Exploring the process of translating mathematical terms into Sesotho at a public university: Challenges and opportunities

Abstract

This article explores the complex process of translating mathematical terminology from English into Sesotho, with particular emphasis on the challenges and opportunities inherent in developing contextually appropriate Sesotho mathematical terminology. The objective is to analyse the effectiveness of various term formation strategies that were used in a collaborative initiative at the University of the Free State under the auspices of the Academy for Multilingualism to produce Sesotho mathematical terminology for students. The study is framed by the communicative theory of terminology, which conceptualises mathematical terms as linguistic, cognitive and social constructs necessitating precise translation to preserve domain-specific meanings. The methodology comprises a qualitative textual analysis of an extensive Sesotho mathematical terminology list, developed by a multidisciplinary team of mathematicians and Sesotho language experts. The findings demonstrate that translating mathematical terminology into Sesotho is inherently challenging due to the lack of established vocabulary, lexical ambiguities and the absence of localised terminology standardisation guidelines, which can create inconsistencies and confusion for educators and students. Despite these challenges, developing new Sesotho mathematical terms through multidisciplinary collaboration presents a significant opportunity to enhance academic language, improve student comprehension and promote inclusion and equity in mathematics education.