formal training and also for the collaboration between lexicographers and other stakeholders as long-term solutions to the identified challenges.
- Full Text:
- Date Issued: 2020
- Authors: Nkomo, Dion
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/468015 , vital:77000 , DOI: 10.1080/02572117.2020.1804289
- Description: This paper reflects on aspects of dictionary culture in African language communities. It demonstrates how weak lexicographic traditions in African languages and present pedagogical practices in the public schooling system of African countries militate against the establishment of a thriving dictionary culture. This is against the gains made from the 1990s when the production of mother-tongue dictionaries gained traction in African languages and some efforts to provide for the integration of dictionary pedagogy in schools. The unavailability of dictionaries and the exclusion of dictionary pedagogy are identified as major challenges. The paper thus reiterates the need for the empowerment of teachers through formal training and also for the collaboration between lexicographers and other stakeholders as long-term solutions to the identified challenges.
- Full Text:
- Date Issued: 2020
Intellectualisation of African languages: past, present and future
- Kaschula, Russell H, Nkomo, Dion
- Authors: Kaschula, Russell H , Nkomo, Dion
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174728 , vital:42504 , ISBN , https://icl20capetown.com/
- Description: This paper discusses the intellectualisation of African languages from a historical perspective. It explores how different historical epochs ascribed certain values on African languages, thereby facilitating or impeding the development of the languages, which remain in urgent need of transformation into fully functional languages in modern society. Such an exploration is not undertaken for the purposes of generating another historical account or rivalling others already in place, but in order to contribute towards understanding the integral role of African languages in the broader decolonisation and transformation endeavours across the continent.
- Full Text:
- Date Issued: 2019
- Authors: Kaschula, Russell H , Nkomo, Dion
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174728 , vital:42504 , ISBN , https://icl20capetown.com/
- Description: This paper discusses the intellectualisation of African languages from a historical perspective. It explores how different historical epochs ascribed certain values on African languages, thereby facilitating or impeding the development of the languages, which remain in urgent need of transformation into fully functional languages in modern society. Such an exploration is not undertaken for the purposes of generating another historical account or rivalling others already in place, but in order to contribute towards understanding the integral role of African languages in the broader decolonisation and transformation endeavours across the continent.
- Full Text:
- Date Issued: 2019
IsiXhosa dictionaries, language learning and intercultural communication
- Authors: Nkomo, Dion
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468283 , vital:77039 , ISBN 9781776140275 , https://muse.jhu.edu/book/52741
- Description: To date, there has been no published textbook which takes into account changing sociolinguistic dynamics that have influenced South African society. Multilingualism and Intercultural Communication breaks new ground in this arena. Its scope ranges from macro-sociolinguistic questions pertaining to language policies and their implementation (or non-implementation), to micro-sociolinguistic observations of actual language-use in verbal interaction, mainly in multilingual contexts of Higher Education (HE). There is a gradual move for the study of language and culture to be taught in the context of (professional) disciplines in which they would be used, such as Journalism and African languages, Education and African languages, etc. The book caters for this growing market. Because of its multilingual nature, it caters to English and Afrikaans language speakers, as well as the Sotho and Nguni language groups. It brings together various inter-linked disciplines such as Sociolinguistics and Applied Language Studies, Media Studies and Journalism, History and Education, Social and Natural Sciences, Law, Human Language Technology, Music, Intercultural Communication and Literary Studies. The unique cross-cutting disciplinary features of the book will make it a must-have for twenty-first century South African students and scholars and those interested in applied language issues.
- Full Text:
- Date Issued: 2017
- Authors: Nkomo, Dion
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468283 , vital:77039 , ISBN 9781776140275 , https://muse.jhu.edu/book/52741
- Description: To date, there has been no published textbook which takes into account changing sociolinguistic dynamics that have influenced South African society. Multilingualism and Intercultural Communication breaks new ground in this arena. Its scope ranges from macro-sociolinguistic questions pertaining to language policies and their implementation (or non-implementation), to micro-sociolinguistic observations of actual language-use in verbal interaction, mainly in multilingual contexts of Higher Education (HE). There is a gradual move for the study of language and culture to be taught in the context of (professional) disciplines in which they would be used, such as Journalism and African languages, Education and African languages, etc. The book caters for this growing market. Because of its multilingual nature, it caters to English and Afrikaans language speakers, as well as the Sotho and Nguni language groups. It brings together various inter-linked disciplines such as Sociolinguistics and Applied Language Studies, Media Studies and Journalism, History and Education, Social and Natural Sciences, Law, Human Language Technology, Music, Intercultural Communication and Literary Studies. The unique cross-cutting disciplinary features of the book will make it a must-have for twenty-first century South African students and scholars and those interested in applied language issues.
