Sesotho is still a marginalised language

Koai, Mojalefa; Fredericks, Brenton

doi:10.2989/16073614.2019.1692677

Southern African Linguistics and Applied Language Studies

2019

DOI: 10.2989/16073614.2019.1692677

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Sesotho is still a marginalised language

Mojalefa Koai

Brenton Fredericks

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2024

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Cited by 2 publications

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Bridging the Divide: Indigenous Language Integration in Open Educational Resource Accessibility

Letsoalo

2024

Mousaion

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The use of information resources is dependent on their accessibility by users. The accessibility of information has attracted the attention of researchers from different parts of the world. However, Open Educational Resources (OERs) accessibility issues have not been adequately addressed in South Africa. This article explores the use of indigenous languages in the development and adaptation of OERs for accessibility at the University of South Africa. A total of 108 OERs were available for selection on UnisaIR. Ten of the 108 OERs were purposefully selected. Exploring and analysing OER development at Unisa took a qualitative and exploratory approach. This article presents the findings of a thematic analysis that was used to identify dominant themes in OER. The findings highlight two main concerns that underpin OER operations at Unisa: 1) translation as a method of OER creation and/or adaptation; and 2) deficiency of OER creation in indigenous languages. Though using indigenous languages in the construction of OERs can help to address the accessibility gap in the supply of teaching and learning resources, this aspect of accessibility as a discourse in the OER space has yet to be explored extensively. It is a matter of concern that many OERs at Unisa are written only in English. To address the gap in accessibility of OERs in the South African context, the following three language-related factors should support the creation of OERs: development in local languages, linguistic pluralism, and translation into indigenous languages.

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Bridging the Divide: Indigenous Language Integration in Open Educational Resource Accessibility

Letsoalo

2024

Mousaion

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Challenges in Intellectualizing Sesotho for Use in Academic Publications

Sibeko,

Setaka-Bapela

2024

The Journal of Electronic Publishing

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This paper explores challenges in intellectualizing Sesotho for academic works beyond literary-based theses. It also overviews resources for the intellectualization of official Indigenous languages of South Africa, focusing on national translation projects for terminology development. Furthermore, it highlights efforts by the South African Centre for Digital Language Resources in creating and collecting corpora for all official languages, including Sesotho. Challenges in Sesotho lexicography, especially with corpus-based approaches, are discussed. Additionally, the paper reflects on the authors' experiences with publishing academic articles in Sesotho in South African journals. It discusses obstacles faced, and strategies employed, including dialogues with reviewers on creating new terms and choosing between Lesothan Sesotho and South African Sesotho orthographies. Finally, the essay addresses challenges posed by limited publication avenues for indigenous languages in southern Africa and academic pressures for citations and research impact. It aims to shed light on lesser-known Indigenous languages in Southern Africa by spotlighting challenges and solutions to academic publications in Sesotho. Overall, the paper concludes that efforts at intellectualizing Sesotho and other South African indigenous languages are evident. Even so, there is far less emphasis on using Sesotho and other indigenous languages for academic discourses.

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Sesotho is still a marginalised language

Cited by 2 publications

References 5 publications

Bridging the Divide: Indigenous Language Integration in Open Educational Resource Accessibility

Bridging the Divide: Indigenous Language Integration in Open Educational Resource Accessibility

Challenges in Intellectualizing Sesotho for Use in Academic Publications

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