REINTELLECTUALIZING INDIGENOUS LANGUAGE THROUGH DEVELOPMENT OF SCIENTIFIC LANGUAGE REGISTER IN SEPEDI

South African education policies explicitly permit the use of previously marginalized indigenous languages, including Sepedi, for education. However, the viability of adopting these languages for science discourse is questioned, mainly due to insufficient learning resources and terms in these languages. This underscores a need to develop learning resources with accurate terms in various indigenous languages. The purpose of this study was to explore the development of Scientific Language Register in Sepedi for Natural Sciences and Technology. A qualitative, case study approach was used to gather information relevant to the study. Unstructured interviews were used to collect data. A diary was used as a tool to journal the process of developing this register, noting the challenges and opportunities. Collected data were analysed through content analysis. The results revealed a shortage of scientific terms in Sepedi. Some of the scientific terms in Sepedi were obtained from internet-based resources. However, some of these terms were borrowed or transliterated from English and Afrikaans. Fortunately, collaboration with knowledgeable stakeholders such as a teacher and language experts allowed for provision of more terms and facilitated the creation of new terms as a way of reintellecualizing this language. This study recommends collaboration between language board, science experts, language experts and the local stakeholders in the creation of scientific learning resources in indigenous languages and the terms thereof.