- Full Text:
- Date Issued: 2017
Lost and found: the value of a little known bilingual dictionary towards the intellectualization of Ndau
- Sithole, Emmanuel, Nkomo, Dion
- Authors: Sithole, Emmanuel , Nkomo, Dion
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67537 , vital:29109 , http://dx.doi.org/10.5788/27-1-1411
- Description: Publisher version , This article critically evaluates the ChiNdau–English and English–ChiNdau Vocabulary: With Grammatical Notes, a bilingual dictionary published in 1915 by the American Board Mission (Rhodesian Branch), with a view of determining its suitability for use as a point of departure for modern Ndau lexicography. More than a century after its publication, it remains the only dictionary in the language. The language has been treated as a dialect of Shona for close to a century, until its emergence as one of the country's sixteen officially-recognized languages in the 2013 Constitution of Zimbabwe. This landmark development requires practical work that can transform Ndau into a fully-fledged and intellectualized language. Lexicography is one of the key intellectual enterprises that can contribute in this regard. It is therefore the contention of this article that the existing dictionary be considered as a vital point of reference for future lexicographic work in Ndau. An analysis of various aspects of the dictionary indicate that, notwithstanding some limitations, this dictionary indeed managed to set some standards that may be incorporated in current and future lexicographic works in this less documented language.
- Full Text:
- Date Issued: 2017
- Authors: Sithole, Emmanuel , Nkomo, Dion
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67537 , vital:29109 , http://dx.doi.org/10.5788/27-1-1411
- Description: Publisher version , This article critically evaluates the ChiNdau–English and English–ChiNdau Vocabulary: With Grammatical Notes, a bilingual dictionary published in 1915 by the American Board Mission (Rhodesian Branch), with a view of determining its suitability for use as a point of departure for modern Ndau lexicography. More than a century after its publication, it remains the only dictionary in the language. The language has been treated as a dialect of Shona for close to a century, until its emergence as one of the country's sixteen officially-recognized languages in the 2013 Constitution of Zimbabwe. This landmark development requires practical work that can transform Ndau into a fully-fledged and intellectualized language. Lexicography is one of the key intellectual enterprises that can contribute in this regard. It is therefore the contention of this article that the existing dictionary be considered as a vital point of reference for future lexicographic work in Ndau. An analysis of various aspects of the dictionary indicate that, notwithstanding some limitations, this dictionary indeed managed to set some standards that may be incorporated in current and future lexicographic works in this less documented language.
- Full Text:
- Date Issued: 2017
The dictionary in examinations at a South African university: a linguistic or a pedagogic intervention?
- Authors: Nkomo, Dion
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67559 , vital:29111 , http://dx.doi.org/10.5788/27-1-1406
- Description: Publisher version , This paper interrogates students' use of dictionaries for examination purposes at Rhodes University in South Africa. The practice, which is provided for by the university's language policy, is widely seen as a linguistic intervention particularly aimed at assisting English additional language students, the majority of whom speak African languages, with purely linguistic information. Such a view is misconceived as it ignores the fact that the practice predates the present institutional language policy which was adopted in 2006. Although it was difficult to establish the real motivation prior to the language policy, this study indicates that both English mother-tongue and English additional language students use the dictionary in examinations for assistance that may be considered to be broadly pedagogic rather than purely linguistic. This then invites academics to reconsider the manner in which they teach and assess, cognisant of the pedagogic value of the dictionary which transcends linguistic assistance.
