Content area
IsiNdebele, as a language of science, remains underdeveloped. The lack of scientific terms hinders the teaching of natural sciences to isiNdebele speakers. The aim of this qualitative interpretative case study, using interviews and a diary, is to explore the process of developing a scientific register for natural sciences for this African indigenous language. The results of the study reveal that, while some stakeholders are in support of using the isiNdebele scientific language register for natural sciences to support learning in their mother tongue, others prefer English as a medium of instruction. English is still seen as the language of economy and power. These perceptions simultaneously determine and threaten the survival of these indigenous languages. It is therefore recommended that scientific language registers be developed in indigenous languages. With these scientific language registers in indigenous languages being developed, stakeholders might change their perceptions of the use of African languages as languages of teaching and learning.
Abstract
IsiNdebele, as a language of science, remains underdeveloped. The lack of scientific terms hinders the teaching of natural sciences to isiNdebele speakers. The aim of this qualitative interpretative case study, using interviews and a diary, is to explore the process of developing a scientific register for natural sciences for this African indigenous language. The results of the study reveal that, while some stakeholders are in support of using the isiNdebele scientific language register for natural sciences to support learning in their mother tongue, others prefer English as a medium of instruction. English is still seen as the language of economy and power. These perceptions simultaneously determine and threaten the survival of these indigenous languages. It is therefore recommended that scientific language registers be developed in indigenous languages. With these scientific language registers in indigenous languages being developed, stakeholders might change their perceptions of the use of African languages as languages of teaching and learning.
Keywords: isiNdebele, scientific language register, natural sciences, language development.
1. Introduction
Africa is the second largest continent in the world, both by population and land area and linguists estimate that nearly 2,000 native languages are spoken on this continent. However, it remains the only continent in the world where most formal education is conducted in languages foreign to most learners and teachers (Oyoo, 2017). The languages of teaching and learning are those of the former colonial masters - French, Spanish and Portuguese. English remains the dominant medium of instruction in Africa, e.g., in Kenya, Ghana and Mozambique (Brock-Utne, 2014). It is also the case in South Africa (Motloung et a/., 2021) despite its diverse cultural and ethnic makeup.
South Africa has 12 official languages, including the sign language, nine of which are indigenous South African languages: isiNdebele, seTswana, sePedi, Sesotho, tshiVenda, siSwati, isiZulu, xiTsonga and isiXhosa and three others, English, Afrikaans and sign language (Oyoo 8% Nkopodi, 2020). The country's constitution guarantees the right to education in the official language of their choice to everyone (Ntuli & Mudau, 2024). However, the language of learning and teaching in all schools above Grade 3, including all secondary schools, is conducted in either Afrikaans or English. Naturally, this implies that teaching and learning resources are only available in those two languages. This renders the constitutional provision of education in one's language a "paper policy" (Oyoo & Nkopodi, 2020). The result is missing an opportunity to foster a sense of belonging and cohesion in a country with so much cultural diversity (Motloung et a/., 2021; Gudula, 2017).
This idea of many cultures in one country has to be accommodated in the South African education system and, in particular, learning and teaching policies (Feez & Quinn, 2017). However, teachers, particularly those in rural areas, are often required to teach using registers that are not their or every learner's home language and also not available in written form (Motloung et al., 2021). Teaching and learning in a language that is unfamiliar is a challenge and undermines arguments that learning is optimised when using the mother tongue (Ntuli & Mudau, 2024).
Roy-Campbell (2019) and Motala (2014) contend that since English is the medium of teaching in South African schools, learners are compelled to be competent in that language. This view was reinforced by the Basic Education minister, Angie Motshekga, in parliament when she noted that learning in a foreign language (English) remained one of the main reasons why South African children have inadequate reading and comprehension (Business Tech, 2022).
The issue of language has long been a source of contention in South Africa. Several research studies on the use of English as a medium of teaching in South African schools have been done (McKinney & Tyler, 2019; Mweli, 2018).
2. Bilingualism in schools
While English remains the primary medium of instruction, scholars have made arguments for bilingualism or the ability to communicate using more than one language (Butler, 2012), one being an indigenous language. Cummins (2008) holds that mastery of the first language, Which is an African language, may be utilised or transferred to mastery or learning of the second language, which is English. A study by Madavha et al. (2025) revealed that learners who are proficient in more than one language tend to outperform monolinguals.
