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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.
The 11th, comprehensively updated edition of the Afrikaanse Woordelys en Spelreëls (AWS), a title that means ‘Afrikaans word list and spelling rules’, was released early in August this year.
The AWS is a remarkable publication in that it serves as the ultimate lodestar for the Afrikaans-speaking community regarding the writing and spelling of Afrikaans. Another reason for its significance is that the first edition was published in 1917 – exactly a century ago – “to ensure that this language come into its own” (according to an inscription in the first edition, translated here from an early form of Afrikaans). Ever since, the Taalkommissie of the Suid-Afrikaanse Akademie vir Wetenskap en Kuns (the Language Commission of the South African Academy for Science and Art) has endeavoured to help establish Afrikaans as a written language by making available rules for consistent spelling and writing. The nine members of the current Taalkommissie, comprising academics and language practitioners, spent more than 700 hours in collaborative meetings to update the AWS since 2009 (the publication date of the 10th edition) – without any remuneration.
It is also important for the AWS to reflect the growing lexicon and idiom of Afrikaans, as well as the needs of the community who writes in Afrikaans. For this reason, the publication contains a word list that focuses on new words and words of which the written form might pose a particular challenge. The current list is 30 000 words strong and includes a remarkable range of new entries from Afrikaans varieties such as Cape Afrikaans and Orange River Afrikaans – among others, ‘antie’, ‘dhaltjie’, ‘gangster’ and ‘poenankies’ (meaning ‘cute’). Other new additions reflect recent social and technological advancements, such as ‘googleloer’ for ‘google’ as a verb, ‘hommeltuig’ for ‘drone’, ‘meem’ for ‘meme’, ‘antispioenware’ for ‘antispyware’, ‘warsender’ for ‘jamming device’, ‘skermgreep’ for ‘screen grab’ and ‘hidrobreking’ for ‘fracking’. ‘Selfie’ and ‘venue’ speak for themselves. Even ‘flop’ made it!
“Afrikaans is a dynamic language that develops continuously, and the most recent AWS is exciting and living proof of this fact,” said Prof Gerhard van Huyssteen, chair of the Taalkommissie.
The AWS is published by Pharos, an imprint of NB Publishers, and is also available online.
A collage of the different editions of the AWS, featuring the latest edition in the middle.
Often people are unsure about the capitalisation of titles in Afrikaans and English. Should it be Prof De Villiers or prof De Villiers? An added headache is the capitalisation of proper names consisting of different parts (a surname such as De Villiers is a point in case) – do the same rules apply in Afrikaans and English?
In English, titles (such as Mr, Mrs, Ms, Dr, Prof or Rev) are always capitalised: hence Prof De Villiers. Afrikaans, however, requires lowercase for titles; therefore one should write prof De Villiers in a running sentence, although a title occurring at the beginning a sentence will of course be capitalised.
Fortunately the rule on proper names consisting of more than one part is the same in English and Afrikaans. Imagine that it’s all about a place holder, really, in the guise of either an initial or a first name. If there is a place holder, the first part of the surname needn’t stand tall; it is allowed to ‘relax’ a little and instead start with a lowercase letter – consider for example the ‘de’ in Anja de Jager, or Prof W de Villiers. If no placeholder exists, the first part of the surname needs to man up and be capitalised, for example ‘In her speech De Jager said…’, or Prof De Villiers. It doesn’t matter whether a title precedes the surname, and the same principle holds for proper names consisting of more than two parts, such as De la Rey – whether used as first name or surname. For more examples and information on this, have a look at pages 29 to 32 in the Language Centre’s Style Guide (available here).
Below you’ll find an infographic summarising these tips. Print it and put it up somewhere as a reminder!
On 18 May, international students participating in the Language Centre’s Intensive English Programme (IEP) celebrated Cultural Day in a unique and exciting way at the Khaya (Kruiskerk).
The United Nations has declared 21 May of each year World Day for Cultural Diversity for Dialogue and Development. This is a day aimed at providing us with an opportunity to deepen our understanding of the value of cultural diversity and to learn how to live together in harmony. IEP students embraced the opportunity to embody this day at the University, where students from eight countries explored the broader concepts of their beliefs, values and culture. On display were numerous stalls portraying the culture of the various ethnic groups, highlighting their customs, traditions and food. In addition, each group presented how they identified with their culture.
