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Articles in isiXhosa – Stellenbosch University Language Centre

Category: Articles in isiXhosa

ʼn Kykie in van die Taalsentrum se werksaamhede: Mei, Junie en Julie 2025

Ons dien kwartaalliks inligting in vir moontlike plasing in die Universiteit Stellenbosch (US) se Bestuursverslag aan die Senaat en Raad. Ons vertel graag ook hier waarmee die Taalsentrum in die laaste kwartaal, van die begin van Mei tot die einde van Julie, besig was.

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1. ’n Florerende Universiteit Stellenbosch

Die bevordering van institusionele meertaligheid by die US

Die SU het hom daartoe verbind om die Wes-Kaapse streektale, Afrikaans en Xhosa, as akademiese tale te ontwikkel en te onderhou, en om die Suid-Afrikaanse Gebaretaal (SASL) te ondersteun. Die bevordering van ʼn meertalige ingesteldheid onder studente en personeel maak deel uit van die inisiatief om die institusionele kultuur aan die US te vermenslik. Ons doen hier onder verslag oor die Taalsentrum se bedrywighede in die tweede kwartaal van 2026.

  • Tolking in drie tale tydens die nuwe Kanselier se inhuldiging
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SASL-, Xhosa- en Afrikaanstolke by die inhuldiging van die US se nuwe Kansellier

Die Taalsentrum het tydens die inhuldiging van die US se nuwe Kanselier op 20 Junie tolking in Xhosa, Afrikaans en Suid-Afrikaanse Gebaretaal (SASL) voorsien. Lesetja Kganyago, Goewerneur van die Suid-Afrikaanse Reserwebank, is amptelik ingehuldig as die instansie se 16de Kansellier, nadat hy reeds sedert Januarie 2025 in daardie amp dien. Die inhuldigingseremonie het in die Endlersaal plaasgevind.

Tolking by sulke hoëprofielgeleenthede is ʼn belangrike aspek van die verwelkoming van ʼn meertalige gehoor en van die erkenning van die waarde van die tale wat gebruik word.

  • Say My Name-werksessie

Die Taalsentrum het op 29 Mei 2025 die Say My Name-werksessie, wat deur personeel van verskeie departemente en fakulteite bygewoon is, met groot sukses aangebied. Die doel daarvan was om bewustheid van die korrekte uitspraak van name te verskerp as ʼn stap in die rigting van wedersydse respek in meertalige ruimtes. Die deelnemers het laat weet dat dié ervaring genotvol en betekenisvol was en dat daar deurgaans lewendige deelname was. Ons hoop dat meer personeel in die toekoms by soortgelyke sessies sal baat.

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  • Splinternuwe Afrikaanse Stylgids vir almal by US beskikbaar

Die US se splinternuwe Afrikaanse Stylgids, gemik op US-personeel en studente, is op 1 Julie vrygestel en is hier beskikbaar. Dit is heel gepas dat die Stylgids die lig sien in die jaar waartydens ons die 100ste bestaansjaar van Afrikaans as ʼn amptelike Suid-Afrikaanse taal vier.

Die Stylgids vir Afrikaans is bedoel om ʼn toeganklike hulpbron te wees oor die gebruik van Afrikaans vir die hele US-gemeenskap en enige iemand anders wat dit wil gebruik. Ons hoop dat hierdie gids sal verseker dat die taal wat ons gebruik om namens die Universiteit inligting oor te dra en te kommunikeer, by die US se beeld pas en ooreenstem met ons visie en identiteit as ʼn universiteit. Derhalwe bevat die Stylgids riglyne en interne reëls eerder as ʼn volledige stel universele grammatikareëls, en die voorkeure wat in die Stylgids weerspieël word, is dié van die instansie.

Net soos sy Engelse eweknie, die SU Style Guide, is die Stylgids vir Afrikaans deur die Universiteit se Afdeling Korporatiewe Kommunikasie en Bemarking aangevra en ná ʼn konsultasieproses waarby die hele US betrek is, deur die Taalsentrum saamgestel. Die Stylgids moet saam met die Handelsmerkgereedskapstel gebruik word, wat meer leiding verskaf oor die eenvormige US-handelsmerk se toepassing in die manier waarop ons die Universiteit visueel aanbied en hoe ons daarvan praat.

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ʼn Skermskoot van ʼn bladsy in die Stylgids vir Afrikaans

  • Verkenning van geborgenheid deur taal: Personeelwerksessie bevorder verbintenis en insluiting by US

Op 17 Junie het die Taalsentrum die eerste Zive usekhaya: Language and Belonging at Stellenbosch University-werksessie, wat deur 15 personeellede bygewoon is, suksesvol aangebied. Hierdie sessie wat ruimte bied vir nadenke maak deel uit van die Taalsentrum se meertalige ingesteldheid-reeks. Die inisiatief het aan deelnemers ʼn ruimte gebied om hulle tuishoortgevoel te versterk en taal en identiteit te verken deur stories te vertel, en deur besprekings en kralewerk. Die werksessie het verbintenis, interkulturele bewustheid en betekenisvolle dialoogvoering oor insluiting by ons meertalige kampuskultuur bevorder. Soortgelyke werksessies vir studente word vir later vanjaar beplan om hulle ervarings daarvan om by die US tuis te hoort, te versterk.

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2. ʼn Transformerende studente-ervaring

 

  • Die US Taalsentrum se Skryflabaktiwiteite in die eerste semester

Die Taalsentrum se Skryflab het dit ten doel om ʼn veilige, vriendelike omgeeruimte te skep wat persoonlike ondersteuning bied aan studente van verskillende fakulteite en kampusse. Tussen Januarie en Mei het net meer as 1 391 skryfkonsultasies plaasgevind. Die Skryflab konsulteer in eksamentye en gedurende vakansies, wanneer konsultasies hoofsaaklik met nagraadse skrywers is. Konsultasies vind van aangesig tot aangesig in die Skryflab plaas, of aanlyn in MS Teams met afstandstudente en enige ander studente op die plek van hul keuse.

Gedurende die verslagtydperk het die Skryflab deurlopend deur skryfkonsultasies met die volgende groepe saamgewerk:

  • Landbou-ekonomie 478 en 781
  • Ekonomie 214
  • Kurrikulumstudies (Afrikaans Huistaal eerstejaar- en vierdejaarstudente) (Opvoedkunde)
  • Entrepreneurskap en Innoveringsbestuur
  • Politieke Wetenskap 114
  • Tegniese Kommunikasievaardighede (Ingenieurswese)
  • Wetenskaplike Kommunikasievaardighede (Natuurwetenskappe, in samewerking met die Taalsentrum)
  • MBA
  • Volhoubare Ontwikkeling
  • Navorsingsopdrag 743 (Sakebestuur)

Dan het die Skryflab ook gewerk met dosente en studenteskrywers wat onafhanklik navraag gedoen het.

Die Skryflab lei konsultante deurlopend op. In Mei het die Skryflab met die Sentrum vir Leertegnologieë saamgewerk om die konsep van kunsmatige intelligensie (KI) te ondersoek ten einde konsultante te help om voorbereid te wees wanneer hulle konsultasies het met studente wat KI in hulle skryfwerk gebruik. Konsultante bestudeer ook skryfsentrumpedagogiek en die verskille en ooreenkomste tussen verskillende skryfsentrums se metodologieë wat betref skryfkonsultasies. Dit maak konsultante sensitief vir die verskillende behoeftes van meertalige studente uit verskillende opvoedkundige agtergronde.

Gehalte is vanjaar verbeter deur die gebruik van elektroniese waarnemings- en evalueringsvorms vir maklike en effektiewe datavaslegging. Waarnemings maak deel uit van konsultante se opleiding en behels dat konsultante mekaar waarneem en terugvoer oor mekaar se konsultasies gee. Studente se terugvoer oor hul konsultasie-ervarings word gebruik om te verseker dat daar in studente en dosente se spesifieke behoeftes voorsien word, en dat dit vir alle studenteskrywers en dosente aan die US ʼn positiewe ervaring is om met die Skryflab te werk.

  • Kampuskursusse

Die Taalsentrum het die jaar afgeskop met meer as 50 studente wat ingeskryf het vir die interaktiewe taalkursusse, Kampus-Xhosa en Kampusafrikaans. Hierdie kursusse word gratis aangebied vir alle studente wat hulle taalvaardighede graag wil verbeter, en word in ʼn ontspanne en stimulerende omgewing aangebied waar studente enersdenkende eweknieë kan ontmoet en by ʼn dinamiese netwerk van taalleerders op die kampus kan aansluit. Twee van ons onlangse deelnemers het dit só gestel: “Dit was ʼn ongelooflike ervaring om in staat te wees om selfs net ʼn kort gesprekkie met Xhosa-sprekers te voer”, en “Die energie in die klas en die positiewe, ondersteunende atmosfeer tussen nuwe vriende wat almal Afrikaans wil leer, het vir ʼn werklik genotvolle ervaring gesorg.”

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Een van die Kampus-Xhosa-groepe

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Aanbieder Nika Ndlela met ʼn paar van die deelnemers aan die Xhosa-kursus

  • Die uitbreiding van toegang deur Suid-Afrikaanse Gebaretaal

In ’n betekenisvolle stap na akademiese insluiting het die Taalsentrum, in vennootskap met die Fakulteit Natuurwetenskappe, by die ISCB‑Africa ASBCB-konferensie oor Bioinformatika, wat van 14 tot 17 April 2025 in Kaapstad plaasgevind het, tolking in Suid-Afrikaanse Gebaretaal (SASL) voorsien aan ’n Dowe honneursstudent. Hierdie geleentheid, wat navorsers en studente in rekenaarbiologie byeengebring het, het ’n seldsame geleentheid gebied vir SASL-tolke om betrokke te raak by gespesialiseerde wetenskaplike terminologie en diskoers. Die span tolke, wat as van die beste in Suid-Afrika beskou word, het die ervaring as professioneel verrykend beskryf en die belangrikheid van inklusiewe toegang tot akademiese inhoud op hoë vlak beklemtoon. Die Fakulteit Natuurwetenskappe word geloof vir sy proaktiewe toewyding tot toegang en vir die skep van ruimte vir volle akademiese deelname in ’n hoogs gespesialiseerde veld.

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Die Taalsentrum het in die eerste semester die -kortkursus vir 13 deelnemers aangebied. Om deelnemers wat die beginnerskursus voltooi het in staat te stel om hul SASL-kennis verder uit te brei, is ’n opvolgkortkursus, SASL – Elementêre vlak A2, vanjaar ontwikkel en nege deelnemers het die eerste aanbieding voltooi.