However, bilingualism has not succeeded in promoting the development of indigenous African languages as a medium of teaching and learning. One of the reasons is that schools with bilingual language policies combine English with Afrikaans and not one of the indigenous languages. This prevents indigenous languages from developing as a language of learning and teaching in general and not in the natural sciences (Roy-Campbell, 2019; Motala, 2014).
3. Developing indigenous languages for learning and teaching
The lack of indigenous language teacher training and the unavailability of indigenous language teaching and learning materials (Phiri et al., 2013) are two of the factors that hamper the adoption of indigenous languages as language of learning and teaching in South African schools. The situation is exacerbated by parents' aversion to the use of indigenous languages for learning and teaching and their preference for English. Many consider English the language of power and economic emancipation (Roy-Campbell, 2019). It has thus become more than a language; it is a symbol of success and superiority (Oyoo, 2017). Being proficient in English is what will open doors and lead to success in the corporate sector (Roy-Campbell, 2019).
The benefits of using indigenous languages in schools have also made their way to South Africa. The Department of Basic Education (DBE, 2012) is moving towards changing the status quo in the education system by introducing indigenous languages in schools. This significant transition is not only a pertinent issue for the DBE, but it cuts across all spheres of society. In his Heritage Day address on 24 September 2019, the South African president, Cyril Ramaphosa, urged South Africans to embrace their indigenous languages and further encouraged the nation to learn their indigenous languages in order to understand their identities. He also noted that DBE would aim to, by the end of 2020, have all 23 000 public schools in the country offer African languages as one of the school subjects (Zulu, 2019).
Celebrating indigenous languages at the University of Johannesburg's Soweto Campus on 22 February 2019, the South African constitutional court's former chief justice, Mogoeng Mogoeng, said the government should encourage people to study and make use of indigenous languages (Zulu, 2019). He urged South Africans to prioritise their mother tongues to ensure that they do not lose their identity. Other speakers reiterated this sentiment. Political commentator Somadoda Fikeni asserted that when one loses one language, one loses one soul, and one loses one history (Business Tech, 2022). The minister of sports, arts and culture, Nathi Mthethwa, stated that mastering one's mother tongue lays the foundation for acquiring basic skills of reading, writing and numeracy (Zulu, 2019).
Labour, the academe and traditional leaders also supported the commitment to introduce teaching indigenous languages at schools. The South African Democratic Teachers' Union (SADTU) has pledged their support to the DBE to consider teaching in indigenous languages as it will boost learners' performance in schools. While addressing the 2018 education indaba in Pretoria, Mugwena Maluleka, president of SADTU, argued that teachers need to be instructed to teach learners using their mother tongue, as doing so will yield better teachers and results (Jordaan, 2018). Academic, historian and cultural analyst Pitika Ntuli argued for the preservation of indigenous languages, indicating that in Africa, where learners are taughtin their languages, their knowledge is outstanding. Moreover, being taught in an alien language is a barrier to education quality (Ntuli & Mudau, 2024). Teaching and learning expert Veronica McKay considers learning in one's mother tongue the support learners need to improve comprehension and performance (Business Tech, 2022). According to Zolani Mkiva, general secretary of the Congress of Traditional Leaders of South Africa (CONTRALESA), indigenous wisdom should be included in the school curriculum to ensure its survival (Ngobeni, 2020).
However, for DBE to attain its goal of implementing the use of indigenous languages in schools, written resources written should be made available. However, up to now, these have not been developed rendering DBE's initiative a "paper policy" (DBE, 2012). Furthermore, these are the only two languages that have scientific language registers for natural sciences are English and Afrikaans.
This study aims to explore the views of people on the ground regarding using a particular indigenous language isiNdebele, as the language of learning and teaching in natural sciences.
4. Language proficiency in natural sciences
Studies indicate that language proficiency impedes learners from achieving well in natural sciences (Adesemowo, 2017; Oyoo, 2017). According to Van Pinxteren (2022), studying any topic, particularly the sciences, in a second language tends to be difficult. This view is also shared by Phalandwa and Ntuli (2025), calling it a significant barrier to meaningful learning.
