Developing of Tshivendab scientific language register for teaching agricultural sciences

Abstract

South Africa is a country known for its diversity, boasting 12 official languages, including Tshivenda, XiTsonga, SeSotho, SeTswana, SiSwati, SePedi, IsiNdebele, IsiZulu, IsiXhosa, Sign language, English, and Afrikaans. However, despite this linguistic richness, English and Afrikaans dominate as the primary languages of instruction in most schools, particularly in the teaching of Agricultural Sciences, which lack scientific language registers in indigenous languages. The South African government aims to rectify this by introducing indigenous languages as mediums of instruction in schools, presenting a significant opportunity for black African learners to engage with Agricultural Sciences in their native languages. Yet, the readiness and availability of teaching and learning resources in languages like Tshivenda pose critical challenges. To address this gap, a study was undertaken to develop a Tshivenda scientific language register specifically tailored for teaching Animal Studies at the grade 10 levels. In its development, the researcher collaborated with various stakeholders, including Tshivenda curriculum advisors, teachers, textbook authors, and community elders. Their input was invaluable in identifying and creating Agricultural Sciences terms were lacking in Tshivenda. The study, conducted as a qualitative interpretative case study, aimed to explore the development and application of the Tshivenda scientific language register for Animal Studies. Through observations, semi-structured interviews, and diary entries, data were collected from teachers, learners, and parents using purposive sampling techniques. Guided by social constructivism theory, which emphasizes language as a critical tool for communication and thought development through social interaction, the study revealed that the absence of Agricultural Sciences terminology in Tshivenda initially raised skepticism among some stakeholders. However, with collaborative efforts and a positive attitude towards indigenous languages, progress is evident. Despite challenges, the implementation of the Tshivenda scientific language register has shown promise in shaping classroom interactions and fostering meaningful learning experiences, ultimately leading to improved performance in Agricultural Sciences. The study recommends further development of scientific language registers for Agricultural Sciences, extending beyond Animal Studies to encompass other topics.