- Full Text:
- Date Issued: 2017
- Authors: Nkomo, Dion
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67559 , vital:29111 , http://dx.doi.org/10.5788/27-1-1406
- Description: Publisher version , This paper interrogates students' use of dictionaries for examination purposes at Rhodes University in South Africa. The practice, which is provided for by the university's language policy, is widely seen as a linguistic intervention particularly aimed at assisting English additional language students, the majority of whom speak African languages, with purely linguistic information. Such a view is misconceived as it ignores the fact that the practice predates the present institutional language policy which was adopted in 2006. Although it was difficult to establish the real motivation prior to the language policy, this study indicates that both English mother-tongue and English additional language students use the dictionary in examinations for assistance that may be considered to be broadly pedagogic rather than purely linguistic. This then invites academics to reconsider the manner in which they teach and assess, cognisant of the pedagogic value of the dictionary which transcends linguistic assistance.
- Full Text:
- Date Issued: 2017
Using African Languages to teach Science in higher education
- Gambushe, Wanga, Nkomo, Dion, Maseko, Pamela
- Authors: Gambushe, Wanga , Nkomo, Dion , Maseko, Pamela
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468294 , vital:77040 , ISBN 9781776140275 , https://muse.jhu.edu/book/52741
- Description: To date, there has been no published textbook which takes into account changing sociolinguistic dynamics that have influenced South African society. Multilingualism and Intercultural Communication breaks new ground in this arena. Its scope ranges from macro-sociolinguistic questions pertaining to language policies and their implementation (or non-implementation), to micro-sociolinguistic observations of actual language-use in verbal interaction, mainly in multilingual contexts of Higher Education (HE). There is a gradual move for the study of language and culture to be taught in the context of (professional) disciplines in which they would be used, such as Journalism and African languages, Education and African languages, etc. The book caters for this growing market. Because of its multilingual nature, it caters to English and Afrikaans language speakers, as well as the Sotho and Nguni language groups. It brings together various inter-linked disciplines such as Sociolinguistics and Applied Language Studies, Media Studies and Journalism, History and Education, Social and Natural Sciences, Law, Human Language Technology, Music, Intercultural Communication and Literary Studies. The unique cross-cutting disciplinary features of the book will make it a must-have for twenty-first century South African students and scholars and those interested in applied language issues.
- Full Text:
- Date Issued: 2017
- Authors: Gambushe, Wanga , Nkomo, Dion , Maseko, Pamela
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468294 , vital:77040 , ISBN 9781776140275 , https://muse.jhu.edu/book/52741
- Description: To date, there has been no published textbook which takes into account changing sociolinguistic dynamics that have influenced South African society. Multilingualism and Intercultural Communication breaks new ground in this arena. Its scope ranges from macro-sociolinguistic questions pertaining to language policies and their implementation (or non-implementation), to micro-sociolinguistic observations of actual language-use in verbal interaction, mainly in multilingual contexts of Higher Education (HE). There is a gradual move for the study of language and culture to be taught in the context of (professional) disciplines in which they would be used, such as Journalism and African languages, Education and African languages, etc. The book caters for this growing market. Because of its multilingual nature, it caters to English and Afrikaans language speakers, as well as the Sotho and Nguni language groups. It brings together various inter-linked disciplines such as Sociolinguistics and Applied Language Studies, Media Studies and Journalism, History and Education, Social and Natural Sciences, Law, Human Language Technology, Music, Intercultural Communication and Literary Studies. The unique cross-cutting disciplinary features of the book will make it a must-have for twenty-first century South African students and scholars and those interested in applied language issues.
- Full Text:
- Date Issued: 2017
IsiXhosa lexicography: past, present and future
- Authors: Nkomo, Dion , Wababa, Zola
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67526 , vital:29108 , http://dx.doi.org/10.5788/23-1-1219
- Description: Publisher version , This article presents a panoramic and critical overview of isiXhosa lexicography and its impact on the intellectualisation of this indigenous South African language. The history of isi¬Xhosa lexicography dates back more than two centuries. However, there still exists a need for dic¬tionaries that serve the language-speaking community as practical tools for addressing diverse communication and learning-oriented needs in the current language policy dispensation. The Isi¬Xhosa National Lexicography Unit (XNLU) is currently working on dictionary projects that attempt to address this situation while at the same time not losing sight of the mandate that the Pan South African National Language Board (PanSALB) placed on all the National Lexicography Units (NLUs). For this to happen, the article argues that the NLU needs to put lexicographic prac¬tice into its historical perspective, i.e. conceiving dictionary projects in the light of existing diction¬aries and lexicographic traditions in the language. Over and above that, there is a need to take into account the recent developments in lexicographic research, adopt co-operative lexicographic prac¬tice and develop a dictionary culture among the isiXhosa-speaking community.
