An etymologically based lexicographic approach for developing encyclopaedic pedagogical dictionaries in African languages

Abstract

Bilingual dictionaries in previously marginalised indigenous African languages often provide lemmata equivalents without definitions as is the nature of most bilingual dictionaries. The structure of bilingual dictionaries needs to be improved to include definitions and information. To this end, this paper investigates how bilingual dictionaries can be enhanced through a qualitative content analysis of lemmata from the Scholar’s IsiZulu Dictionary by G.R Dent and C.L.S. Nyembezi (2009). A simple random sampling strategy was employed to select subject-specific lemmata that would contribute to the data analysed for the study. The microstructure of the resource was analysed using the Theory of Lexicographic Functions (Bergenholzt & Tarp, 2003) which considers the user profile, user needs, user situation, and lexicographic function. The element of user needs from this theory was used for this study, postulating that etymological data can enhance the acquisition of epistemological knowledge of users who speak African languages. This study revealed that an etymology-based dictionary structure does not only clarify scientific terminology to the user but also enhances the intellectual power of languages in education, thus increasing their potential of producing better education outcomes for students.