Nog ʼn kortkursus, die SASL-Opleierskursus, is ontwikkel en sal later vanjaar aangebied word. Dié kursus is daarop gemik om eerstetaalgebruikers van SASL toe te rus met die kennis en vaardighede om ʼn beginnerskursus in SASL vir ’n breër gehoor te ontwerp, te ontwikkel en aan te bied. Dit stel kernkomponente van kursusontwikkeling bekend, met inbegrip van basiese struktuur en analise, onderrigmetodologie, assesseringsontwerp en grondbeginsels van sake-Engels.

3. Doelgerigte vennootskappe en inklusiewe netwerke

 

Internasionalisering deur meertaligheid

Die US is een van ses wêreldwye vennootuniversiteite waarmee EUTOPIA – buiten sy kernalliansie van tien Europese universiteite – saamwerk om ’n internasionale ruimte vir die uitruil van taal- en kultuurkennis te skep. In Mei is die US aangewys as EUTOPIA se Universiteit van die Maand danksy die instansie se bevordering van meertaligheid deur verskeie aktiwiteite op kampus. In die hoofartikel het dr Kim Wallmach, Direkteur van die Taalsentrum, opgemerk:

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Stellenbosch – as ʼn dorp en as ʼn kampus – is ʼn plek waar baie gesprekke tans plaasvind oor identiteit, ʼn tuishoortgevoel en regstelling; vervleg met taal, soos altyd. Een van die bydraes wat die US kan maak […], is om ʼn ruimte te voorsien waar studente van ander lande kan ervaar hoe ’n meertalige, dog verdeelde, gemeenskap oor verskille onderhandel en ooreenkomste vind.”

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Deur die bevordering van ʼn meertalige ingesteldheid werk die Taalsentrum aan die uitbou van studentegemeenskappe, asook aan die ontwikkeling van kursusse en vennootskappe om die ervarings van internasionale studente wat die US besoek, te verbeter. Onlangse inisiatiewe sluit in:

 

  • Studente van die Universiteit van Georgia leer Afrikaans en Xhosa

In Mei het die Taalsentrum die voorreg gehad om ʼn groep van 16 studente van die Universiteit van Georgia in die VSA te ontvang vir ʼn kort taalverwerwingskursus in Afrikaans en Xhosa. Die studente het dit terdeë geniet om met dié twee tale om te gaan en ’n kort maar betekenisvolle kennismaking met die taalkundige en kulturele diversiteit van ons streek te beleef. Die Taalsentrum sien uit daarna om die Universiteit van Georgia weer in die toekoms te verwelkom en om die rykdom van Afrikaans en Xhosa – die tale en kulture – verder met internasionale besoekers te deel.

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  • Afrikaanse taal- en kultuurkursus vir Nederlandssprekende studente vier tien jaar

Die Taalsentrum se Afrikaanse taal- en kultuurkursus vir Nederlandssprekende studente het aan die einde van die eerste semester vanjaar tien jaar se taal- en kultuurleer gevier. Hierdie mylpaal word gevier met ʼn reeks sosialemedia- en blogplasings op die Taalsentrum se sosialemediaplatforms in samewerking met US Internasionaal.

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ʼn Hoogtepunt was ʼn onderhoud met Sen Joostens, ʼn oudstudent uit België wat studente van die KU Leuven tans ondersteun om Afrikaans te leer. Deur die jare het reeds meer as 200 studente uit België en Nederland die kursus bygewoon.

  • Die Universiteit Stellenbosch brei sy vennootskap met die Ivoorkus uit

Tussen 4 Julie en 1 Augustus het ʼn groep van 28 meestersgraadstudente van die Institut National Polytechnique Félix Houphouët-Boigny (INP-HB) in die Ivoorkus die Taalsentrum besoek. Dit was die vierde groep sedert 2023 en die tweede groep in 2025. Die doel van hulle besoek was om hulle vaardigheid in algemene en sake-Engels te verbeter. Vorige studente het genoem dat een van die voordele van hulle verblyf by die US die geleentheid was om dikwels Engels te praat – hulle kon in hulle daaglikse handel en wandel in en om Stellenbosch Engels praat en sodoende leer om veel beter in Engels te kommunikeer.

As deel van ʼn nuwe samewerkingsooreenkoms met die Kamer van Koophandel van die Ivoorkus sal ʼn groep van nege lede van 4 tot 18 Julie ʼn Intensiewe Engels-program (IEP) van twee weke deurloop. Hierdie studente is professionele lede van die Kamer van Koophandel se taaldepartement, en hierdie ooreenkoms is deur die Eerste Sekretaris van die Departement Internasionale Betrekkinge en Kommunikasie (DIRCO) van die Suid-Afrikaanse Ambassade in Abidjan in die Ivoorkus geïnisieer.

 

  • Intensiewe Engels-program (IEP) 2025
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IEP-studente en hulle onderwyser (Ammie) in die klaskamer

Verder het 15 internasionale studente (uit Duitsland, Suid-Korea, Japan, Madagaskar, DRK, Benin, Saudi- Arabië, Rusland en Italië) in Julie ingeskryf vir IEP-blokke.

  • Drietalige kreatieweskryfwerksessies vir personeel van Hazendal-wynlandgoed

In die eerste semester het die Taalsentrum doelgemaakte werksessies vir kreatiewe skryf in Engels, Afrikaans en Xhosa op die Hazendal-wynlandgoed vir ʼn groep van 15 deelnemers aangebied.

Een van die hoofdoelstellings van die werksessies was om die Hazendal-personeel se vaardighede op verskeie vlakke op te skerp en hulle te bemagtig, en om hulle samehorigheidsgevoel as ʼn span te versterk.

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Bongiwe Dlutu (Xhosa-Taalsentrumaanbieder) met vier van die Hazendal-personeellede wat die sessies bygewoon het

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4. Genetwerkte en samewerkende onderrig

  • EQUiiP-somerskool bevorder groei en insluiting
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Estelle Meima van die Universiteit van Groningen en Vernita Beukes van die SU se Taalsentrum, aanbieders van die Interkulturele Groepsdinamika-module by die EQUiiP-somerskool in Groningen.

Dr Vernita Beukes, ʼn dosent by die Taalsentrum, was een van die vyf lede van ʼn internasionale paneel wat die  EQUiiP-somerskool aan die Universiteit van Groningen van 16 tot 20 Junie vanjaar aangebied het. Die EQUiiP-program is ʼn samewerkende somerskool wat eweknieleer en die deel van onderrigpraktyke aanmoedig vir die professionele ontwikkeling van praktisyns. Deelnemers het van Iran, Kroasië, Letland, Suid-Afrika en Nederland gekom, wat aan sowel aanbieders as deelnemers die geleentheid gebied het om met opvoeders van regoor die wêreld te netwerk.

Die program het gefokus op die internasionalisering van die kurrikulum, die identifisering van effektiewe strategieë om inklusiewe klaskamers te skep, en die ontwikkeling van praktiese vaardighede om die beginsels van universele ontwerp vir leer te gebruik om in studente se uiteenlopende behoeftes te voorsien.

Die uiteenlopende agtergronde en ervarings van die deelnemers het die besprekings verryk en veelvoudige perspektiewe verskaf op die uitdagings en geleenthede in die internasionalisering van leerplanne en die skep van inklusiewe klaskamers. Samewerkende aktiwiteite en groepbesprekings het die uitruil van gedagtes en beste praktyke gefasiliteer, en ʼn gemeenskapsgevoel en wedersydse ondersteuning bevorder.

5. Navorsing vir impak

 

Die Taalsentrum doen deurlopend geteikende navorsing om beste praktyk toe te pas.

 

6. Voorkeurwerkgewer

 

 

  • Verbetering van interkulturele praktyke in taalonderrig

Kollegas wat betrokke is by die onderrig van Afrikaans en Xhosa by dieTaalsentrum het aan ’n tweedelige professionele ontwikkelingsreeks deelgeneem wat gefokus het op die boek, Developing the Intercultural Dimension in Language Teaching (Council of Europe, 2002). Die sessies, aangebied in Maart en Junie 2025, het ruimte geskep vir personeel om krities in gesprek te tree met grondliggende konsepte en praktiese strategieë om interkulturele bevoegdheid in meertalige klaskamers te bevorder. Aanbieders en deelnemers het nagedink oor hoe hierdie idees met die Suid-Afrikaanse konteks resoneer, en insigte gedeel wat in huidige onderrigpraktyke gegrond is.

 

  • Taalsentrum se Kommunikasielab-kortkursusse versterk professionele kommunikasie by die US

Die Taalsentrum se Kommunikasielab het in die verslagtydperk voortgegaan met sy werk om professionele kommunikasie aan die US meer vaartbelynd te maak. Een van die kortkursusse wat aangebied is, is:

 

 

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Die Adjunkdirekteur van Interne Kommunikasie by die Departement van Beplanning, Monitering en Evaluering in die Presidensie, Tshwane, was een van die deelnemers aan hierdie kursus. Personeel van Studentewerwing, Maties Gimnasium en ander omgewings het dit ook bygewoon.

Hierdie gewilde kursus is op 20 en 21 Mei aangebied. ʼn Totaal van 13 deelnemers, ses bemarkingskundiges van die tafeldruifuitvoerder EXSA, en personeel van Koshuisdienste, die Afdeling Korporatiewe Kommunikasie en Bemarking, die Buro vir Ekonomiese Navorsing en die Taalsentrum het dit bygewoon.

Terugvoer wat ontvang is: “Uitstekende kursus wat my verwagtinge oortref het met die goeie balans tussen teorie en praktiese toepassing. Die terugvoer was altyd konstruktief, en as fasiliteerder het Eduard ʼn veilige ruimte geskep waar ons kon leer met genoeg tyd om die inhoud te dek. Ek kon geen fout vind met hierdie kursus nie en beveel dit sterk aan.”

 

Vyf personeellede en twee eksterne professionele persone, ʼn mediese dokter met haar eie praktyk en ʼn senior superintendent van die Stad Kaapstad se munisipaliteit, het hierdie kursus in Mei en Junie bygewoon. Een van ons deelnemers het die volgende te sê gehad daaroor:

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Uitstekende kursus. Die aanbieder het almal deel van die groep laat voel en dit vir ons maklik gemaak om te deel.  Dit het my selfvertroue gegee, en die terugvoer oor werkopdragte was waardevol.”

Bydraers:

Vernita Beukes
Arne Binneman
Sanet de Jager
Bongiwe Dlutu
Fatima Halday
Christine Joubert
Anne-Mari Lackay
Susan Lotz
Andréa Müller
Helga Sykstus
Kim Wallmach
René Wheeler

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What has the Language Centre been up to from May to July 2025?

Each quarter, we submit content to be considered for the SU Management Report to Senate and Council. We thought we’d also share here what the Language Centre has been up to during the last quarter (from the beginning of May to the end of July)!

