Localizing Information Communication and Technology (ICT) Lexicons for Effective Teaching and Learning Hausa

Citation: Mohammed H. BARKA & Musa Ahmed ABDU (2018). Localizing Information Communication and Technology (ICT) lexicons for Effective teaching and learning Hausa. Yobe Journal of Language, Literature and Culture (YOJOLLAC), Vol. 6. Department of African Languages and Linguistics, Yobe State University, Damaturu, Nigeria. ISSN 2449-0660

LOCALIZING INFORMATION COMMUNICATION AND TECHNOLOGY (ICT) LEXICONS FOR EFFECTIVE TEACHING AND LEARNING HAUSA

Mohammed H. BARKA

And

Musa Ahmed ABDU

Abstract

Studies in Nigeria, Malawi and Uganda have shown that teaching and learning is enhanced and promoted when students are taught in their mother tongue or any language of the community. This paper made an attempt to translate some Information Communication Technology (ICT) lexicons from English into Hausa. For Hausa to become part of the global village there is need to borrow, adapt or coin the basic ICT lexicons into the language. This is predicated on the general belief that languages are the most important vehicle for transmission and preservation of culture. The biggest threat to the culture of people is the extinction of their language.

1.1 Introduction

There are number of claims by scholars who argue that languages are enhanced and promoted by the use of Information Communication Technology (ICT). English is the predominant language of choice on the internet. Computer Scientist estimates that only 10% of world languages are represented on the internet to date. According to Kaschulla (2001) the popular search engine Google allows the user to select from 36 languages, 26 of them are European in origin. International Internet VeriSign provides estimates that 65-70% of all internet contents are in English.

Going through the list of languages in Microsoft word programme, out of the over 200 African languages only 6 are listed. These languages are Swahili, Sutu, Tsonga, Xhosa, Tswana and Zulu (Munkaila 2012). Recently Microsoft and Facebook added Hausa among the languages in Microsoft Word Programme (MSWP). The language (Hausa) is not utilized in the Microsoft programme despite its numerical strength and Historical development. For Hausa to become part of the global village there is need to translate some of the basic ICT lexicons into the language. This is predicated on the general belief that languages are the most important vehicle for transmission and preservation of culture. The biggest threat to the culture of people is the extinction of their language.

It is universally acknowledged that language is dynamic not static, any language that will not adapt, borrow or coin lexicon from another language, that language would surely disappear. This is because as the world changes new concepts come about. In this era of ICT and globalization, languages face an enormous task in accommodating and preserving these developments.

2.1 Indigenous Language, ICT and Education

The role of language in the educational system and National development cannot be overemphasized. The National Policy on Education (2004) as revised has recognized the importance of language in Education. It is through language that ideas are exchanged, beliefs shared, social interaction promoted, national cohesion fostered and culture preserved. As teachers we need ICT to be able to teach effectively. Today ICT is rapidly changing the way learning occurs. Liverpool (2002) noted that ICT as a subject of study has helped in data collection, research writing, writing assignments by students and also as a tool for organizing and management in schools. Slavin (2006) identified 3 general types of Technology application in education namely:

a. Teachers use ICT in the classroom teaching to plan instructions and present content to their students.

b. Students use ICT to explore, practice, prepare paper for presentation and conduct research. It also encourages student- student interactions, enhance individual learning and peer group discussion.

c. Educational administrators use ICT to accomplish administrative tasks associated with education.

Studies have shown that students learn faster when taught in their mother tongue or any other community or local language. Practically, in the schools system English has become the language of instruction from Nursery to tertiary level of education. English is taught as a subject at all level while the indigenous languages largely suffer neglect and are mostly restricted to their domains or regions of use (Adegbija 2004). Fafunwa (1986) however established through research that the best language for instruction for good concept formation at a very young age is the indigenous language. The Ife (1971-1983) project has amply demonstrated that teaching and learning is easier conducted in the local language. In the project, the pupils were divided into 2 experimental groups: namely the control and experimental groups. The experimental group was taught all subjects except the English language subject in Yoruba. The control group was taught every subject in English. In the final examination, it was discovered that students who were taught in Yoruba performed better in all subjects except English than the students taught in English. This means indigenous language is a better medium on instruction than a foreign language. The teacher and learner are at home with learning situations.

