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By Dr Nozuko Gxekwa

Challenges in Developing scientific terms in isiXhosa: Natural Sciences and Technology Grade 4 to 6 Dictionary. By Dr Nozuko Gxekwa. Aim of the paper.

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By Dr Nozuko Gxekwa

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  1. Challenges in Developing scientific terms in isiXhosa: Natural Sciences and Technology Grade 4 to 6 Dictionary By Dr Nozuko Gxekwa

  2. Aim of the paper • The aim of this paper is to reflect on challenges in developing scientific terms in isiXhosa and will also make tentative proposals on how to deal with these challenges.

  3. Background of the study • This paper emerged out of a collaboration of : • Linguists • Subject specialists • Lexicographers • Members of isiXhosa National Language Body

  4. Findings The following challenges were identified: • Problematic relations • Orthography • Classification of terms denoting the same concept • Dialects • Sensitive terms • Culture-specific terms • The value of definitions

  5. 1. Problematic relations 1.1 Synonyms • IsiXhosa having 1 term for all the synonyms in English. Is it lack of creativity? • e.g. form- imo (pg 77) state- imo(pg 140) phase-imo (pg 188) • Synonyms for terminologists are difficult to handle; their surface is the only distinction between them. They should be found in the same record (Trippel, 1999:1).

  6. 1.2 Homonyms, Polysems & Homographs In terminologies, homonyms and polysemes within the same subject field are treated as separate entries in a terminology (because the definition of the concept is different). Pointer Report (2006:6) Part of speech is used to indicate these relations for example is it a noun, verb or adjective Homonyms Seal (n)- inja yaselwandle Seal(v)ukuvingca/ukutywina Polysemes Balance (n) – ukuzinza Balance (n)- isikali Balance(v)- ukulungelelanisa Homographs Can (ikani) Can (ukunkonkxa) Problematic relations

  7. Problematic relations cont. • Alberts (2000:5)states that: “Context indicators are words or phrases, indicating subject field, usage, or typical context in which both source language terms. This is of great importance to elucidate the meaning of terms” e.g. -axis- {movement}-umzila wokujikeleza umhlaba -axis-{plants}-isiqu esintshulayo -axis-{measurement}-umgca ohamba embindini

  8. 2. Orthography • It is very important for terminologists to know changes in orthography of the target language to maintain standard. • They must know which vowels are found together, where to put a dash in a compound term. e.g. in isiXhosa same vowels found together are separated by a dash. Different vowels can be found together. • e.g. ester-iesta- ester-i-esta • New - Old

  9. 3. Classification of terms denoting the same concept • Classification is necessary not to use terms that were invented once, but are out use or have even never been accepted in the community (Trippel, 1999:1). • Terminologists should remember classification of terms when coining new terms for a target language, or when a preferred term needs to be selected in the case where a certain concept is designated by more than one term (Albert, 2000:4).

  10. 4. Dialects • Same terms that are spelt differently because of regions can delay progress. • e.g.chicken- inkukhu (pg 29) inkuku skull- ukhakayi (pg 179) ukhakhayi

  11. 5. Sensitive terms The terminologist should be sensitive not to incorporate offensive and or abusive terms when making dictionaries (Albert, 2000:4). • What makes a term sensitive? Infertile- idlolo(97) Pregnant-imithi (150) Placenta- umgcantsi (142)

  12. 6. Culture specific terms Alberts (2000:2) states that: Culture plays an important role in the translation of terms. The translated equivalent must be acceptable to the community. Cultural differences may entail a difference in concept definition. Anther- ubunkunzi bentyatyambo Inkunzi in isiXhosa is associated with animals or human beings.

  13. 7. The value of definitions • UTrippel (1999:1) says: • Definitions may vary due to different authors; if there is no proper concept system, other kinds of knowledge have to be used, such as people’s experience and examples, which again can vary. • This emphasizes collaborations to ensure quality in terminology development.

  14. Conclusion • After project reflections • Do ‘experts’ dealing with terminology construction in other African/indigenous languages experience similar challenges? • What is the way forward? • How does the privileging of certain identities and positions influence projects of this nature (interrogation of self)?

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