oa Alternation - Exploring the role of conceptual blending in developing the extension of terminology in isiZulu language

Volume 15, Issue 2
  • ISSN : 1023-1757



In apartheid South Africa, language issues were usually linked to politics, prejudice and privilege. For many years, Afrikaans and English were accorded the status of official languages whilst indigenous languages were marginalised. For decades, English was the Language of Learning and Teaching (LoLT) both in schools and in higher education institutions. However, in post-apartheid South Africa, with all the awareness about language rights, and the new Language in Education Policy (LiEP), national debates challenge the elevated status of English in education (Alexander 2002; Phaswana 1998) and call for mother-tongue teaching and language choice in schools (Webb 2002; Mnisi & Leibowitz 2000). In addition, new initiatives aim to develop and use the eleven official languages in schools. One such initiative is the introduction of a pioneering language programme that deals with language as a barrier to computer usage, which Microsoft South Africa (MSA), a global software leader, is implementing in schools.

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