The molten project (Duncan 1995) is another programme for teaching initial literacy using indigenous languages was examined in the Pan-African conference (Tambulukari et al 1999). The project examines the use of Icilemba as a language of instruction in 25 primary schools in the Northern Province of Zambia. Due to the huge success of this project, Zambia has put into a place a primary reading programme based on model that will be used in its primary schools for the next few years. The implication of this is that the project seeks to build English skills in a way that will make English more effective in Zambian schools and society, while recognizing that Zambian indigenous languages are the foundation upon which a durable literacy can be built.

Williams and Mchanzime (1991) examines the success of Malawi’s early literacy using the indigenous as a medium of instruction while acknowledging the need for English as a language of literacy in the region. The study investigates reading proficiency in English and Chichewa. The study reveals that reading; listening, comprehension and speaking in the indigenous language were much easier for students who participated in the study than were the same activities when conducted in English.

2.2 Translated ICT Lexicons

In this section, an attempt will be made to translate ICT lexicons into Hausa. The recent technological breakthrough in the area of ICT means that Hausa language has to find a way of accommodating the various ICT terms into its lexicon. According to Kirk-Green (1964) Hausa reacts to any new development by means of one of the following options:

- The language may borrow,

- The language may paraphrase the meaning from among its own semantic resources,

- It may adopt, adapt and assimilate the foreign words

- It may turn to classical Arabic.

With regard to ICT lexicons, Hausa has sometimes resort to direct borrowing. The borrowed forms are usually adapted in accordance with Hausa phonotactic rules. In this work, trademarked names are not localized.

No.	English	Hausa
1	Application	Manhaja
2	Apple phone	Wayar Apple
3	Android phone	Wayar Android
4	Byte	Kwanson bayani
5	Code	Lambar sirri
6	Compact disc	Faifan aje bayanai
7	Cell	Sel
8	Cell phone	Wayar salula
9	CTRL key	Mavallin CTRL
10	Columns	Gurabu
11	Desktop	Destof
12	Data base	Matattaran bayanai
13	Document	Daftari
14	Download	Sauqe
15	Email address	Adireshin imel
16	Email account	Asusun imel
17	Email message	Saqon imel
18	Folder	Aljuhu
19	Google search	Manema ta Google
20	Gigabyte	Gigabayit
21	Hyperlink	Babbar mahaxa
22	Homepage	Dandalin yana
23	Hardware	Kayan haxi na kwamfuta
24	Hard Disk Drive	Diraiba na aiwatar da bayanai
25	Internet	Yanar gizo
26	Install	Girka
27	Interface	Farfajiya
28	Input	Bayanai da aka sa
29	Kilobyte	Kilobayit
30	Laptop	Kwamfuta tafi da gidanka
31	Log in	Buxe na’ura
32	Log out	Rufe na’ura
33	Microsoft Disk Operating System	Farfajiyar manhajar Microsoft
34	Memory card	Katin ma’ajiya
35	Mouse	Linzami
36	Menu	Mazava
37	Mother board	Babban allo
38	Modem	Tandun sadarwa
39	Message	Saqo
40	Megabyte	Megabayit
41	Malware	Manhaja mai haxari
42	Network	Hanyar sadarwa
43	Operating system	Masarrafin tsarin kwamfuta
44	Output	Bayanai da aka fitar
45	Page footer	Qarqashin shafi
46	Page header	Goshin shafi
47	Password	Kalmar/Lambar sirri
48	Portal	Kafa
49	Play store	Wurin adana manhaja
50	Printer	Maxab’a
51	Processor	Manhajar sarrafawa
52	Search engine	Injin neman bayanai
53	Sign in	Shiga
54	Sign up	Yin rajista
55	Sign out	Fita
56	Software	Manhajar aiwatar da bayanai
57	Spreadsheet	Maqunsar bayani
58	Tablet	Qaramar kwamfuta
59	Title bar	Layin take
60	Universal Serial Bus (USB)	Na’urar aje bayanai na bai ɗaya
61	Upload	Lodi
62	Update	Sabunta
63	Uninstall	Kin girka
64	Virus	Sankarar kwamfuta
65	Website	Shafin yanar gizo
66	Worksheet	Fallen alqalumman lissafi
67	Web address	Adireshin yanar gizo
68	Windows phone	Wayar Windows
69	Windows version	Sigar Windows
70	Web browser	Dandalin kilisar intanet