4.1 Methods
The research approach used is phenomenological and qualitative as it is a real-life context without making assumptions. Instead, an effort is made to understand the experiences of each participant or case study (Creswell, 2017). The multiple case-study design allowed researchers to obtain an in-depth understanding from several points of view and people with different backgrounds and teaching experiences (Nkanyani & Mudau, 2019). Thus, purposeful sampling was done by drawing a subset from the whole population for the particular study's purposes and to mine information-rich data from participants knowledgeable about the phenomenon under investigation (Sahin-Topalcengiz and Yildirim, 2020).
To enlist the most suitable participants, three groups of participants were identified. The first was made up of two natural sciences teachers in the Siyabuswa 2 circuit who are also competent in isiNdebele; the second, senior phase learners and the third group comprised two parents of these learners at the schools. All participants of the three groups were isiNdebele speaking, and only participants who were willing to participate in the study were considered.
4.2 Data collection tools
The most suitable data collection method was considered one-on-one, semi-structured interviews with pre-set questions (Creswell, 2017; Maree, 2017). While doing interviews is criticised for being time-consuming and costly (Sahin-Topalcengiz & Yildirim, 2020), it was chosen over questionnaires. This was not only because the sample was small, but it also reinforced the personalised nature of the topic. It was vital to gather rich, relevant and descriptive data about their perceptions of the use of isiNdebele as the language of teaching natural sciences (Serrano, Ibarra & Valenzuela, 2020; Nkanyani & Mudau, 2019).
To contextualise the research question and to prepare the questions for these interviews, informal interviews were held with senior citizen community members; isiNdebele teachers and curriculum implementors. The conversations covered the development of an isiNdebele scientific language register, scientific terms in use and the concepts that the researcher had challenges found challenging to translate from English.
The next step was to interview the two natural sciences teachers, the two groups of learners and the two parents from the earmarked schools to establish their views on the use of isiNdebele as the language of teaching natural sciences. Participants were interviewed during their free time and the interviews were recorded to ensure that the researcher had correctly captured the participants' responses.
The second tool introduced was to begin a diary to pen the researcher's thoughts, impressions and observations. Such a diary or journal, according to Maree (2017), is a "natural" document" and is used in qualitative research to reflect on and synthesise personal understandings and meanings on the topic and the process. Thirdly, it can be viewed as an open-ended data collection tool for documenting the researchers' broader journey of developing an isiNdebele science register. Reflections made from consulting different people and all other information that shaped the development of the register were documented in this diary.
4.3 Data analysis
While the audio-taped interviews were transcribed for content analysis, the researcher repeatedly listened to them to familiarise themselves with the content and to ensure the accuracy of the transcriptions. After reading and re-reading the transcriptions, the researcher highlighted significant statements that demonstrated participants' understanding of the topic to create themes and categories related to the research questions (Creswell, 2017). The following themes emerged from the collected data: Challenges and opportunities, stakeholders and perceptions.
5. Findings
5.1 Challenges and opportunities
As one of the indigenous official languages, isiNdebele has steadily been developing despite the lack of resources.
Conversations with people involved in the South African language development regarding developing scientific terms in isiNdebele such as chairperson of isiNdebele Pan South African Language Board (PANSLAB), Mahlangu, Vincent, the major challenge appears to be the overall lack of terminology, not just in the sciences (Personal communication, 14 June 2019). Most of the isiNdebele terms are borrowed from Afrikaans, indicating that the language is trailing behind (Abongdia, 2013; Skhosana, 2002).
Mahlangu added that what makes it challenging to develop scientific terms in isiNdebele is the shortage of one-word terms. Often, two or more terms have to be combined to come up with the English equivalent. For example, the word for "weather" is derived from two terms which are "ubujamo" and "bezulu" = "Ubujamobezulu". The non-existence of some terms in isiNdebele complicates this. Despite inclusion in the South African Department of Sports, Arts and Culture's (DSAC, 2013) multilingual natural sciences and terminology list of terms for English, Afrikaans, isiNdebele, isiZulu, isiXhosa and Siswati, a significant number of isiNdebele terms on this list are borrowed words from Afrikaans or directly translated from English. Skhosana (2002) and Mahlangu (2014) have also pointed out that no new edition of the 2006 isiNdebele bilingual dictionary has been published, unlike other indigenous languages.
