4.4 USING OFFICIAL LANGUAGES AS LANGUAGES OF TEACHING
4.4.1 The need for translation of reading materials in African languages 108
Teaching and learning in most courses (modules) at the university is done in English.
Even the study materials are written in English. There are no study materials in African languages for teaching and learning in most modules. Lecturers in Contemporary English and Multilingual Studies (CELLS and MUST), which are some of the courses offered at the university, translate their own materials into Sepedi. Other materials have already been translated by previous lecturers. The almost English-only practice creates the impression that African languages are not being fairly and equally treated at the university. This implies that there is non-compliance by the University in terms of promoting the use of the Sesotho sa Leboa (Sepedi), Xitsonga and Tshivenda as the university’s languages of teaching and learning. The university is unable to comply with its own language policy.
One informant indicated that the possibility of the use of African language in higher education exists. The challenge was in translating materials from English into African languages:
One of the challenges could be the unavailability of books in African languages. There is a need for translation of some of the books from English into African languages to make learning and teaching efficient and fruitful. (Informant A3)
The informant cited above further attests that African languages can be used as languages of teaching and learning, as well as research and publications. But translation of materials would be of greater importance since publications and researches are not only meant for speakers of the African languages. Therefore, one of the problems is the lack of books in African languages. This points out the need for the translation of books into African languages. The translation of these materials could make teaching and learning more efficient and fruitful, leading to the promotion of African languages.
The translation of study materials from English to African languages is possible as the African languages are well developed within their disciplines. The following informant
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shared this view, but she was also doubtful because of the lack of study materials in African languages:
I think the possibility is there, as I have indicated before, they can translate the materials into African languages because all these languages are well developed. Yes, they have grammar they have all that so for me they are well developed, it is just that the books that we have are not translated. But otherwise I think the only challenge will be that we don’t have books like a physiology book in Northern Sotho but if we can have people who can translate that. (Informant C1)
The informant raises the issue of the need for professionals such as linguists, lexicographers, translators, interpreters and all those involved in translating study materials into African languages for teaching and learning purposes. The Health Sciences professor stated: “I think it is possible; isn’t it that in the university we used to have people in lexicography who are involved in translation, they can still do that.”
By lexicography unit, the professor was apparently referring to the Department of Translation Studies and Linguistics.
While translation is obviously advocated as a possible means of addressing the language challenge, some informants also felt that translation has its own problems.
One informant said:
It will be challenging to use African languages in research and publication as well as teaching and learning unless adequate support is provided to ensure that the meaning is not lost in translation. (Informant F1)
Most informants shared the same fear as Informant F1: the fear of the meaning getting lost in translation. People often ask themselves: “Will the meaning remain the same?”
or “Won’t we lose the meaning in translation?” Furthermore, Informant C3 argued that
“in research and publication, for instance, using Xitsonga will be kind of isolative and it will hinder the purpose of information distribution”. This informant highlights that using African languages in research and publication will hinder access to the material
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by the general public and the material will only be available to a certain language group. This will deter the process of learning rather than enhance it. The other challenge is that it may demand a lot of resources to translate study materials such as articles into other languages.
People conduct research to produce knowledge, to share it and make a name for themselves. Some aim to share their knowledge with local scholars, while others appreciate sharing their knowledge with international scholars. As such, if subjects such as mathematics, statistics, accountancy, geology and medicine are to be taught in African languages, it will require extensive translation by experts (Informant A1).
According to Informant F1, the translation of study materials will only be possible with the help of professionals.
Again, some of the informants believe that English is an international language.
According to the informants, this means that if a researcher conducts a research in an African language, they should be prepared to have either the whole study or just the abstract translated into English. This, in their view, will enable other scholars to understand the study. Such a practice was not impossible.
Informant C1, a professor in the Health Sciences, mentioned that she heard on radio that Mandela’s Long Walk to Freedom has been translated. She argues: “Yes, I’m not so sure but I think I have heard something, yes.” The professor adds: “I think there is someone who is trying to translate computer instruction into Northern Sotho; I don’t know how far that person is. I think it’s his PhD or a project…” It is important to point out that as much as there are people who are against the intellectualisation of African languages in higher education, there are also those who believe in it. The view is that official languages can be used in research and publication at the university.
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However, other informants such as Informant A1 argue that it is not possible to use African languages as languages of teaching and learning as well as research and publication, because English language speakers will not have access to the knowledge in those publications. In terms of this view, research and publication should accommodate everyone involved and interested in the study, and this can be done by using English and not African languages.
It has been observed from the data collected that African languages can readily be used in certain modules such as geography and biology, just as in language modules such as Sepedi, Xitsonga and Tshivenda. But in fields such as physics, chemistry and mathematics, it may not be easy due to the technical nature of these subjects. The responses on the question “what are the challenges of using Sepedi, Xitsonga and Tshivenda as medium of instructions at the University?” were almost equally divided.
Some believed that it can totally be done, that African languages can be used in higher education, while other informants were of the view that African languages do not have adequate vocabulary in some fields such as Science and Agriculture, Health Sciences as well as Management and Law. However, it can be argued that African languages can be developed to the status of other world languages such as English.
According to the informants, another challenge is getting the right human resources with expertise in both African languages and the subjects or courses to be taught. It is important to point out that the university does not cater for African languages speakers only; there are also international staff and students who form part of the university community (Informant A3). Currently, it is not known if there are enough academics with expertise to teach modules in African languages. As a result, the informants argue that even using African languages as media of instruction is a challenge.
There are theses and dissertations in African languages at the university. However, they have not been translated. Therefore, as it has been said before, research writing using African languages is only done with courses whose content and media of instruction are African languages. These courses are mainly in the School of Education
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and the School of Languages and Communication Studies, and they include Translation Studies and Linguistics as well as Contemporary English and Multilingual Studies (CELLS and MUST). The teaching of CELLS and MUST in Sepedi gives hope that it is possible to use African languages as languages of teaching and learning.