Multi-pronged complexities associated with translating mathematics texts intended for use in the Foundation Phase of schooling in South Africa

This paper reports on challenges and experiences learned from translating Foundation Phase Mathematics texts from English into isiZulu. The need to translate school texts from English into the various indigenous African languages has been fostered by revisions made to the Language in Education Policy (1997), which mandate using learners’ home languages for all teaching and learning in the Foundation Phase since 2013. Due to the lack of resources written in the indigenous African languages, currently most of the material is created by translating texts from English into these languages. Data for this desktop study was elicited from WhatsApp conversations among members of a group that was created to ensure constant communication and consultation during the project. Qualitative data was collected and was analysed using Venuti’s (1995) theory of translator’s invisibility and Reiss and Vermeer’s (2013) Skopos theory. The findings show that translators must have the disciplinary knowledge required to produce texts that take into account the needs and the realities of the contexts in which they will be used. For this reason, the importance of promoting discipline-focused translation training is suggested to equip translators with the skills and knowledge that will help improve translation processes and improve the quality of the texts that are produced. Developing translation-focused quality assurance prescripts is also recommended to help ensure that good quality texts are produced.