5.2 Stakeholders' perceptions
The South African School Act (SASA) (84 of 1996) stipulates that beyond the third grade, it is the choice of parents and the school governing body to choose the medium of instruction. However, in rural schools, learners are still expected to learn all subjects in English due to the (Abongdia, 2013). To better understand the situation and assist the researcher in developing an isiNdebele scientific language register, required her to be aware of the views of stakeholders (teachers, learners, and parents) on using isiNdebele to teach natural sciences.
According to the teacher from school A, it would be advantageous as
Most of the learners, when you are explaining to them specific topics, understand their language easier than English. Moreover, they would be free to ask questions as much as they wish. They will better understand because now they can easily relate the content with their day-to-day activities, and they will answer the questions better since they will be learning in their home language.
This teacher holds that isiNdebele is their mother tongue and that they understand it best. Learning using their mother tongue will break down language barriers as they will be able to ask and answer questions with ease. It also helps them better relate the curriculum content to their day-to-day life experiences. This teacher's view aligns with Adesemowo's (2017) contention that learning concepts in one's own language improves comprehension as learners relate to concepts in their own culture.
Participants in this study concur. A parent from school B supported this view:
If they use isiNdebele, learners will perform better because it is the language that they are used to, and it is their home language they are used to language. They talk using this language at home and both at school. So, they will be excelling in their subjects, and we will be able to assist them with their schoolwork.
According to a learner in school A, if they could learn in isiNdebele,
It would be better, and some of us could understand and perform more because we have a passion for learning, but the challenge is the language, which is English, which is difficult for us to understand.
Another expressed it as follows:
1 think, it would be good. It would make us achieve more because we will be using our own language and of course we will be able to understand whatever question that is asked in the exams or tests and answer without any difficulty.
The opposite also holds; learning in a language other than one's mother tongue has been shown to be a barrier to effective teaching and learning (Pinxteren, 2022; Oyoo, 2017).
Studies have indicated that the transition from learning all content subjects in their mother tongue from grades 1 to 3 to learning all content subjects in English from grades 4 to 12 has a significant negative impact on African learners' performance (McKinney & Tyler, 2019; Nomlomo, 2017; Milligan & Tikly, 2016; Heugh, 2013).
Some participants held positive perceptions of using isiNdebele to teach natural sciences. Some learners (from school B) considered using a language they are familiar with as an advantage that will support them in studying the natural sciences.
We do not understand more in English, but when concepts are explained in isiNdebele, it becomes much better, and the performance is different.
These comments support the claims by authors (McKinney & Tyler, 2019; Adesemowo, 2017; Mweli, 2018; and Milligan 8% Tikly, 2016) regarding the difficulties that English presents to African children and the negative impact it has on their performance.
Several parents also shared the sentiment; for example, a parent from school A
I prefer isiNdebele, because of all the children that are living here, most of them are Ndebele's. They understand isiNdebele because it is their home language. Everything that they speak, they speak in Ndebele language. English, I know that is a communication language but the best language is going to be isiNdebele.
While parents are vocal about the benefits that come with English as a medium of instruction, they acknowledge that the use of indigenous language as a medium of instruction could lead to better performance. Also, it offers them an opportunity to be actively involved in their kids' schoolwork, which will also improve their performance in the subject.
However, several stakeholders still insist on using English as a medium of instruction in schools (Oyoo, 2017). This includes teachers and parents like this one who participated in the study:
I prefer English because I think, number one, it is because of the terminology that is used in natural sciences. It is not English per se, but it is science. Then it is better off taught to them in English so that they can also be able to interpret whatever it is that the textbooks are saying to them so that it is not a strange thing that they are starting to see natural sciences in English. Moreover, in natural sciences, my learners are expected to speak English. And then because of that, language that is used during natural sciences, it is not easy for them to just go out of control in a class. And disrupt the classroom, so they prefer to remain quiet. Instead of them saying something grammatically wrong. (Teacher from school B)
This statement by a parent whose child attends school A attests to the support for English as a medium of instruction:
I personally perceive that using isiNdebele will disadvantage our learners. One, there may be concepts that are not yet known to them. Remember when we talk teaching, we are integrating the prior knowledge with the new knowledge. Now, learners will be disadvantaged by the fact that their prior knowledge does not know the concepts that they will be bringing into class.