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1. A thriving Stellenbosch University

Promoting institutional multilingualism at SU

Stellenbosch University (SU) is committed to developing and maintaining Western Cape regional languages Afrikaans and isiXhosa as academic languages, and to give support to SASL. Promoting a multilingual mindset among students and staff forms part of the initiative to humanise the institutional culture at SU. Recent activities through the Language Centre during the reporting period are reported on below.

 

  • Interpreting into three languages available at new Chancellor’s installation
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SASL, isiXhosa and Afrikaans interpreters at the installation of SU’s new Chancellor.

Interpreting into isiXhosa, Afrikaans and South African Sign Language (SASL) was provided by the Language Centre at the installation of SU’s new Chancellor on 20 June. Lesetja Kganyago, Governor of the South African Reserve Bank, was formally installed as the institution’s 16th Chancellor, and has been serving in the position since January 2025. The installation ceremony took place at Endler Hall.

Interpreting at such high-profile events is an important element in welcoming a multilingual audience and acknowledging the worth of the languages used.

  • Say my name workshop

On 29 May 2025, the Language Centre successfully hosted the Say My Name workshop, attended by staff members from various departments/faculties. This engaging session aimed to create awareness around the importance of correct name pronunciation as a step towards mutual respect in multilingual spaces. Participants shared that the experience was enjoyable and meaningful, with lively interaction throughout. We hope that more staff will benefit from similar sessions in future.

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  • Brand new Afrikaans Stylgids available to everyone at SU

The brand-new Afrikaans US Stylgids, aimed at SU staff and students, was released on 1 July and is available here. It is fitting for the Stylgids to be released in the year in which we celebrate the 100th anniversary of Afrikaans as an official SA language.

The Afrikaans Stylgids is intended as an accessible resource on Afrikaans language usage for the whole of the SU community and anyone else who chooses to use it. The guide aims to ensure that the language we use for the content and communication we provide on behalf of the University is consistent with the image of the University and consonant with our vision and identity as a university. The Stylgids therefore represents guidelines and house rules rather than a comprehensive set of universal grammar rules, and the preferences reflected in the guide are those of the institution.

Like its English counterpart, the SU Style Guide, the Afrikaans Stylgids was commissioned by the Corporate Communication and Marketing Division (CCMD) of the University and compiled by the SU Language Centre in a university-wide consultative process. The Stylgids is meant to be used in combination with the Brand Toolkit, which gives more guidance on the unified SU brand in terms of how we present the University visually and how we speak of it.

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A screenshot of a page in the Afrikaans Stylgids.

  • Exploring belonging through language: Staff workshop fosters connection and inclusion at SU

On 17 June, the Language Centre successfully hosted the first Zive usekhaya: Language and Belonging at Stellenbosch University workshop, attended by 15 staff members. This reflective session forms part of the Language Centre’s multilingual mindset series and offered participants a space to explore belonging, language, and identity through storytelling, discussion and beading. The workshop fostered connection, intercultural awareness and meaningful dialogue around inclusion in our multilingual campus culture. Similar workshops are lined up for students later this year to support their experiences of belonging at SU.

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2. A transformative student experience

 

  • SU Language Centre Writing Lab activities during the first semester

The Language Centre’s Writing Lab strives to create a safe, friendly and caring space which provides personal support to students from different faculties and campuses. Between January and May, just over 1 391 writing consultations were conducted. The Writing Lab consults during exam time and vacation periods, during which consultations are primarily with postgraduate writers. Consultations are conducted in-person at the Writing Lab, or online via MS Teams, which accommodates distance students and any other student at the venue of their choice.

During the reporting period, the Writing Lab has had ongoing writing consultation collaborations with the following groups:

  • Agricultural Economics 478 and 781
  • Economics 214
  • Curriculum Studies (Afrikaans Home language 1st and 4th year students) (Education)
  • Entrepreneurship and Innovation Management
  • Political Science 114
  • Technical Communication Skills (Engineering)
  • Scientific Communication Skills (Science, in collaboration with the Language Centre)
  • MBA
  • Sustainable Development
  • Research Assignment 743 (Business Management).

 

In addition, the Writing Lab worked with lecturers and student writers who make contact independently.

Consultant training happens continuously throughout the year. During May, the Writing Lab collaborated with the Centre for Learning Technologies to explore the topic of artificial intelligence to help consultants to be prepared for consultations with students using AI in their writing. Consultants also study Writing Centre pedagogy and engage with the differences and similarities in various Writing Centres’ methodologies in terms of writing consultations. This sensitises consultants to the different needs of multilingual students from varying educational backgrounds.

Quality was enhanced this year through the use of electronic observation and evaluation forms for easy and effective data capturing. Observations form part of consultant training and involve consultants observing another consultant and giving feedback about their consultations. Student feedback about their consultation experience is used to ensure that students’ and lecturers’ specific needs and expectations are being addressed, and that all student writers and lecturers at SU have a positive experience working with the Writing Lab.

  • Campus Courses

The Language Centre kicked off the year with more than 50 students joining its interactive language courses: Campus isiXhosa and Campus Afrikaans. Offered in a relaxed and engaging environment, the courses are free to all students who are keen to grow their language skills, meet like-minded peers, and join a vibrant network of language learners on campus. Here’s what two of our recent participants had to say: “Being able to hold even a small conversation with isiXhosa speakers has been incredibly rewarding”, and “The energy in class and the positive, supportive atmosphere among new friends who all wanted to learn Afrikaans made the experience truly enjoyable.”

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One of the Campus isiXhosa groups

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Presenter Nika Ndlela with a few of the isiXhosa course participants

  • Expanding access through South African Sign Language

In a significant step toward academic inclusion, the Language Centre, in partnership with the Faculty of Science, provided South African Sign Language (SASL) interpreting for a Deaf Honours student at the ISCB‑Africa ASBCB Conference on Bioinformatics, held from 14 to 17 April 2025, in Cape Town. The event, a gathering of researchers and students in computational biology, offered a rare opportunity for SASL interpreters to engage with specialised scientific terminology and discourse. The interpreting team described the experience as professionally enriching, underscoring the importance of inclusive access to high-level academic content. The Faculty of Science is commended for its proactive commitment to accessibility and for creating space for full academic participation in a highly specialised field.

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The Language Centre has offered its South African Sign Language – Beginner Level A1 short course to 13 participants during the first semester. To enable participants who have completed the beginner course to expand their SASL knowledge further, a follow-up short course, South African Sign Language – Elementary Level A2, has been developed this year, and nine participants have completed the first offering.

In addition, a Teach South African Sign Language (SASL): Trainer short course has been developed and will be offered later during year. The course aims to equip first-language SASL users with the knowledge and skills to design, develop and teach a beginner SASL course to a broader audience. It introduces key elements of course creation, including basic structure and analysis, teaching methodology, assessment design and foundational business English.

3. Purposeful partnerships and inclusive networks 

Internationalisation through multilingualism

SU is one of six global partner universities EUTOPIA associates with beyond its core alliance of 10 universities in Europe to create an international gateway for exchanging knowledge and culture. In May, Stellenbosch University was profiled as EUTOPIA’s University of the Month for its contribution to multilingualism through various activities on campus. In the feature article, Dr Kim Wallmach, Director of the Language Centre, comments:

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Stellenbosch – as a town and a campus – is a space where many conversations around identity, belonging and redress, intertwined as always with language, are taking place currently. One of the contributions SU can make […] is to provide a space where students from other countries can experience how a multilingual, yet divided, community is negotiating difference and finding commonalities.”

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The SU Language Centre has worked on developing courses and partnerships to enhance the experiences of international students visiting SU and on building student communities through a multilingual mindset. Some recent initiatives were:

 

  • University of Georgia Students learn Afrikaans and isiXhosa

In May, the Language Centre had the privilege of hosting a group of 16 students from the University of Georgia (USA) for a short language acquisition course in Afrikaans and isiXhosa. The students thoroughly enjoyed the opportunity to engage with both languages and gain a brief but meaningful introduction to the linguistic and cultural diversity of our region. The Language Centre looks forward to welcoming the University of Georgia again in future and continuing to share the richness of Afrikaans and isiXhosa language and culture with international visitors.

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  • Afrikaans language and culture course for Dutch-speaking students celebrates 10 years

The Language Centre’s celebrated 10 years of language and cultural learning at the end of the first semester this year. This milestone is being celebrated with a series of social media and blog posts shared on the LC’s social media platforms in collaboration with SU International.

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A highlight included an interview with Sen Joostens, a former student from Belgium who is currently facilitating Afrikaans language learning at KU Leuven. Over the years, the course has drawn more than 200 students from Belgium and the Netherlands.

  • Stellenbosch University expands its partnerships with Côte d’Ivoire

The Language Centre hosted a group of 28 students from the Institut National Polytechnique Félix Houphouët-Boigny (INP-) INP-HB (Côte d’Ivoire) from 4 July until 1 August. This is the fourth cohort since 2023 and the second cohort for 2025. The students are master’s level students aiming to improve their general and business English skills. Previous students have commented that one of the benefits of coming to SU is the opportunity for immersion, where they are able to use English in everyday interactions in and around Stellenbosch to enhance their communicative competence.

Then, in a new collaboration with the Chamber of Commerce and Industry of Côte d’Ivoire, a group of 9 participants has completed a two-week block of the Intensive English Programme (IEP) at the Language Centre from 4 to 18 July. These students are professionals from the language department from the Chamber of Commerce. This collaboration was initiated by the 1st Secretary (Department of International Relations and Cooperation (DIRCO)) of the South African Embassy in Abidjan, Côte d’Ivoire.

 

  • Intensive English Programme (IEP) 2025
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IEP students and their teacher (Ammie) in the classroom

In addition, fifteen international students (from Germany, South Korea, Japan, Madagascar, DRC, Benin, Saudi Arabia, Russia and Italy) enrolled for Intensive English Programme blocks during June and July.

  • Hazendal Wine Estate trilingual creative writing workshops

The Language Centre offered bespoke creative writing workshops in English, Afrikaans, and isiXhosa to a cohort of 15 participants in the first semester on-site at Hazendal wine estate.

One of the main aims of the workshops was to upskill and empower the Hazendal staff at various levels, and to bring the team together.

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Bongiwe Dlutu (isiXhosa Language Centre presenter) with four of the Hazendal Wine Estate staff participants

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4. Networked and collaborative teaching and learning

 

  • EQUiiP Summer School fosters growth and inclusivity
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Estelle Meima of the University of Groningen and Vernita Beukes of the SU Language Centre, presenters of the Intercultural Group Dynamics module in the EQUiiP Summer school in Groningen.

Dr Vernita Beukes, a lecturer at the Language Centre, was part of an international panel of five who presented the EQUiiP Summer School at the University of Groningen in the Netherlands from 16 to 20 June this year. The EQUiiP programme is a collaborative summer school that encourages peer learning and sharing teaching practices to professionally develop practitioners. Participants hailed from Iran, Croatia, Latvia, South Africa and the Netherlands, which gave both presenters and participants the opportunity to network with educators from around the world.