This year, the Grade 10 Rhenish Girls’ High School students attended the event. The girls were extremely enthusiastic and seemed to thoroughly enjoy interacting with the IEP students. We received a lot of positive feedback about the event – here are some of their comments:
“Cultural Day was an amazing way to learn about different countries, cultures, and traditions and to eat the local food (which was our favourite part!) It was an eye-opening experience and we were so lucky to have attended such a brilliant event.” (Caleigh Plaatjes)
“The Grade Tens extremely enjoyed tasting the food from different countries such as Acorn Jelly from South Korea, Chinese noodles and Swiss cheese fondue… We had a fantastic time, excelling in quizzes, dances and general knowledge.” (Micaela Budge)
Our Cultural Day event was a product of many hours invested by both students and mentor teachers, achieved through meticulous planning, rehearsals and cross-cultural teamwork. As a result, the outcome was truly remarkable, with prizes being awarded to the top three groups based on specific criteria. The presentations were a wonderful opportunity for the students to share with the audience their understanding of culture – and indeed, themselves – and in doing so further enhance their English language skills.
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.”
The English personal pronoun ‘you’ is an incredibly versatile little word: one could use it to indicate second person singular or plural, and it allows you to hedge your bets with regard to formality, thereby not offending anyone.
In Afrikaans, second forms of address could be a thorny issue, however. Instead of having an option such as the jovial all-rounder ‘you’, one has to either stick with u (the formal pronoun) or opt for jy and jou (the informal incarnation of ‘you’ and ‘your’). Understandably, the topic sparks divergent opinions. The Language Centre regularly receives requests for guidance from translators – along with the odd call from upset recipients of University communication – regarding this choice.
What are the criteria for weighing up these two forms of address? The main considerations are as follows:
The level of formality in the communication
The degree of intimacy or familiarity between the parties
The level of politeness – the kind of social interaction between the parties as well as differences in age and in status or authority
The immediate context of the situation
Opinions diverge not only on how these criteria are to be applied in Afrikaans, but also depend on the author’s disposition. Some would be far more likely to conclude that u is indicated in a specific case; others, again, avoid u as far as possible for being out-dated, hyperformal or an obsolete indicator of inequality. The latter group would also prefer, in most circumstances, not to be addressed as u.
An interesting shift has occurred in the university context. Lecturers rarely address students as u anymore, neither in groups nor as individuals (although u still crops up in course material and examination papers). In fact, students reportedly suspect irony when lecturers do address them as u, and students themselves rarely use u when addressing lecturers.
Some broad guidelines:
Rather start off sounding too formal than overly familiar. It is impossible to please every member of your target audience, but this would be the safest option for staff at public institutions and businesses, as well as people who do liaising or pursue a professional occupation.
Take your cue from your conversational partner: if a person concludes an e-mail (or a subsequent e-mail) with only their first name, and addresses you by your first name in the salutation, usually that indicates a kind of invitation to switch to jy and jou.
Use the informal form for target audiences that are addressed as a group. This approach has become far more acceptable and is used far more frequently than before. Nonetheless, do not lose sight of other relevant factors. The larger the social distance and the weaker the intimacy between the author and the average member of the target audience, the less harm will be done by erring on the formal side. Even in instances where the social distance is small and intimacy is strong, the specific situation may require a more formal approach; for example, in meetings at a certain level or due to the culture at the specific workplace.
As always, common sense and emotional intelligence are your most trustworthy tools.
The information in this article was drawn from personal experience and much of this is echoed (whether fortunately or unfortunately) in a LitNet article from which the odd formulation and one example were borrowed. The full article, ‘“Do not call me ‘jy’ and ‘jou’”. The use of u as an Afrikaans form of address in the 21st century. Results of a pilot study’ by Nerina Bosman (Department of Afrikaans, University of Pretoria) and Annél Otto (Department of Language and Literature, NMMU), was published in LitNet Academic Research [Online] 12(3). Available: http://www.litnet.co.za/ moenie-my-jy-en-jou-nie-die-gebruik-van-u-in-die-21ste-eeu-resultate-van-n-loodsondersoek/ [2017, 1 March].
