Stellenbosch Papers in Linguistics Plus

Comparing machine translation and human translation for South African languages

Respect Mlambo, Valencia Wagner, Nomsa Skosana — Fri, 28 Mar 2025 00:00:00 +0000

Machine translation (MT) has been available for several years but has only recently begun to be considered viable, particularly in the context of indigenous South African languages. Although the quality of an MT remains inferior to that of a human translation (HT), MT systems have gained popularity, making some significant contributions to translation studies. This study explored the similarities and differences between the two modes of translation. A case study approach based on a qualitative research method was used. The source data for this study are an MT and an HT of an article titled “Stellenbosch University to offer academic and psychosocial support to students”, written by Ntwaagae Seleka and published on News24. As a computer-aided translation tool, Autshumato Machine Translation Web Service (MTWS) produced the MT from English into Setswana as a target text. Meanwhile, a Setswana master’s student from the Tshwane University of Technology manually translated the source text. The findings show that the human translator outperformed the MTWS in providing high-quality translation. The MTWS was unable to offer a better translation in terms of case sensitivity and terminological inconsistencies. It also mistranslated, adding and omitting words that changed the intended meaning and leaving certain words untranslated. Human cognitive competency, intelligence, and flexibility enable human translators to deal with such translation problems to provide high-quality outputs. The initiatives discussed in this study show that even though the MTWS operates as a useful translation tool with the capacity to instantly translate a large number of documents, its output is not yet capable of replacing an HT when translating into indigenous South African languages. Post-editing of the MTWS outputs is always recommended.

“‘Kwai’ is not an appropriate expression of God”: Stancetaking on Kaaps gospel music

Shanleigh Roux, Quentin Williams — Sat, 29 Mar 2025 14:38:59 +0000

The release of the song Die Here is Kwai (The Lord is Cool) by South African gospel singer Neville D in 2019 sparked debate about whether Kaaps is an authentic language for worship and praise and whether it ultimately is relevant for the textualization of gospel music in general. Although many would easily agree in the positive, we submit this paper to highlight how scriptural purity and standard language ideologies are some of the main drivers to the textualized performance of Kaaps gospel music. In this paper, we set out to analyze the various stances toward the song Die Here is Kwai. Data was drawn from a larger, longitudinal qualitative study that investigates the recontextualization of South African gospel music as a Kaaps-infused genre of music. We argue that Kaaps gospel music maximizes the genre potential of South African gospel music and highlights the diversity of voices in South African church discourses. We demonstrate the affective, epistemic, evaluative, and sacrificial stancetaking of gospel artists and commenters who align, disalign, and react against the publication of Die Here is Kwai (the stance-object), mediatized on a variety of digital communication platforms. Our analysis reveals stances from conservative traditional-religious voices and liberal religious voices expressing views on the production of Kaaps gospel music as text and performance. We argue that Neville D’s Kaaps gospel music challenges religious-linguistic views that attempt to reframe the sonic and spiritual life of Kaaps-speaking worshippers as ‘disrespectful’ and contrary to Christian ideologies that are steeped in scriptural discourses of purity and standard language ideologies.

Assessing the extent to which the Writing Centre at Nelson Mandela University assists students in understanding academic discourse

Andile Mhlahlo — Wed, 11 Jun 2025 00:00:00 +0000

This study aimed to assess the extent to which the Writing Centre at a selected university in South Africa assists students in understanding the academic discourse utilised within the university sphere, especially regarding writing academic documents such as assignments. The academic socialisation model (Kumi-Yeboah, Brobbey and Smith 2020; Lea and Street 2006) was used as a theoretical framework for analysing the study’s findings. This involved extracting key concepts from the model and using them in the analysis. A qualitative research design was employed and data were collected through a sample of 60 evaluation forms provided to first-year students. These forms were used to assess the workshops attended by the participating students as hosted by the selected university’s Writing Centre. The sample included three groups of 20 students each, one group per different subject area, namely Introduction to Law, Management Studies, and Public Administration. The findings reveal that students benefit from the academic writing skills gained from the support services provided by the Writing Centre. However, the participants expressed a need to improve some methods by which the Writing Centre services are delivered to students. These findings suggest that the Writing Centre effectively provides academic writing skills to students, enabling them to learn academic discourse. Thus, the Writing Centre should enhance inducting students into the university culture’s standards and practices of academic writing, enabling them to use the academic discourse of the university or field of study and gain the capacity to learn the discourse independently.