The programme explored the concept of internationalising the curriculum, identified effective strategies for creating inclusive classrooms, and developed practical skills on utilising the principles of universal design for learning to meet the diverse needs of students.

The diverse backgrounds and experiences of the participants enriched the discussions and provided multiple perspectives on the challenges and opportunities of internationalising curriculum and creating inclusive classrooms. Collaborative activities and group discussions facilitated the exchange of ideas and best practices, fostering a sense of community and mutual support.

5. Research for impact

 

The Language Centre does ongoing targeted research to inform best practice.

 

6. Employer of choice

 

  • Strengthening intercultural practice in language teaching

Colleagues involved in teaching Afrikaans and isiXhosa at the Language Centre participated in a two-part professional development series focused on the book Developing the Intercultural Dimension in Language Teaching (Council of Europe, 2002). The sessions, held in March and June 2025, created a space for staff to engage critically with foundational concepts and practical strategies for fostering intercultural competence in multilingual classrooms. Presenters and participants reflected on how these ideas resonate within the South African context and shared insights grounded in current teaching practice.

 

  • Language Centre Comms Lab short course offerings strengthen professional communication at SU

The Language Centre’s Comms Lab has continued its efforts to streamline professional communication at SU during the reporting period. Courses presented include:

 

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The Deputy Director of Internal Communications from the Department of Planning, Monitoring and Evaluation in the Presidency, Tshwane, was one of the participants attending this course. Staff from Student Recruitment, Maties Gymnasium and other environments also attended.

The popular course was presented on 20 and 21 May. A total of 13 participants, six marketing experts from table grape exporter EXSA, and staff from Residence Services, Corporate Communication and Marketing Division, Bureau for Economic Research and the Language Centre, attended the course.

Some feedback: “Excellent course. Surpassed my expectations. Good balance of theory and practical application. Constructive feedback at all times. As facilitator, Eduard created a safe space in which to learn. Perfect and enough to cover the content. There was nothing to fault with this course. Will highly recommend it.”

 

Five staff members and two external professionals, a medical doctor with her own practice and a senior superintendent from City of CT Municipality, attended this course during May and June. This is what one of our participants had to say:

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Great course, the presenter made everyone feel part and comfortable to share. It gave me confidence and the feedback on assignments were valuable.”

Contributors:

Vernita Beukes
Arné Binneman
Sanet de Jager
Bongiwe Dlutu
Fatima Halday
Christine Joubert
Anne-Mari Lackay
Susan Lotz
Andréa Müller
Helga Sykstus
Kim Wallmach
René Wheeler

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Let’s talk language freedom in celebration of Freedom Day

On 27 April, South Africa commemorates Freedom Day, marking both the anniversary of the first democratic elections in 1994 and the introduction of the new (interim) Constitution, which guaranteed equal rights and civil liberties to all citizens.  

Thirty-one years on, many South Africans are too young to remember that first day of freedom, while for some, the memory may have faded, or a certain complacency set in. And current concerns with the state of our country and the world may leave few in a celebratory mood. All the more reason to heed Nelson Mandela’s caution: “Freedom can never be taken for granted. Each generation must safeguard it and extend it.”  

Freedom can never be taken for granted. Each generation must safeguard it and extend it.

Freedom Day calls on us to honour the sacrifices made in the struggle against apartheid and to reflect on the liberties won through that sacrifice. And every year it reminds us that with freedom comes the responsibility to use our individual and collective power to make the most of our freedom and enhance the freedom of others. 

The shape and sound of freedom 

Freedom is not only political; it is cultural, linguistic and expressive. The rights to vote, live without fear of persecution, and participate in civic life are foundational. But these rights are incomplete without freedom of expression and linguistic freedom the power to speak, think, create and communicate in the language of your choice. If your voice is not heard, you cannot participate. If you cannot understand, you cannot access rights. In short, if your language is excluded, so are you. 

The South African Constitution is often praised as one of the most progressive in the world. The Bill of Rights guarantees both freedom of expression and linguistic freedom, recognising twelve official languages and explicitly valuing cultural and linguistic diversity. 

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Freedom is not only political; it is cultural, linguistic and expressive. […] In short, if your language is excluded, so are you. 

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But for many South Africans, especially those whose mother tongue is not English or Afrikaans, the right to fully express themselves in their home language remains more aspirational than actual. English dominates academia, government, media and technology, effectively becoming the gateway to opportunity. English is a class marker as well: those fluent in English can access jobs, justice, and online spaces; those who are not are left behind. In the process, African languages are devalued and often treated as symbols of heritage rather than living systems of thought and communication, eroding cultural pride and limiting intergenerational knowledge transfer. 

Let’s pause here and consider for a moment how this translates into the daily lived experience of millions of South Africans: a Tshivenda speaker who cannot access online legal advice in his home tongue; an isiXhosa-speaking patient struggling to explain symptoms to an English-speaking doctor; a Sepedi-speaking child who must learn to read English before mastering her own language. What does language freedom mean to them? 

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Making multilingualism mainstream 

In a truly multilingual South Africa, no language would be excluded, and no one would be left behind. If there were no lack of resources or infrastructure and no gap between policy and practice, there would be government services in all official languages and full access to digital and other media. There would be investment in translation and interpreting services and language technologies for indigenous languages; and there would be support for content creation in underrepresented languages, especially on digital platforms. There would be legal accountability when constitutional language rights are ignored. And there would be mother tongue education and multilingual pedagogies at all levels of schooling. 

We are not quite there but then, freedom is not a destination; it is a constant striving, a becoming. Language activism is gaining momentum and there is much to celebrate and build on. 

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We are not quite there but then, freedom is not a destination; it is a constant striving, a becoming. Language activism is gaining momentum and there is much to celebrate and build on. 

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The Nal’ibali reading campaign distributes children’s stories in all South African languages to foster early reading and storytelling at home, and projects like PRAESA promote early literacy in African languages, working to change the schooling system from the ground up. At the same time, translanguaging offers a potentially transformational approach to learning and teaching that engages linguistic diversity additively and equitably in the classroom in a way that empowers multilingual learners and values the knowledge they bring. 

In higher education, the Department of Higher Education and Training (DHET) finalised a language policy framework (2020) aimed at promoting multilingualism and the development of indigenous languages at South Africa’s 26 public universities; and in 2023 the department set aside about R70 million over a three-year period to help universities achieve these goals. Stellenbosch University (SU) has used the funds received so far to boost its endeavours to promote social cohesion and inclusion through language at the institution. The promotion of a multilingual mindset at SU is an ongoing initiative, and is something for which the whole University community, at an academic and social level, shares responsibility. Creating a welcoming environment on campus and promoting a multilingual mindset among the broad campus community are overarching goals, and examples of more practical endeavours are the Building Communities through Multilingualism workshop series offered to the SU student community and staff members, and isiXhosa and South African Sign Language (SASL) courses offered to students and staff, free of charge. Another exciting initiative at SU is isiXhosa terminology development. 

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The promotion of a multilingual mindset at SU is an ongoing initiative, and is something for which the whole University community, at an academic and social level, shares responsibility.

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In the digital space, community publishers and creators are reaching audiences, telling stories and building cultural capital in online poetry slams, podcasts, or TikTok videos in, among others,  isiXhosa, Setswana and Xitsonga; while the Masakhane initiative brings together African IT experts to develop natural language processing tools for African languages, ensuring they are represented in AI, voice technology and machine translation.  

Freedom is a doing word 

Language freedom is not self-actualising it is something we must embody, act on and defend to give it meaning. When we choose to speak in our languages, we affirm their worth. When we demand inclusion in the classroom, technology, health care or the media we honour the right of all to be heard. And when we teach, create, and listen across linguistic borders, we build a freer, more equal society. 

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When we choose to speak in our languages, we affirm their worth.

–  by Tania Botha

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Kom ons gesels oor taalvryheid ter viering van Vryheidsdag

Op 27 April vier Suid-Afrika Vryheidsdag ter herdenking van sowel die eerste demokratiese verkiesing in 1994 as die ingebruikneming van die nuwe (tussentydse) Grondwet, wat gelyke regte en burgerlike vryhede vir alle landsburgers waarborg.  

Vandag, een en dertig jaar later, is baie Suid-Afrikaners te jonk om daardie eerste dag van vryheid te onthou, terwyl die herinnering daaraan vir ander vervaag het, of ʼn sekere mate van selftevredenheid ingesluip het. Ons huidige kommer oor die toestand van ons land en talle ander wêrelddele veroorsaak moontlik dat min van ons in ʼn feestelike luim verkeer; des te meer rede om die volgende vermaning deur Nelson Mandela ter harte te neem: “Vryheid mag nooit as vanselfsprekend aanvaar word nie. Elke generasie moet dit bewaar en uitbrei.” [Eie vertaling.] 

Vryheid mag nooit as vanselfsprekend aanvaar word nie. Elke generasie moet dit bewaar en uitbrei.

Vryheidsdag roep ons op om hulde te bring aan die opofferings wat in die stryd teen apartheid gemaak is, en om te besin oor die vryhede wat deur daardie opofferings verwerf is. En elke jaar herinner dit ons daaraan dat ons saam met daardie vryhede die verantwoordelikheid gekry het om ons individuele en gesamentlike kragte in te span om die die beste moontlike gebruik daarvan te maak en ook om ander se vryhede te bevorder.  

Die vorm en klank van vryheid 

Vryheid is nie net polities nie; dis ook kultureel, taalkundig en nou verbonde aan ons reg om onsself uit te druk. Die regte om te stem, om te lewe sonder om vervolging te vrees en om aan die openbare lewe deel te neem, is fundamentele regte. Maar hierdie regte is onvolledig sonder vryheid van uitdrukking en taalkundige vryheid die reg om in die taal van ʼn mens se keuse te praat, te dink, te skep en te kommunikeer. As jou stem nie gehoor word nie, kan jy nie deelneem nie. As jy nie kan verstaan nie, kan jy nie toegang tot regte verkry nie. Kortom, as jou taal uitgesluit word, word jy saam uitgesluit. 

Die Suid-Afrikaanse Grondwet word dikwels geloof as een van die progressiefste grondwette ter wêreld. Die Handves van Regte waarborg vryheid van uitdrukking en taalkundige vryheid, erken twaalf amptelike tale, en heg spesifiek waarde aan kulturele en taalkundige diversiteit.  

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Vryheid is nie net polities nie; dis ook kultureel, taalkundig en nou verbonde aan ons reg om onsself uit te druk. […] Kortom, as jou taal uitgesluit word, word jy saam uitgesluit.

