Researching the intellectualisation of African languages, multilingualism and education

Kaschula, Russell H.; Maseko, Pamela

doi:10.18772/22017050268.9

Cited by 15 publications

(19 citation statements)

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“…While the phenomenon of developing South African languages remains important, Kaschula and Maseko (2014) pose a valuable question in scrutinising whether there is a direct relationship between the intellectualisation of African languages and research that will facilitate the very same intellectualisation. It is important to also note that intellectualisation in this context refers to the elevation and/or promotion of the stature of languages that were previously or are currently marginalised by the colonies of the other worlds.…”

Section: Literature Reviewmentioning

confidence: 99%

The racial hierarchisation of the isiXhosa language in South Africa

Diko

2023

IJRBS

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The reality is that there is a relationship between language and race as advanced and qualified by ethnolinguistics. Such a relationship points to the subjugation of the isiXhosa language (habitually situated in South Africa), among other prescripts, which was fueled by racial hierarchization that ought to be debated within the paradigm of scholarly discourses. The subjugation, distortion and erosion of the isiXhosa language were led by the colonial, apartheid governance and administration that sought to impose censorship. Therefore, this article employs post-colonial theory to argue and scholarly prove that the language and many South African indigenous languages were oppressed based on racial notions that sought to accelerate neo-liberalist and imperialist perceptions. Hypothetically speaking, the isiXhosa language still suffers from the effects of (post)colonialism carried by colonial agents who continue to mock and humiliate the language. The debates and findings underline that such claims (racial hierarchization of the language) must be validated through theoretical and practical discourses. As a result, closing remarks infuse potential recommendations open to public scrutiny regarding the problematised phenomenon and/or conundrum.

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Section: Literature Reviewmentioning

confidence: 99%

The racial hierarchisation of the isiXhosa language in South Africa

Diko

2023

IJRBS

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“…Finlayson and Madiba (2002) were among the first South African scholars to write about intellectualization. Alexander (2005) further developed this concept, and other scholars, such as Kaschula and Maseko (2014), have also contributed to the refinement of this concept. Intellectualization of indigenous languages is very important as it contributes to quality education that embraces diversity and allows learners to experience different worldviews while remaining true to their identities.…”

Section: The Concept Of Intellectualizationmentioning

confidence: 99%

Intellectualization of Indigenous Languages of South Africa: Translation Twists and Turns

Dlamini¹

2022

MyRES

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This paper provides an overview of the intellectualization of the indigenous languages of South Africa through a translation of academic texts and using isiZulu by way of example. The intellectualization of a language means the advancement, upliftment, and enrichment of a language, enabling it for use in different domains as a language of research, science and technology, and teaching and learning. The point of departure for this paper is the value of translation as an enabler for the intellectualization of languages. Using Nord’s functionalist theory, this paper seeks to provide an overview of the process of translation of doctoral abstracts from English into isiZulu as a contribution towards the intellectualization of isiZulu at the University of KwaZulu-Natal (UKZN), South Africa. The aim of this qualitative study, therefore, was to explore the intricacies involved in the journey to the intellectualization of languages that belong to different language families, specifically English and isiZulu. The data used were 12 doctoral dissertation abstracts randomly selected from a pool of abstracts from various disciplines submitted for translation from English into isiZulu at UKZN as part of the initiative of intellectualizing isiZulu. The study established an acknowledgment of the intricacies involved in the translation of academic texts and suggests possible practices to be followed to contribute successfully to the intellectualization of indigenous languages of South Africa, isiZulu in particular.

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“…With regard to second and additional African language learning, the intention is to explore the development of vocation-specific curricula for additional African language speakers and learners. Courses are being designed in isiXhosa, and these can be replicated in other languages to assist in professional communication in fields such as law, pharmacy, education, and psychology (Kaschula & Maseko, 2014).…”

Section: Multilingualism and Indigenous African Languagesmentioning

confidence: 99%

“…For example, medical students at the University of Cape Town cannot graduate without undergoing Afrikaans and isiXhosa on-site clinical examinations, which empower students with required language skills for patient examination (Reynecke & Claasen, 2015). The Centre for African Language Diversity and the Centre for Higher Education at the University of Cape Town have also been involved in innovative work aimed at promoting multilingualism through ICT (Kaschula & Maseko, 2014). Other institutions such as Rhodes University, the University of South Africa, Stellenbosch University, the University of Pretoria, and UKZN, among others, have also been involved in similar initiatives (Ndebele, 2014).…”

Section: Multilingualism and Indigenous African Languagesmentioning

confidence: 99%