The value of indigenous knowledge systems in the development of Zulu medical terminology
Language may be studied not only from a linguistic point of view, but also with regard to extra-linguistic factors such as indigenous knowledge systems (IKS). These systems, broadly speaking, concern the lives, thoughts and culture of the people who speak a particular language. Zulu language development, for instance, can be enhanced by reverting to indigenous knowledge which is imbedded in the language instead of relying solely on linguistic methods of term creation. In this manner the speaker's understanding of newly created terms will also be improved. In this article world view and taboo are two of the indigenous knowledge-related systems applied and exemplified with reference to the development of Zulu medical (technical) terminology. Generally, a person's mother tongue offers him/her a framework for his/her perception of the environment or world (world view). Taboo, on the other hand, is an umbrella term referring to terms that are unsuitable for use in a specific social context.
Mainstreaming African Indigenous Knowledge Systems in higher and tertiary education: The case of Zimbabwe
Higher and tertiary education institutions have come to be recognised as centers of 
academic excellence charged with the social responsibility of generating knowledge 
that can be used to circumvent the challenges confronting society. The western 
oriented education system characterising higher and tertiary institutions in modern 
Zimbabwe has failed to meet this premium because it lacks an appreciation of 
locally produced philosophies and thought systems. This article exposes those 
methodological and pragmatic tenets of African indigenous knowledge systems 
(AIKSs), which are worth mainstreaming in higher and tertiary education curricula.
Inquiring "Tree of Life" at Home: Persian Classic Literature in English Classes.
The recent decades of English Language Teaching (ELT) appear to be particularly concerned with the marginalisation caused by English linguistic, cultural, and academic colonisation and imperialism. Bold footprints of this academic monopoly can be seen in the wide incorporation of abridged or unabridged British and American literary works in foreign language settings. Such literary products are often legitimised as authentic materials authored by native speakers. Inspired by the idea of incorporating non-native literature and translated first language literature into English classes, the authors of this article sought to explore the possibilities of opening spaces for English translations of Persian classic works of literature in English as foreign language classrooms and tracing the language events that unfolded as a result of incorporating such literature. The participants of this two-semester long action research project were non-English major Iranian female university students, majoring in various fields at Alzahra University, Tehran, Iran. The sense of familiarity the students had with such national literary works led to the emergence of language instances lightened by sparks of virtue, vision, life and art.