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Vir talle Suid-Afrikaners, veral dié wie se moedertaal nie Afrikaans of Engels is nie, bly die reg om hulle ten volle in hulle huistaal uit te druk, egter meer van ʼn droom as die werklikheid. Engels oorheers in die akademie, regering, media en tegnologie, en is dus as’t ware die sleutel tot geleenthede. Engels is ook ʼn klassemerker: diegene wat vlot is in Engels verkry toegang tot werksgeleenthede, geregtigheid en aanlyn ruimtes; diegene wat Engels nie magtig is nie, bly agter. In hierdie proses word die waarde van Afrikatale verlaag en word hulle dikwels as erfenissimbole behandel, eerder as lewende gedagte- en kommunikasiestelsels. Só word kulturele trots weggekalwe en die oordrag van kennis tussen generasies aan bande gelê.  

Kom ons verpoos vir ʼn oomblik om te besin oor die uitwerking wat dit het op die daaglikse lewe van miljoene Suid-Afrikaners: ʼn Tshivenda-spreker wat nie aanlyn regsadvies in sy huistaal kan bekom nie; ʼn Xhosa-sprekende pasiënt wat sukkel om simptome aan ʼn Engelssprekende dokter te verduidelik; ʼn kind wie se moedertaal Sepedi is, maar wat Engels moet leer lees nog voordat sy haar eie taal behoorlik bemeester het. Wat beteken taalvryheid vir hulle? 

Kom ons verpoos vir ʼn oomblik om te besin oor die uitwerking wat dit het op die daaglikse lewe van miljoene Suid-Afrikaners: ʼn Tshivenda-spreker wat nie aanlyn regsadvies in sy huistaal kan bekom nie; ʼn Xhosa-sprekende pasiënt wat sukkel om simptome aan ʼn Engelssprekende dokter te verduidelik; ʼn kind wie se moedertaal Sepedi is, maar wat Engels moet leer lees nog voordat sy haar eie taal behoorlik bemeester het. Wat beteken taalvryheid vir hulle? 

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Meertaligheid moet vir almal geld 

In ʼn Suid-Afrika wat in die ware sin van die woord meertalig is, sal geen taal uitgesluit wees en sal nie een enkele persoon agterbly nie. As daar geen hulpbron- of infrastruktuurtekorte was nie, en geen gaping tussen beleide en die uitvoering daarvan nie, sou die regering in alle tale dienste gelewer het en daar sou volle toegang tot digitale en ander media gewees het. Die regering sou belê het in vertaal- en tolkdienste en taaltegnologieë vir inheemse tale; en daar sou ondersteuning wees vir inhoudskepping in onderverteenwoordigde tale – veral op digitale platforms. Daar sou regsaanspreeklikheid wees wanneer grondwetlike taalregte geïgnoreer word. En daar sou moedertaalonderrig en meertalige pedagogieë op alle skoolvlakke wees. 

Ons is nog nie heeltemal daar nie maar vryheid is immers nie ʼn bestemming nie; dit is ʼn aanhoudende strewe, ʼn wording. Taalaktivisme is besig om momentum op te bou, en daar is reeds veel om te vier en op voort te bou.  

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Ons is nog nie heeltemal daar nie maar vryheid is immers nie ʼn bestemming nie; dit is ʼn aanhoudende strewe, ʼn wording. Taalaktivisme is besig om momentum op te bou, en daar is reeds veel om te vier en op voort te bou.  

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Die Nal’ibali-leesveldtog  versprei kinderverhale in al die Suid-Afrikaanse tale om vroeë lees en die vertel van stories tuis aan te moedig, en projekte soos PRAESA bevorder vroeë geletterdheid in Afrikatale en werk daaraan om die skoolstelsel van onder af boontoe te verander. Terselfdertyd bied transtaling ʼn potensieel transformasionele benadering tot leer en onderwys wat taalkundige diversiteit regverdig toegevoeg in die klaskamer inbring op ʼn manier wat meertalige leerders en die waardes en kennis wat hulle bring, bemagtig.  

In hoër onderwys het die Departement van Hoër Onderwys en Opleiding (DHOO) ʼn taalbeleidsraamwerk (2020) gefinaliseer wat daarop gemik is om meertaligheid en die ontwikkeling van inheemse tale by Suid-Afrika se 26 openbare universiteite te bevorder, en in 2023 het die DHOO ongeveer R70 miljoen oor ʼn driejaartydperk bewillig om universiteite te help om hierdie mikpunte te bereik. Die Universiteit Stellenbosch (US) het die geld wat tot dusver ontvang is, gebruik om ʼn hupstoot te gee aan inisiatiewe om sosiale kohesie en insluiting deur middel van taal by die instansie te bevorder. Die bevordering van ʼn meertalige ingesteldheid aan die US is ʼn deurlopende inisiatief, en is iets waarvoor die hele Universiteitsgemeenskap gesamentlik op akademiese en sosiale vlak verantwoordelik is. Die skep van ʼn verwelkomende omgewing op die kampus en die bevordering van meertaligheid in die breë kampusgemeenskap is oorkoepelende doelwitte, en voorbeelde van meer praktiese inisiatiewe is die reeks Bou Gemeenskappe deur Meertaligheid-werkwinkels wat vir die studentegemeenskap en personeellede aangebied word, en Xhosa- en Suid-Afrikaanse Gebaretaal (SAGT)- kursusse wat gratis vir sowel studente as personeel aangebied word. Nog ʼn opwindende inisiatief by US is die ontwikkeling van Xhosa-terminologie.

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Die bevordering van ʼn meertalige ingesteldheid aan die US is ʼn deurlopende inisiatief, en is iets waarvoor die hele Universiteitsgemeenskap gesamentlik op akademiese en sosiale vlak verantwoordelik is.

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In die digitale ruimte bereik gemeenskapsuitgewers en -skeppers gehore, hulle vertel stories en bou kulturele kapitaal in aanlyn poetry slams, podsendings en TikTok-video’s in, onder meer, Xhosa, Setswana en Xitsonga, terwyl die Masakhane-inisiatief IT-spesialiste wat sprekers van Afrikatale is bymekaarbring om natuurlike taalverwerkingsinstrumente vir Afrikatale te ontwikkel, wat sal verseker dat hulle verteenwoordig word in KI, stemtegnologie en masjienvertaling.  

Vryheid is ʼn doenwoord 

Taalvryheid is nie selfverwesenlikend nie – dit is iets wat ons moet beliggaam, waarvolgens ons moet handel en wat ons moet verdedig om betekenis daaraan te gee. Wanneer ons kies om ons tale te praat, bevestig ons hulle waarde. Wanneer ons insluiting eis – in die klaskamer, tegnologie, gesondheidsorg of die media – betoon ons eer aan almal se reg om gehoor te word. En wanneer ons oor taalgrense heen onderrig, skep en luister, bou ons aan ʼn vryer, meer gelyke gemeenskap. 

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Wanneer ons kies om ons tale te praat, bevestig ons hulle waarde.

– deur Tania Botha, vertaal deur Ingrid Swanepoel 

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Masithetheni inkululeko yeelwimi ekubhiyozeleni uSuku lweNkululeko

Ngowama27 kwekaTshazimpuzi, uMzantsi Afrika ukhumbula uSuku lweNkululeko, kuphawulwa isikhumbuzo solonyulo lokuqala lwenkqubo yolawulo lwesininzi luka1994 kwanokwaziswa komgaqosiseko omtsha (wethutyana), owaqinisekisa amalungelo alinganayo kunye neenkululeko zoluntu.  

Kwisithuba seminyaka engamashumi amathathu nanye, uninzi lwabemi boMzantsi Afrika luselula kakhulu ukuba lungalukhumbula usuku lokuqala lwenkululeko, ngelixa benokuba sele balahlekelwa yinkumbulo abanye, okanye kwangenelela uhlobo oluthile lokungakhathali. Futhi ke iinkxalabo ezivelayo kuyile mihla nje ngelizwe lethu kunye nangehlabathi zingabashiya bonwabile abanye. Ezo ke zezona zizathu zimele ukusikhokelela ekuphulaphuleni isiyalo sikaMadiba esithi: “Inkululeko ayinakho ukungahoyakali. Isizukulwana ngasinye kufuneka siyifumbathe ze siyandise.”  

Inkululeko ayinakho ukungahoyakali. Isizukulwana ngasinye kufuneka siyifumbathe ze siyandise.

USuku lweNkululeko lusimemela ekuhlonipheni ukuzinikela okwenziwe kwidabi lokulwisana nenkqubo yocalucalulo kwanokucingisisa ngeenkululeko ezizuzeke ngenxa yoko kuzinikela. Futhi ke minyaka le oko kusikhumbuza ukuba inkululeko iza noxanduva lokusebenzisa amandla ethu singabanye kwananjengeembumba ukuze senze kangangoko ngenkululeko yethu ze sivuselele nenkululeko yabanye. 

Inkululeko ayiyoyopolitiko nje kuphela; ikwayeyenkcubeko; ikwayeyolwimi kwanokuzivakalisa. Amalungelo okuvota, awokuphila ngaphandle koloyiko lokutshutshiswa, kwanawokuthatha inxaxheba kubomi njengommi, angundoqo. Kodwa ke la malungelo akagqibelelanga ngaphandle kwelungelo lokuzivakalisa kwakunye nenkululeko yolwimi igunya lokuthetha, elokucinga, elokudala kwanelokunxibelelana ngolwimi olukhethayo. Ukuba ilizwi lakho alivakali, awunakho ukuthatha inxaxheba. Ukuba unokungaqondi, awunakho ukuxhamla kumalungelelo. Ngamafutshane, ukuba ulwimi lwakho lukhutshelwe ngaphandle, kukwanjalo nakuwe. 

UMgaqosiseko woMzantsi Afrika uyanconywa ubukhulu becala njengomnye weyona inenkqubelaphambili kakhulu ehlabathini. UMqulu waMalungelo uqinisekisa inkululeko yokuzivakalisa kwakunye nenkululeko yolwimi, unakana ishumi elinesibini leelwimi ze uxabise ngokuphandle iyantlukwano ngokweenkcubeko nangokweelwimi. 

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Inkululeko ayiyoyopolitiko nje kuphela; ikwayeyenkcubeko; ikwayeyolwimi kwanokuzivakalisa. […] Ngamafutshane, ukuba ulwimi lwakho lukhutshelwe ngaphandle, kukwanjalo nakuwe. 

