Browsing by Department "Multilingualism Education Project"

Now showing 1 - 8 of 8
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    The compilation of multilingual concept literary glossaries at the University of Cape Town: a lexicographical function theoretical approach
    (Stellenbosch University, 2011) Nkomo, Dion; Madiba, Mbulungeni
    This article proposes a lexicographical approach to the compilation of multilingual concept literacy glossaries which may play a very important role in supporting students at institutions of higher education. In order to support concept literacy, especially for students for whom English is not the native language, a number of universities in South Africa are compiling multilingual glossaries through which the use of languages other than English may be employed as auxiliary media. Terminologies in languages other than English are developed by translating English terms or coining new terms in these languages to exploit the native language competence of most students. The glossary project at the University of Cape Town (UCT) which was conceived under the auspices of the Multilingualism Education Project (MEP) is discussed. It is shown that the UCT glossaries are compiled using methods consistent with those employed in modern lexicography or proffered in lexicographical theory. The lexicographical function theory is specifically used to account for the glossaries and their production. It is suggested that modern lexicography can provide useful guidance for the production of glossaries, given that the earliest glossaries constitute the humble beginnings of lexicography.
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    Fast-tracking concept learning to English as an Additional Language (EAL) students through corpus-based multilingual glossaries
    (CSSALL Publishers, 2010) Madiba, Mbulungeni
    The aim of this article is to discuss the corpus-based Multilingual Concept Glossaries project at the University of Cape Town (UCT) and to show how multilingual glossaries can be used to fast-track concept literacy among English as Additional Language students (EALs). In South Africa, it is an accepted fact that most of EAL students from poor academic and family backgrounds enter higher education with limited English proficiency which makes it difficult for them to learn and understand concepts in different content learning areas (cf.Kapp 1998; Council on Higher Education 2007; National Benchmark Tests Project Progress Report 2009). Thus, the development of the multilingual glossaries is aimed at providing academic support to these students. It is the contention of this article that the development of these glossaries constitutes an important intervention strategy to optimize concepts learning in different content areas to EAL students. The pedagogic value of glossaries is widely acknowledged by many scholars in the field of academic literacy (cf. Hüllen1989; Marzano 2003, 2004; Graves 2006; Beck, McKeown & Kucan 2008; Hiebert & Kamil 2005; Farstrup & Samuels 2008; Sauer 2009). However, as the Project is still in its initial stage, the article mainly provides a conceptual argument based on two theories, namely, the theory of conceptual difficulty (cf.Perkins 2007; 2009), which provides a theoretical framework for analysing EAL students' conceptual difficulties, and Vygotsky's socio-cultural constructive theory which provides a framework of pedagogic intervention to fast-track concepts learning.
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    Open Access
    The metalexicographical contribution of Pedro A. Fuertes-Olivera and Ascension Arribas-Bano's pedagogical specialised lexicography: a critical review
    (Stellenbosch University, 2009) Nkomo, Dion
    This article attempts to give a critical review of Pedro A. Fuertes-Olivera and Ascensión Arribas-Bano's Pedagogical Specialised Lexicography. It evaluates the book in view of the available metalexicographical literature as well as current trends in practical LSP lexicography in the wake of rapid technological and information developments. The article appreciates both the methodological and theoretical frameworks within which the book identifies, investigates and addresses lexicographical problems. The approaches make the book an important academic contribution with critical insights for metalexicographers, especially in the area of dictionary criticism. The theoretical insights provided in the book further possess the potential to accomplish exactly what metalexicography ought to accomplish, i.e. to facilitate the production of user-friendly dictionaries which meet both the reference needs and reference skills of the targeted users. A few concerns are, however, raised mainly regarding the technical aspects of the book. While these may have a negative impact on the reader, they are not severe enough to discredit the rigour with which the book was conceived.
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    The microstructure of Isichazamazwi SesiNdebele
    (Stellenbosch University, 2009) Maphosa, Mandlenkosi; Nkomo, Dion
    This article analyses the microstructure of Isichazamazwi SesiNdebele. The analysis takes place on two levels: the level of availability of information and the level of accessibility of the available information to dictionary users. Data derived from two outreach exercises carried out to ascertain users' perspectives on the dictionary and their competence in using the dictionary is also scrutinised while the notion of user-friendliness and the general principles of dictionary-making form the framework within which the analysis is done.