Also, some learners from school B were apprehensive about the use of isiNdebele to teach natural sciences:
1 do not think it will be good because most of the learner's parents want them to speak and get used to English; it would be difficult for them to understand natural sciences in isiNdebele, and that will affect their performance.
It will not be good, ma'am, because transferring science concepts to isiNdebele will be very difficult for me since I am not fluent in isiNdebele because I prefer English.
From these comments, it is clear that English remains the preferred medium of instruction to teach natural sciences for several reasons: its expansive vocabulary, inadequate resourcing of indigenous language development, and the elevated status of English (Roy-Campbell, 2019; Tembe & Norton 2011). It also indicates how speakers of indigenous African languages, teachers, parents and learners tend to value the use of English and Afrikaans over their mother tongue (Oyoo & Nkopodis" 2020; Tshotsho, 2013; Heugh, 2008)
6. Discussion
The findings of this study reflect not only the personal views of the participants but also the different approaches in the broader society regarding the use and status of indigenous languages in South Africa. There are supporters and detractors for both sides of the argument that isiNdebele should be used as a medium of instruction in schools.
The findings of this study confirm that IsiNdebele is still a developing language and that there is still a limited number of scientific terms in IsiNdebele available. Furthermore, the terms that do exist are generally borrowed terms from, or in some cases, directly translated from, English and Afrikaans.
Yet there are glimmers of hope; there exists an isiNdebele Bible; the Multilingual Natural Sciences and Terminology term list DSAC (2021), and the public support for using indigenous language as a medium of instruction to improve learning, comprehension and performance by influencers like political commentators, academics, traditional leaders and union leaders,
For some, however, the progress is too slow, negatively influencing their perceptions of using an indigenous language to teach a subject like the natural sciences. They prefer English as a medium of instruction because of its well-developed vocabulary, its status as a means to socialise, and the perceived economic benefits that go with it (Roy-Campbell, 2019). As a result, people in Africa suppress the use of indigenous languages (Bloch & Block, 2009), something Tshotsho (2013) considers "self-hate". Critics dispute the belief that English is required to help one advance in the academic and corporate world. An example quoted by a South African chief justice, Mogoeng Mogoeng, is the success of Chinese and Korean in science and technology despite being taught in their mother tongue (Zulu, 2019).
Some learners noted that they prefer English because their parents wanted them to be fluentin English while others indicated that they are not fluent in isiNdebele. Those who prefer English admitted to not understanding the language but still choose it because itis their parents' preferred medium of instruction. For the latter, learning natural sciences in the vernacular would also be challenging. Choosing English has consequences in class, too. Ateacher noted that using English as the medium of instruction inhibits learners' levels of participation as they fear making grammatical errors. However, he also mentioned that learners do not get disruptive in the classroom when required to speak English. Using a second language in the classroom thus not only acts as a barrier to teaching and learning but inadvertently becomes a way to ensure discipline in class, something Malekela (2010) considers part of the "torture" endured by African learners when English is the medium of instruction.
7. Conclusion and recommendations
From the findings of this study, no doubt that using isiNdebele as a language of instruction for natural sciences has a long way to go. While there is progress in establishing it on an equal footing with the dominant languages, there remains a lack of scientific terminology. Although a bilingual dictionary exists and the language is included in the Multilingual Natural Sciences and Terminology, most terms are still directly translated from English and Afrikaans.
The path forward for isiNdebele as a language of instruction for natural sciences is thus possible. However, it will depend on the investment of time and resources and, significantly, the isiNdebele speakers" commitment to their language and the cognisance of the value of mother tongue education. They will need to elevate the status of the language in their minds if they are to successfully advocate for it as worth using its scientific language register in schools and higher education. They would need to get involved in developing terminology that will support learners in studying natural sciences. If this can be achieved, it could serve as a model for speakers of other African indigenous languages to elevate their languages to enjoy the same status as English and Afrikaans.
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