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Kodwa ke kuninzi lwabemi boMzantsi Afrika, ingakumbi kwabo baneelwimi zeenkobe ezingesosiNgesi okanye iAfrikansi, ilungelo lokuzivakalisa ngokugqibeleleyo lihlala linkonywe lithemba kunokuba libe leliphilayo. IsiNgesi sinkqenkqeza phambili kwinkalo yemfundo ephakamileyo, eburhulumenteni, kumajelo eendaba nakwezobuchwepheshe, sibe ke ngoko siba lisango elikhokelela kumathuba kwakunye nophawu lomgangatho: abo basicwabayo isiNgesi bayakwazi ukuxhamla kwingqesho, ubulungisa kwanakumaqonga ezobuchwepheshe; abo bangakhange basale ngemva. Kule nkqubo, iilwimi zaseAfrika azinikwa xabiso yaye zisoloko zithatyathwa njengeempawu zelifa lemveli kunokuba zibe ziziinkqubo eziphilayo zengqiqo, kube ke ngoko kuphasalalaka ukuzigwagwisa ngenkcubeko ze kuthintele ukusasazeka kolwazi kwizizukulwana. 

Makhe simeni apha ze siqwalaselisise okomzuzwana ukuba oku kuthetha ukuthini na ngokwamava obomi bemihla ngemihla kwizigidi zabemi boMzantsi Afrika: kumntu othetha isiVenda ongenakho ukuxhamla kwiinkonzo zeengcebiso zomthetho ngolwimi lwakokwabo; isigulana esingumXhosa esimhokamhokana nokucacisa ngeempawu kugqirha othetha isiNgesi; umntwana othetha isiPedi ekufuneka efunde ukufunda ngesiNgesi ngaphambi kokuba acwabe olwakokwabo ulwimi. Ingaba ithetha ntoni inkululeko kubo? 

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Ukuqaqambisa ukusetyenziswa kweelwimi ezahlukeneyo  

KuMzantsi Afrika osebenzisa iilwimi ezahlukeneyo ngokwenene, akukho lulwimi beluya kukhutshelwa ngaphandle, futhi ke kungekho namntu ubeya kukhutshelwa ngaphandle. Ukuba bekungekho kusilela ngokwezibonelelo kwanangokweziseko zophuhliso kwaye kungekho namsantsa phakathi kwemigaqonkqubo nezenzo, bekuya kubakho iinkonzo zikarhulumente ngazo zonke iilwimi ezisesikweni ze kufikelelwe ngokupheleleyo nakumaqonga ezobuchwepheshe kwanakumanye. Bekuya kutyalwa kwiinkonzo zokuguqulela nezokutolika kwanakwizixhobo zobuchwepheshe zeelwimi kwiilwimi zomthonyama; yaye ibiya kubakho inkxaso ekudalweni komongo ngeelwimi ezingasetyenziswa ngokugqibeleleyo, ingakumbi kumaqonga ezobuchwepheshe. Bekuya kufuneka kuphendulwe ngokwasemthethweni xa ethe atyeshelwa amalungelo eelwimi aqinisekiswe kumgaqosiseko. Futhi ke, bekuya kubakho imfundo ngolwimi lweenkobe ndawonye neenkqubo zengqiqo ngeelwimi ezahlukeneyo kuwo onke amanqanaba esikolo. 

Asikafiki apho – kodwa ke, inkululeko ayisosiphelo; ikukusoloko usenza amatiletile, ikukuba nguwe. Ukulwelwa kwamalungelo eelwimi kuya kusiba nefuthe yaye kuninzi ekufuneka kubhiyozelwe kwanesinokwakhela kuko. 

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Asikafiki apho – kodwa ke, inkululeko ayisosiphelo; ikukusoloko usenza amatiletile, ikukuba nguwe. Ukulwelwa kwamalungelo eelwimi kuya kusiba nefuthe yaye kuninzi ekufuneka kubhiyozelwe kwanesinokwakhela kuko. 

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Iphulo lokufunda likaNal’ibali lisasaza amabali abantwana ngazo zonke iilwimi zoMzantsi Afrika ngenjongo yokukhuthaza ukufunda kwanokubaliswa kwamabali kuselithuba ekhaya, yaye amaphulo afana nePRAESA aphakamisa isakhono sokufunda nesokubhala kwangethuba kwiilwimi zaseAfrika, ukusebenzela ukumisela iinguqu kwinkqubo yemfundo ukususela kumanqanaba asezantsi ukuya kwaphezulu. Kwangaxeshanye, ukusetyenziswa kweelwimi ezahlukeneyo ngexesha elinye kunikezela ngenkqubo enokuzisa iinguqu ezintle ekufundeni nasekufundiseni ngendlela etyhutyhatyhutyha kwiyantlukwano ngokweelwimi ngendlela eyongezayo kwanangesekelwe kumakulinganwe kwigumbi lokufundela ngendlela exhobisa abafundi abalwimi zahlukeneyo nexabisa ulwazi abaza nalo. 

Kwinqanaba lemfundo ephakamileyo, iSebe leMfundo ePhakamileyo noQeqesho (iDHET) yaqoshelisa isikhokelo sokumiselwa kwemigaqonkqubo yeelwimi (sika2020) esijoliswe ekuphakamiseni ukusetyenziswa kweelwimi ezahlukeneyo kwanokuphuhliswa kweelwimi zomthonyama kwiiyunivesithi zikawonkewonke zaseMzantsi Afrika ezingama26; ze ngo2023 isebe labekela bucala malunga namaR70 ezigidi kwisithuba seminyaka emithathu ngenjongo yokuncedisa iiyunivesithi ukuba zifikelele kule minqweno. Ukuphakanyiswa kwengqiqo yeelwimi ezahlukeneyo eSU kulilinge eliqhubayo, yaye kuyinto oluthi lonke uluntu lwale Yunivesithi, kwinqanaba lezifundo kwaneloluntu, lwabelane ngoxanduva lwayo. ISU isebenzise iimali ezifumeneyo ukuza kuthi ga ngoku ukuvuselela amatiletile ayo okwenyusa izinga lobumbano loluntu kwanokubandakanywa ngolwimi kweli ziko. Ukudalwa kwemeko eyamkelayo ekhampasini kwanokuphakanyiswa kwengqiqo yokusetyenziswa kweelwimi ezahlukeneyo phakathi koluntu lwale khampasi ngokubanzi ngamanqaku abanzi, yaye imizekelo yamatiletile abonakalayo luLuntu oLwakhayo kwinkqubo yocweyo lweeLwimi eZahlukeneyo enikezelwa kubafundi nabasebenzi baseSU, kwanangokwezifundo zesiXhosa nezoLwimi lweeMpawu loMzantsi Afrika (iSASL) ezinikezelwa kubafundi nakubasebenzi, simahla. Elinye ilinge elichulumancisayo eSU liphulo lophuhliso lwesigama sesiXhosa. 

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Ukuphakanyiswa kwengqiqo yeelwimi ezahlukeneyo eSU kulilinge eliqhubayo, yaye kuyinto oluthi lonke uluntu lwale Yunivesithi, kwinqanaba lezifundo kwaneloluntu, lwabelane ngoxanduva lwayo.

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Kwiqonga lezobuchwepheshe, abapapashi nabadidiyeli bayafikelela kuluntu, kubaliswa amabali ngelixa kumiselwa isingqi senkcubeko kwimicimbi yemibongo esindlekwa kumaqonga ezobuchwepheshe, iipodkhasti, okanye iividiyo zikaTik Tok, phakathi kwezinye, ngesiXhosa, ngesiTswana, ngesiTsonga; ngelixa ilinge leMasakhane lihlanganisa iingcaphephe zaseAfrika zeIT ngenjongo yokwakha izixhobo zokusetyenziswa kweelwimi zendalo kusenzelwa iilwimi zaseAfrika, kuqinisekiswa ukuba zimelwe kwiAI, kwizixhobo zelizwi kwanakwiinguqulelo ezenziwa yimitshini.  

Inkululeko ligama lokwenza 

Inkululeko yolwimi ayizifezekisi ngokwayo iyinto apha esimele ukuba yiyo, sisebenze kuyo ze siyikhusele ngenjongo yokuyinika intsingiselo. Xa sikhetha ukuthetha ngeelwimi zethu, singqina ixabiso lazo. Xa sinyanzelisa ukubandakanywa kwigumbi lokufundela, kwezobuchwepheshe, kwezononophelo lwempilo okanye kwezosasazo sihlonipha ilungelo likawonkewonke lokuviwa. Futhi ke xa sifundisa, sidala, ze siphulaphule ngaphaya kwemida yeelwimi, sakha uluntu olukhululekileyo nolusekelwe kumakulinganwe. 

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Xa sikhetha ukuthetha ngeelwimi zethu, singqina ixabiso lazo.

nguTania Botha, ze yaguqulelwa nguFundile Majola noNcebakazi Saliwa-Mogale 

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Short video tributes to Pumlani

We’re sharing two short videos of our former colleague Pumlani Sibula on this page, as a tribute to him and his love of teaching isiXhosa. Also visit our Wall of Remembrance for Pumlani.

A Language Centre colleague, Faika Haroun, has extracted some video material of Pumlani sharing the gift of isiXhosa to compile this short video tribute to him:

A thirty-second snippet of Pumlani teaching isiXhosa at a SATI Western Cape meeting in 2018:

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A wall of remembrance for Pumlani

It is with the utmost shock and sadness that we heard the news on Sunday 6 December that Pumlani Sibula had passed away. He had been recovering from Covid-19 at home.

Pumlani was a valued colleague at the Stellenbosch University Language Centre for many years. He joined the Language Centre in 2003 as the head of the Unit for isiXhosa, where he was tasked with developing isiXhosa terminology for various departments at the University, as well as teaching isiXhosa language and culture to staff and international students.

Pumlani was well known for his passion for isiXhosa language and culture, and for his inspirational teaching. His most notable teaching achievements include teaching isiXhosa Language and Culture for Global Leadership Adventures (GLA) (a winter school programme for high school students all over the world) from 2007 onwards, as well as teaching isiXhosa Language and Culture at Northwestern University in Chicago, USA, in 2009. He received the Rector’s Award in 2009 and 2011. He left SU for a brief period, and rejoined the isiXhosa portfolio in October 2019.

Pumlani’s legacy lives on also in the subject-specific terminologies he developed for isiXhosa in Sociology, Social Work, Psychology, Law, Economic and Management Sciences, Theology and Engineering. He was also responsible for developing the terminology lists for Soccer, Cricket and Rugby.

On behalf of all of the staff at the Language Centre, I would like to express my sincere condolences to his colleagues, family and friends, and ask that we treasure our memories of Pumlani’s sense of humour, his humility, his love for good food and his passion for language.

We received so many messages and memories from Pumlani’s colleagues that we decided to honour him by creating a wall of remembrance for him on our website. Please take your time to read through the contributions below and remember him. A Language Centre colleague, Faika Haroun, has extracted some video material of Pumlani sharing the gift of isiXhosa in a short video tribute to him. It is available here.