Staff at the Language Centre decided to explore new pastures this year by hosting their first Non-Mother Tongue Day on 27 October: an initiative that forms part of the Centre’s #mymultilingualism campaign.
Colleagues were split into five groups, and each group was assigned a language to represent – Arabic, Dutch, Sotho, Italian and French were the order of the day. Well, languages were not so much assigned as drawn from a hat. In the hat were other indigenous and major world languages.
The five groups prepared a short presentation on ‘their’ language and went all out on the day by providing all kinds of edible goodies from the culture associated with the language.
After much fun, laughs and tasting, the judges announced Dutch as the overall winner (whether the beer the Dutch group provided had any influence, we’ll never know!).
We’ll keep you updated on other exciting events in our #mymultilingualism campaign in 2017 – perhaps you’ll join us?
On Monday, 23 November 2015, the isiXhosa portfolio of the Stellenbosch University Language Centre launched its terminology website, with the terms presented in Afrikaans, English and isiXhosa. This site is not only accessible to persons directly connected to Stellenbosch University, but to anyone with access to the internet.
The site is thematically sorted into separate trilingual terminology lists and has an easy-to-use search function. All the lists have been compiled by Pumlani Sibula, who heads up the isiXhosa portfolio at the Language Centre. These lists were created using inputs from many different sources, including staff members of academic faculties at Stellenbosch University.
The development of the site attests to Stellenbosch University’s commitment to contribute to and promote isiXhosa, which is one of the official indigenous languages in the Western Cape, as an academic language. Doing this also creates opportunities to further isiXhosa’s use in general.
This terminology resource assists students, in particular isiXhosa students of Stellenbosch University, in gaining a much better understanding of subject terms in their areas of study. The Language Centre hopes that this will also afford students the opportunity to learn more about these terms – all through their mother tongue.
“The use of isiXhosa will help to build the confidence in the language speakers. It helps to change their attitude towards their language, creates self-awareness, and promotes unity and inclusivity”, notes Pumlani.
The site was developed and designed in collaboration with David Joffe and his team of TshwaneDJe, from which the terminology database tlTerm, used for creating the terminology site, was purchased.
Before the launch of the website, the terminology lists now available on the site were also made available to faculties in printed publications.
Terminology lists available on the website
Currently there is approximately 6 000 terms available on the site. These terms are sorted into terminology lists covering a number of areas of study, as well as sport:
Faculty of Arts and Social Sciences
Sociology
Social Work
Psychology
Faculty of Law
Family Law
Criminal Law
Customary Law
Introduction to Law
Faculty of Economic and Management Sciences
Accounting
Business Management
Economics
Industrial Psychology
Information Systems
People Management
Public Development Management
Statistical Method
Sports
Soccer
Rugby
Cricket
Terminology lists to be launched in January 2016
In January 2016 the following terminology lists, for the Faculty of Theology and the Faculty of Engineering, will be made available on the site:
Faculty of Theology
Missiology
Practical Theology
Systematic Theology
Ecclesiology
Faculty of Engineering
Applied Mathematics
Computer Programming
Engineering Chemistry
Engineering Physics
Terminology lists being developed in 2016
The development of terminology lists for the following faculties is planned for 2016:
Faculty of AgriSciences,
Faculty of Medicine and Health Sciences
Faculty of Science
For more information please call us on 021 808 2167.
The letter combination “ough” can be pronounced in nine different ways, which can be heard in this sentence: A rough-coated, dough-faced, thoughtful ploughman strode through the streets of Scarborough; after falling into a slough, he coughed and hiccoughed.
Can you think of new creative English words for the Afrikaans bulletjie, koeksister and langarm? Come show your worth and take part in the Language Centre’s New Words competition held from 1-31 October in celebration of our tenth birthday. You stand the chance of winning a R 1000book voucher from Protea Bookshop or The English Dictionary for South Africa from Pharos Dictionaries.
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