- Full Text:
- Date Issued: 2013
- Authors: Nkomo, Dion , Wababa, Zola
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67526 , vital:29108 , http://dx.doi.org/10.5788/23-1-1219
- Description: Publisher version , This article presents a panoramic and critical overview of isiXhosa lexicography and its impact on the intellectualisation of this indigenous South African language. The history of isi¬Xhosa lexicography dates back more than two centuries. However, there still exists a need for dic¬tionaries that serve the language-speaking community as practical tools for addressing diverse communication and learning-oriented needs in the current language policy dispensation. The Isi¬Xhosa National Lexicography Unit (XNLU) is currently working on dictionary projects that attempt to address this situation while at the same time not losing sight of the mandate that the Pan South African National Language Board (PanSALB) placed on all the National Lexicography Units (NLUs). For this to happen, the article argues that the NLU needs to put lexicographic prac¬tice into its historical perspective, i.e. conceiving dictionary projects in the light of existing diction¬aries and lexicographic traditions in the language. Over and above that, there is a need to take into account the recent developments in lexicographic research, adopt co-operative lexicographic prac¬tice and develop a dictionary culture among the isiXhosa-speaking community.
- Full Text:
- Date Issued: 2013
The compilation of multilingual concept literacy glossaries at the University of Cape Town: a lexicographical function theoretical approach
- Nkomo, Dion, Madiba, Mbulungeni
- Authors: Nkomo, Dion , Madiba, Mbulungeni
- Date: 2011
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67548 , vital:29110 , http://dx.doi.org/10.5788/27-1-1411
- Description: Publisher version , This article proposes a lexicographical approach to the compilation of multilingual concept literacy glossaries which may play a very important role in supporting students at institutions of higher education. In order to support concept literacy, especially for students for whom English is not the native language, a number of universities in South Africa are compiling multilingual glossaries through which the use of languages other than English may be employed as auxiliary media. Terminologies in languages other than English are developed by translating English terms or coining new terms in these languages to exploit the native language competence of most students. The glossary project at the University of Cape Town (UCT) which was conceived under the auspices of the Multilingualism Education Project (MEP) is discussed. It is shown that the UCT glossaries are compiled using methods consistent with those employed in modern lexicography or proffered in lexicographical theory. The lexicographical function theory is specifically used to account for the glossaries and their production. It is suggested that modern lexicography can provide useful guidance for the production of glossaries, given that the earliest glossaries constitute the humble beginnings of lexicography.
- Full Text:
- Date Issued: 2011
- Authors: Nkomo, Dion , Madiba, Mbulungeni
- Date: 2011
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67548 , vital:29110 , http://dx.doi.org/10.5788/27-1-1411
- Description: Publisher version , This article proposes a lexicographical approach to the compilation of multilingual concept literacy glossaries which may play a very important role in supporting students at institutions of higher education. In order to support concept literacy, especially for students for whom English is not the native language, a number of universities in South Africa are compiling multilingual glossaries through which the use of languages other than English may be employed as auxiliary media. Terminologies in languages other than English are developed by translating English terms or coining new terms in these languages to exploit the native language competence of most students. The glossary project at the University of Cape Town (UCT) which was conceived under the auspices of the Multilingualism Education Project (MEP) is discussed. It is shown that the UCT glossaries are compiled using methods consistent with those employed in modern lexicography or proffered in lexicographical theory. The lexicographical function theory is specifically used to account for the glossaries and their production. It is suggested that modern lexicography can provide useful guidance for the production of glossaries, given that the earliest glossaries constitute the humble beginnings of lexicography.
- Full Text:
- Date Issued: 2011
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