An online memorial service organised by Pumlani’s friends was held on Friday 11 December from 15:00 to 18:00. In addition, the Language Centre commemorated Pumlani online on 1 March, from 14:00 to 15:30 together with his friends, SU colleagues and external collaborators.

May we all find comfort in knowing that he is now at peace. Hamba kakuhle, Pumlani.

– Dr Kim Wallmach, Director, Language Centre

In praise of Pumlani

A creator, a guardian and custodian of words
Phrases, sayings, stories, wisdoms now heard
Passion and pride, honest and true,
stylish and gentle, kind, precious you
Hummings and rhythms, harmonies and rhymes
your songs, your voice, your presence for a time
Our journeys, our crossed paths, an unsighted bend
dearest colleague, comrade, family, friend

– Erica George, Language Centre colleague

 

 
A few words about Pumlani

I will remember Pumlani as a dear colleague, for a few reasons in particular.

All those of us who tried to improve our isiXhosa skills by doing the course for staff members will remember Pumlani for his enthusiasm in front of the white board. As soon as one asked a question, he started writing in all colours consecutively on the board, filling up all the blank spaces. It was such a joy for language learners because most of us had been taught by non-mother tongue speakers before.

Always when I wanted to make sure that my isiXhosa greeting or saying or prayer was correct, I could simply drop Pumlani a line. He so enjoyed our mediocre efforts at his language. He was also so positive and encouraging when we tried a few spoken words. His explanations about the Xhosa culture were authentic and wise.

Bra Pumlani will be sorely missed.

Hamba kakuhle, Pumlani.

– Ydalene Coetsee, Language Centre colleague

Friend and supporter

It is with shock and great sadness I learnt about the passing of Pumlani.

Pumlani was a friend and supporter, especially to the Writing Lab – so many years we have known him. He really lived the life of ubuntu – caring for his fellow human beings – an honest, trustworthy, humble, and friendly person with a beautiful heart.

Oh, Pumlani – you were still so young and there were so many things you still needed to do – showing and teaching all of us the ubuntu-spirit and how to care for one another.

May your example live forever in our hearts and your soul rest in peace.

– Anne-Mari Lackay, Language Centre colleague

He would have had the right words

Pumlani was a friend and a brother for more than 17 years. He was one of the kindest and most decent people I have ever met. He stood up for me when no one else would. He comforted me when I was afraid. He even offered to help me when I had money problems. We shared a lot including difficult family backgrounds and feeling isolated. We also both experienced being “corrected lefthanders”. We were made to be right-handed growing up. He never judged me.

We differed a lot too. He loved Tina Turner and Shirley Bassey, while I preferred Billy Idol and Southern gothic music. He loved SA soaps, while I preferred HBO. But we both loved Merlin (the series) and Game of Thrones. And we loved meat.

For years when we had next-door offices, we had a standing lunch date after payday. The moment our salaries came in we would go to the Blue Room (a former staff dining room) and purchase the biggest meat platter we could find. Three types of meat and we would eat it all.

After we’d moved offices and the Blue Room had closed down, we’d meet at Mugg and Bean for coffee/tea or for a lunch. Once we met in Canal Walk where he insisted on standing me a large peanut butter milkshake and another time at Tyger Valley, where I tried to buy him lunch, but he would only take a small salad.

He introduced me to peppermint tea as a digestive aid. It’s really good. I use it to this day. We also discussed exercise routines and how difficult it was maintaining them. Once we embarrassed a lot of colleagues on a street corner near Oude Werf by imitating his new vibration plate exercise machine.

We were one another’s go-to people for language questions around idiomatic usage, translation, vocabulary, definitions. Pumlani loved language. He once described it as his blood. He felt language. It was his passion, and he recognised my passion for research in me. He always knew the right thing to say. If this had been my obituary, he would have had the right words. I can only give him these words to sum up nearly 2 decades of friendship that can never be replaced.

– Dr Rose Richards, Language Centre colleague

“I just like the colour”

I’m devastated to hear about Pumlani’s passing.

My fondest memory of Pumlani is knocking on the door of the office he shared with Zandile downstairs at 7 Bosman Street and being warmly welcomed with “Molo, Sisi!” As he looked up from reading his Bible.

I was delighted that he was wearing a Blue Bulls rugby jersey, as I grew up and lived in and around Pretoria most of my life. I commented saying that I was surprised and delighted that he was a Blue Bulls supporter. He looked at me quizzically and said, “Oh no, I’m not a supporter, I just liked the colour!”

May his soul rest in peace.

– Shannon Bishop, Language Centre colleague

A blow for African languages departments

I last had a chat with Pumlani when he was excited about his award and I congratulated him on his remarkable ACHIEVEMENT. He was very excited. Little did I know that was our last chat. I’m devastated and can’t think straight right now. What a friendly diligent warm colleague. A good researcher, an educator, etc.

Kufandini kambe ulutshaba!luphi na ulwamvila lwakho. Your Language Unit is poorer without you.

We, the African languages departments all over are poorer without you Mr Pumlani “PM” Sibula – my dear friend and baby brother.

May your beautiful soul rest in peace MGEBE and rise in Glory. You will always be in my heart. Thank you so much for working so hard in the development of African languages.

– Prof Nomsa Satyo, Head of the African Languages Department, Fort Hare University

“I am famous, and I don’t know how it happened”

 I had to go back in the years in the files on my computer to see exactly when Pumlani joined the Language Centre, and I think it must have been in the beginning of 2004 or perhaps even in 2003. I actually worked closely with him in those early years because I was his Afrikaans side-kick in the development of the first English-isiXhosa-Afrikaans terminology lists. We had a big launch celebration when the first terminology lists were finished in November 2004. I still remember that Pumlani was a bit overwhelmed by all the attention and made the comment: “I am famous, and I don’t know how it happened.”

Since he joined us in 7 Bosman Street more recently, he really became part of our team there, and he often joined us in our round table discussions. It was always enriching to me to hear his perspectives as a fellow South African from a culture different from mine. We will miss him.

– Erina Basson, Language Centre colleague

A strangely magical formative influence

After such an abnormal, dehumanising year, my heart really broke today when I heard of Bra Pum’s passing – it was terribly unexpected and a huge shock. Therefore I would like to offer my heartfelt condolences to everyone at the Language Centre. Obviously my heart also goes out to Pumlani’s family and friends.

My relationship with Bra Pum was a really special one, especially given the very strong feelings we shared about the importance of multilingualism in our society and the weakened position of the African languages that deserved so much more of our attention than we were able to give. Pumlani was all heart and he had a strangely magical formative influence on me. I will never forget our sometimes quite strongly emotional discussions during our weekly meetings, planning for the improvement of the position of isiXhosa, not only on campus, but also in the larger societal context where we had to function. I had the privilege of sharing his almost childlike excitement with each and every goal that was reached (short courses, terminologies, and so much more). But he was happiest when he was teaching his beloved language, isiXhosa …

Pumlani was one of the quieter members of management, but when he spoke up one needed to listen very, very carefully in order to pick up all the hidden messages he wanted to convey.

Bra Pum was a multidimensional figure in our centre and he had some hidden talents and roles of which many staff members were unaware: poet, acknowledged praise singer or imbongi, singer with a lovely voice, and, last but not least, someone with a sense of quiet humour that could tickle even my little toe. And he loved food. I will never forget a moment when we were planning for one of our Language Centre functions, and he stressed that there should be enough to eat, and “genoeg vléís, asseblief”. And I can still hear him saying “Oh, Gaaawwwd” (his pronunciation for this one was rather special!) when something went wrong.

I add two photographs of happy times I shared with a really special person, the first one taken at the staff function of 2006 and the second one when staff surprised me at home with my birthday in 2007.

I will never forget …

– Prof Leon de Stadler, former Director of the Language Centre

Short messages of condolence

My deepest condolences on the passing of Pumlani. May you find comfort in knowing that he is at peace. Thinking of you and all my colleagues at the LC.
– Audrey Poole, former Language Centre colleague
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Gosh, I am so shocked and sad to hear of Pumlani’s passing… Please let me know if there is anything I can assist with.
– Dr Antoinette van der Merwe, Senior Director of  the Division for Learning and Teaching Enhancement
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We at the Centre for Health Professions Education (CHPE) would like to extend our sincere condolences with you at the Language Centre. We are saddened with the death of your colleague and friend Pumlani. He has worked closely with the language facilitators at our faculty as well and we will really miss him.
All of the best for you all in this difficult time.
– Dr Elize Archer on behalf of the CHPE, Faculty of Medicine and Health Sciences
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We have heard with great sadness of the passing of Pumlani Sibula. As the Global Education Centre (GEC), we would just like to share our condolences and share a message of support.

Pumlani has played such important role in terms of welcoming and teaching our international students. He will be dearly missed and remembered for his work.
Please let us know how we can be of support in this difficult time.
– Sarah Jane van der Westhuizen, Global Education Centre
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My sincere condolences on the passing of Pumlani. What an absolute shock this was to hear. May we always remember how passionate he was about educating the students.
– Kristin Rutgers, Human Resources
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This is indeed sad and shocking news. I will miss his friendly smile and positive outlook on life. He was a fun person to be around and I will always remember the “after party” we had after a year-end function when I invited him to stay over and we enjoyed a late-night chat and early morning breakfast before work. I attended two of his isiXhosa courses that he presented professionally and also in a fun and entertaining manner.
RIP Pumlani, you will be missed!
– Lize Kruger, Language Centre colleague
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As Faculty of Theology we would like to express our deepest condolences with the passing away of Pumlani. He worked so valiantly to teach a large group of us basic isiXhosa. We just loved his humour, and appreciated his patience and particularly his sheer joy in sharing with us something of the beauty of this language. He was a very special person, and his loss is also the loss of our wider community. We share your grief, and wish you comfort and strength for the road ahead.
– Marieke Brand, Dean’s Office, Faculty of Theology

A passion for teaching isiXhosa

My dear Pumlani

I am overwhelmed by your sudden departure, gxa wam. Intliziyo yam ibuhlungu. What a privilege it has been to be part of your flamboyant life space. You were a sincere, kind-hearted, reliable, hard-working colleague with an unwavering commitment to excellence. But also one with undeniably good taste. I adored your exquisite interpretation of African fashion and your infatuation with elegant shoes. I was also inspired by your passion for teaching novices the basics of isiXhosa so consistently and logically while everyone was having fun. Those animated songs and your excitement at demonstrating them, still warm my heart after all these years. As a terminologist, you were always prepared to search for isiXhosa translations for our trilingual glossaries, even if it meant using five words to translate one term. Your glossaries are your intellectual contribution to the service of higher education and society at large, Pumlani. I shall always cherish your professional legacy and quality of friendship.

Until we meet again.

Ngomkhulu umbuliso.