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    Not Mere Lexicographic Cosmetics: The Compilation and Structural Features of Isichazamazwi SezoMculo
    (2009) Moyo, N; Nkomo, D
    Abstract: This article offers a brief overview of the compilation of the Ndebele music terms dictionary, Isichazamazwi SezoMculo (henceforth the ISM), paying particular attention to its structural features. It empha-sises that the reference needs of the users as well as their reference skills should be given a determining role in all lexicographic decisions leading to the publication of a dictionary. Dictionary structure should, there-fore, be conceived and evaluated in terms of its data constituents and the accessibility of these data. Accord-ingly, this article demonstrates that the structure of the ISM is not a case of mere cosmetics but a lexico-graphic mode of communication between the dictionary compilers and users who are participants in a lexi-cographic communication process. In this way, the article highlights some of the challenges encountered during the compilation of the ISM and the strategies the compilers employed to facilitate the communication process between the lexicographers and the users regarding dictionary contents and the arrangement thereof. From such a perspective, this article may provide useful insights for LSP lexicography in African languages, prospects of which are based on the increased need for knowledge acquisition and dissemination as well as the multilingual nature of African societies.
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    Not mere lexicographic cosmetics: the compilation and structural features of Isichazamazwi SezoMculo
    (Stellenbosch University, 2009) Nkomo, Dion; Moyo, Nobuhle
    This article offers a brief overview of the compilation of the Ndebele music terms dictionary, Isichazamazwi SezoMculo (henceforth the ISM), paying particular attention to its struc-tural features. It emphasises that the reference needs of the users as well as their reference skills should be given a determining role in all lexicographic decisions leading to the publication of a dictionary. Dictionary structure should, therefore, be conceived and evaluated in terms of its data constituents and the accessibility of these data. Accordingly, this article demonstrates that the structure of the ISM is not a case of mere cosmetics but a lexicographic mode of communication between the dictionary compilers and users who are participants in a lexicographic communication process. In this way, the article highlights some of the challenges encountered during the com-pilation of the ISM and the strategies the compilers employed to facilitate the communication pro-cess between the lexicographers and the users regarding dictionary contents and the arrangement thereof. From such a perspective, this article may provide useful insights for LSP lexicography in African languages, prospects of which are based on the increased need for knowledge acquisition and dissemination as well as the multilingual nature of African societies.
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    Open Access
    The compilation of multilingual concept literacy glossaries at the University of Cape Town: a lexicographical function theoretical approach
    (2012) Nkomo, Dion; Madiba, Mbulungeni
    This article proposes a lexicographical approach to the compilation of multilingual concept literacy glossaries which may play a very important role in supporting students at institutions of higher education. In order to support concept literacy, especially for students for whom English is not the native language, a number of universities in South Africa are compiling multilingual glossaries through which the use of languages other than English may be employed as auxiliary media. Terminologies in languages other than English are developed by translating English terms or coining new terms in these languages to exploit the native language competence of most students. The glossary project at the University of Cape Town (UCT) which was conceived under the auspices of the Multilingualism Education Project (MEP) is discussed. It is shown that the UCT glossaries are compiled using methods consistent with those employed in modern lexicography or proffered in lexicographical theory. The lexicographical function theory is specifically used to account for the glossaries and their production. It is suggested that modern lexicography can provide useful guidance for the production of glossaries, given that the earliest glossaries constitute the humble beginnings of lexicography.
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    The Tshivenda-English Thalusamaipfi/dictionary as a product of South African lexicographic processes
    (Stellenbosch University, 2010) Madiba, Mbulungeni; Nkomo, Dion
    The publication of a dictionary is regarded as the result of a lexicographic process. Three subtypes of a lexicographic process have been noted, namely the primary comprehensive, the secondary comprehensive and the dictionary specific lexicographic processes. In South Africa, the three lexicography processes correspond to the respective mandates of the Pan South African Language Board (PanSALB), the National Lexicography Units (NLUs) and the editorial teams involved in the compilation of the specific dictionaries. This hierarchical arrangement of the lexicographic practice is supported by the government within the country's national multilingual policy which was lauded in linguistic and lexicographic circles as a triumph for cultural democracy. It is almost a decade since these planned lexicographic processes have been in place. It seems the right time to consider the products of these South African lexicographic processes which are envied by many foreign lexicographers, especially in Africa. Accordingly, the article evaluates these lexicographic processes with special reference to the Tshivend√a–English T√halusamaipfi/Dictionary. Specifically, it addresses the question: To what extent does this dictionary represent lexicographic development in the indigenous South African languages which were marginalised before the establishment of the NLUs? A few insights are drawn from modern lexicographic theories for the general improvement of future lexicographic practice in languages with limited lexicographic tools such as Venda.