 

2.3 Unlocalized Acronyms

In Hausa language, it is very risky to attempt localizing certain acronyms as it might result in distortion of the meaning or misled the user. Therefore, to avoid inability to comprehend, acronyms should be left as they are in English source.

1. RAM

2. ROM

3. DVD

4. DOS

5. USB

6. WMP

7. PC

8. UI

9. IBM

10. MS

11. CD-ROM

12. CD

13. SIM

14. URL

15. WWW

16. PIN

17. Docs

18. CPU

19. HDD

20. GSM

3.0 Conclusion

From the above translations, we can see that it is possible to localise Information and Communication Technology (ICT) into Hausa. Localising these ICT lexicons will serve as a reference material to those who wish to study Hausa. This according to Munkaila (2012) can also complement the teaching of Hausa via the Internet by providing data on current events in the language.

4.0 Recommendation

- Computer Education should be highly emphasized and made compulsory in Schools from primary to tertiary level of education.

- Curriculum planners and policy makers should enact Information and Communication Technology (ICT) policies that will favour ICT application in Schools. New technology should be used to replace the conventional ‘talk –to – class’, use of chalk-board approach in teaching and learning.

- School administrators and class teachers should motivate the child to acquire and develop full language skills such as speaking, reading, and writing not only in English language but also in the indigenous language, because this has the potential to assist the child to communicate effectively and also understand clearly the language of the immediate environment.

- More teachers should be trained in the indigenous languages.

References

Adegbija, E (2004). Multi-lingualism: A Nigerian case study, Lawrenceville, NJ: Africa world/ Red Sea

Duncan, J (1995). The Molteno project for teaching initial literacy in the mother Tongue, Molteno Project

Fafunwa, A.B (1986). Innovations in Nigerian education: past, present and future. Faculty of Education lecture series No.1, Obafemi Awolowo University Ile-Ife

Federal Government of Nigeria (2004). National policy on education (revised), Lagos, Nigerian Education Research and Development Council NERDC Press

Kaschulla, R.H (2001). South African languages: Globalization and the internet. paper presented at the International symposium “text in context”: African languages between orality and scriptuality, University of Zurich, Switzerland.

Kirk-Green, A.H.M (1964). Some reflections on contemporary Hausa idioms (occasional paper No.1) Zaria, Department of languages Ahmadu Bello University.

Liverpool, L.S.O (2002). Information and communication Technology in Teacher education, in Ahmed Modibbo and Abdulrahman Umar (Eds): Teacher education in Nigeria: Present and Future, Kaduna, National Teachers Institute Microsoft.com/language/en-us/default.aspx

Mukaila, M. (2012). Hausa language: Globalization and the internet, in M. Munkaila & B. Zulyadaini, (Eds.) Language, Literature and Culture, Festschrift in honour of Professor Abdulhamid Abubakar, Department of Languages and Linguistics, University of Maiduguri.

Slavin, R.E (2006). Educational psychology: Theory and practice: 8^th edition, Boston: Parson educational

Tambulukani G, Sampa F, Musuku R, and Linehan S, (1999). Reading in Zambia: A quite revolution through primary reading programme, in S Manaka (Ed) Proceedings of the first Pan-African conference on Reading for all 170-175. Pretoria, South Africa: International Reading Association, READ & UNESCO/DANIDA

Williams, E and Mchazime, H (1999). Bilingual literacy: Evidence from Malawi, in S Manaka (Ed) Proceedings of the first Pan-African conference on Reading for all, 218-227. Pretoria, South Africa: International Reading Association, READ & UNESCO/DANIDA