– Dr Anita Jonker, Faculty of Arts and Social Sciences colleague

Video: 30 seconds of Pumlani teaching isiXhosa

Eulogy for a dear friend and colleague: Pumlani “Sihlobo sam” Sibula

An institutional language specialist, a dedicated colleague and loyal friend, whom I had the unique privilege of being closely associated with, for the past eight years, both at an interdepartmental level and more recently, at the Language Centre office we fondly shared.

Pumlani was a compassionate, empathetic and humble public servant, who cared about what matters most in life, the people he worked with and those he selflessly served. A dedicated, sensible, polite and friendliest man, who called everybody “Sihlobo sam – my friend!”.

There is an old adage that says: “Dressing well is a form of good manners.” This gentleman was indeed a very smart dresser, exuding good manners on a daily basis, through his exquisite style of dress and his indulgent smile, within his place of work and everywhere he is.

He left nothing in the tank. He was a man who led a life where the means were as important as the end. The example he set made you want to be a better colleague, a better sister, a better friend and to be better at your job.

He left behind an illustrious career where he worked efficiently in Makupula High School and at the Stellenbosch University, assisting students with good language skills. He worked in the Language Centre, developing terminology and multilingual glossaries, to help lecturers and students achieve a better understanding of the subject content. He also contributed to the naming of various buildings, departments and faculties of Stellenbosch University into isiXhosa, alongside English and Afrikaans names.

He was a developer and a pioneer of isiXhosa literary works across the language divide in the Western Cape. His language developmental network stretched from different faculties in our university, to community language clubs around Stellenbosch, to international universities, Pansalb, the Western Cape Education Department, National Language Services, Project for the Study of Alternative Education in South Africa (PRAESA), the Writers Guild… the list is endless. In just one year of working with him in the Language Centre, Pumlani personally taught me how to help students from a non-English background to understand any subject content better, through developing key course glossaries or terminology for the benefit of students, whilst also sharing his unprecedented expertise in the special isiXhosa course we offered to non-mother tongue students across the University.

I recall everyone who comes to our office – his former students, former colleagues and line managers – praising him for his charisma and immeasurable kindness. Below are examples of sentiments shared with me by those who knew him:

Dr Vuyo Mntuyedwa: “Ndikule ndawo ndikuyo nje ngubhuti Pumlani. Ndifundisa eyunivesithi namhlanje, kwaye kungenxa yokuqeqeshwa nguye.”

Dr Xolani Mavela: “Umzi wesiXhosa ngokubanzi ulahlekelwe. UPumlani sisithwalandwe, isikhuthali, ithandazwe, ithandamntu novulindlela kuphuhliso lwesiXhosa jikelele.”

Ms Nosisa Beyile (Curriculum Advisor): “Andikholelwa ukuba uMhegebe usishiyile. Kazi sakuncedwa ngubani na ekuhleleni iinkqubo zoncwadi lwesiXhosa siyiWCED?”

Abafundi baseKayamandi: “Ukuba sasingalifumenanga ithuba lokufundiswa ngutitshala uSibula, ngesingekho kwezi ndawo sikuzo namhlanje.”

Isn’t that finally the measure of a man: the way he lives, how he treats others, no matter what adversities in life he may be faced with? Pumlani was a great man and he reminds me of Anastasia Netri’s definition of a man when she says: “A good man will want you to shine. He wants you to be your amazing self.” And that’s how we all remember “Sihlobo sam”, because with his enthusiasm, his smile and his undivided support, he wanted everyone to reach for the stars.

May your soul rest in peace “Sihlobo sam”, and rise up in glory. Hamba kakuhle ulale ngoxolo Mpondo, Mgebe, Mngxongo!

Your friend and sister

– Dr Zandile Kondowe, Language Centre colleague

Pumlani did his work with love

I met Pumlani at the University of Transkei, now known as Walter Sisulu University in the early 1990s. He was a student in the Department of African languages. From the onset, he struck me as a hard working student who demonstrated his love for isiXhosa by writing pieces of poetry and traditional songs, and he would occasionally ask me to read his draft manuscripts. When I left Mthatha, and took employment at Unisa in 1993, I continued to be his mentor.

When he joined Stellenbosch University, and became involved in the development of subject- specific terminology lists for Psychology, Sociology and other disciplines, he always asked me to assist with the final quality check of isiXhosa terms and definitions. He saw potential in isiXhosa and believed that, given an opportunity, it could become a language of teaching and learning and research in higher education. As Unisa implemented its 2010 Language Policy in 2011, Pumlani became my consultant. He took me through the SU Language Centre process of terminology development starting from the selection of terms, the role of subject specialists, term formation strategies as well as quality assurance measures. As the Unisa Language Unit, we were planning to collaborate on projects that promote the use and development of African languages in general and isiXhosa in particular.

Pumlani did his work with love. As Gibran says;

And when you work with love, you bind yourself to yourself and to one another and to God
You weave the cloth with threads drawn from your heart, even as if your beloved were to wear that cloth
You build a house with affection, even as if your beloved were to dwell in that house
You sow seeds with tenderness and reap the harvest with joy, even as if your beloved were to eat the fruit.
You charge all things you fashion with a breath of your own spirit.

That is what Pumlani did. He worked hard developing isiXhosa, and by doing so, fulfilled a part of earth’s dream that was assigned to him when the dream was born. When we look down in our hearts, we are sad that he is gone, but the same hearts are filled with joy, as we will continue to reap the harvest of his hard labour.

– Prof Koliswa Moropa, Unisa Language Unit

Cleanliness is next to godliness 

Elingahlalwa mpukane lona ihomba! So neat and tidy was he, reflecting the saying, ‘Cleanliness is next to godliness’. I remember his neat, well-planned assignments as both his teacher at Buntingville High School (Mthatha) and his lecturer Unisa.

He loved his work with passion. He took pride in every task he was presented with, be it teaching, translation, editing or development and coining of Xhosa terms.

In retirement and with my mental faculties not functioning at today’s pace, I had turned Pumlani to be my unpaid advisor and guide in my post-retirement language-related tasks. He provided his assistance without complaint and with such patience I find hard to compare. His undying smile and enthusiasm for isiXhosa language would break through the written messages he shared, be it on WhatsApp, telephonic or e-mail.

UPumlani ubenesiphiwo sokuthanda nokuhlonipha abantu asebenzisana nabo. Liyinyani elithi Isitya esihle asidleli. Wanga Umphefumlo wakhe Ungaphumla Ngoxolo.

– Dr Thabazi Ntshinga, Unisa retiree, Department of African Languages

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Black Panther clicks away

There is bad news and good news. The bad news is that you cannot go to Wakanda for a holiday. The good news is that you can learn the language of Wakanda with the help of the Language Centre.

If you are not a fan of superhero movies, some clarification may be necessary. Wakanda is the fictional homeland of the Marvel hero Black Panther, the central character in the recently released film of the same name. Thanks to its large deposits of the fictional metal vibranium, Wakanda has the most advanced technology in the world.

And what language do they speak in this country with spaceships and hover bikes?

IsiXhosa.

Although the Wakandans speak English when they want to (to paraphrase the character Okoye), the use of isiXhosa is woven into scenes in such a way that the audience is left in no doubt that isiXhosa is the language Wakandans use – whether strategising or talking to loved ones.

Using an existing language is unusual for science fiction and fantasy on screen, which often has a language made to order (think of Klingon in the Star Trek franchise, Na’vi in Avatar and Dothraki in the series Game of Thrones).

The adoption of isiXhosa in the Marvel universe is due to John Kani, who played king T’Chaka in Captain America: Civil War and Black Panther, and to a little bit of serendipity. The South African acting great argued – persuasively as it turned out – that his character would not be speaking English to his on-screen son, T’Challa (played by Chadwick Boseman). Kani improvised the line in isiXhosa and Boseman, who had previously worked in South Africa with a South African film crew, knew enough isiXhosa to respond. The scene worked beautifully. And so it came to pass that a language spoken by more than 8 million South Africans became the language of Wakanda.

Phambili ngesiXhosa, phambili!*

*’Phambili’ means ‘forward’

Marvel superhero, Black Panther


 

Why use a professional translator?

You have a finalised, polished text to share with your readers – and it needs to be available in more than one language. You could ask your bilingual colleague to translate it (and hold your breath), or you could ask a professional translator to do the job.

Why should you prefer a professional translator?

  • A professional translator is someone who has been trained in the art of transferring the meaning of a message from one language to another. This means that he or she knows how to negotiate aspects such as style, register, terminology and possible ambiguity in a text. Training and experience will have taught him or her to make informed translation decisions to ensure that the translated text conveys the same message as your original text.
  • A professional translator is also a linguistic expert, so you can expect a translation without language errors, and a text that does not read like a translation. Moreover, a professional translator will be very careful not to omit or add anything while translating.
  • Professional translators are usually members of a professional organisation, such as SATI (South Africa Translators’ Institute). Active membership brings them into contact with other professional translators, exposing them to best practices in the industry and giving them access to information networks regarding terminology, language conventions and resources. Membership means that they have committed themselves to a professional code of conduct advocating a specific work ethic and quality standards.
  • A professional translator will make you look good. In addition to conveying the intended message, a well-translated text tells your readers that you respect them, and that you are professional and credible.

So, what will it be? A bilingual colleague who could get lost in translation and lead your readers astray, or a trained professional translator who will definitely get your intended message across?

The protective power of bilingualism

A university in Italy scanned the brains of dozens of patients with Alzheimer’s disease as part of a study. Half of them spoke at least two languages, the other half only one. Guess which group had the more favourable results…

Earlier this year, the Vita-Salute San Raffaele University in Milan released its findings on a study into the effects of bilingualism on dementia, which commonly manifests as Alzheimer’s disease. One of the symptoms of Alzheimer’s is cerebral hypometabolism. This means that the brain struggles to convert glucose into energy for itself – essentially the brain starts starving. Consequently tasks like remembering become more difficult.

Researchers found, however, that the patients who spoke more than one language – mostly Italian and German in this case – performed three to eight times better at short- and long-term memory tasks, compared to their monolingual counterparts. This was the case despite the bilingual patients specifically having been selected for having more advanced cerebral hypometabolism!

This is not the first study to prove that active bilingualism helps counter dementia: a Canadian study published in the scientific journal Cortex in 2012 found the first physical evidence (by means of CT scans) that speaking at least two languages fights the effects of Alzheimer’s. Practising multilingualism encourages the brain to strengthen neuron connections, building up what scholars refer to as cognitive reserve, which delays the onset of dementia.

So, treat your mind to a language course or two, and challenge your friends and colleagues to a multilingual conversation! As Arthur Fletcher once said: “The mind is a terrible thing to waste.”

More on this topic:
The impact of bilingualism on brain reserve and metabolic connectivity in Alzheimer’s dementia
Bilingualism as a contributor to cognitive reserve: Evidence from brain atrophy in Alzheimer’s disease