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.
Terminography in African languages in South Africa
The various ways in which terminologies are being developed in African languages in South Africa are surveyed and the methodological and other problems endemic in the present situation are analysed. Term-development processes such as derivation, semantic transfer, deideophonization, paraphrase, compounding, and borrowing are discussed and standardization problems are outlined. Historico-political developments in South Africa have led to a situation of unco-ordinated efforts to satisfy the ever-increasing need for new terms in the African languages, and to a consequent lack of consensus on methodological principles. The purpose in analysing these problems is to provide information and proposals which may contribute to some amelioration of the situation.
The Common European Framework of Reference for Languages, the European Language Portfolio, and language learning in higher education
Abstract This article explains the relevance of the Common European Framework of Reference for Languages (CEFR) and the European Language Portfolio (ELP) to language learning in higher education, especially as regards the definition of aims and learning outcomes and the promotion of students' capacity to manage their own learning. After providing some historical background, the article expounds the CEFR's action-oriented approach, explores it conceptualisation of progression in language learning and its implications for language teaching, and suggests how it can be applied to the design, implementation and assessment of language learning programmes in higher education. It then introduces the ELP, explains how it can be used in conjunction with the CEFR to support coherent programme delivery while promoting reflective learning and student autonomy, and concludes by considering the role of self-assessment in the university's assessment framework. The article ends with a cautionary tale.