Amharic Terminology Research Addis Ababa University

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| The limits of my language means the limits of my world
TERMINOLOGY DEVELOPMENT: THE TANZANIAN EXPERIENCE

D.P.B. Massamba
Institute of Kiswahili research
University of Dar Es Salaam
P.O.Box 35110
Car Es Salaam, Tanzania
1. 1.INTRODUCTION
Terminology development in the Kiswahili language is not a new creation. Subject
experts and linguists alike had already developed some interest in this exercise as early
as the 1920x. unfortunately very few works on terminology were published during this
period. It was not until after the founding of the inter-territorial language (Swahili)
committee (ITLC) in 1930 that different subject experts and linguists were able to send
their suggested terminologies for discussion and eventual publication in a journal
known as theBulletin of the inter-Territorial Language committee.During the Early
days of ITLC terminology development was the major preoccupation. In the early fifties,
however, less attention was paid to terminology work as ITLC them laid more emphasis
on literary works than on terminology. It was only after independence that terminology
development became an interesting aspect of research in Tanzania.
1. 2.Terminology development Tanzania
During the struggle for independence in the ten Tanganyika Kiswahili played a very
important role of uniting the people; and in this period (1954-1960) Kiswahili was
associated with nationalism, patriotism and liberation. It was for this reason that the
then Tanganyika Government declared Kiswahili to be the national language
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immediately after independence. On January 4, 1967 Kiswahili was declared the official
language of Tanzania. In Zanzibar, on the other hand, Kiswahili had been declared the
official language immediately after the revolution (i.e. 1964).
In order to strengthen the promotion of Kiswahili in Tanzania a number of institution
were established. We will now attempt to examine these institutions more closely.
Before we do this, however, a word of caution is in order. All the institutions that will be
referred to have more responsibilities than just working on terminology. But since our
concern here is terminology development we will restrict ourselves to that aspect alone.
2.1.THE national Kiswahili council
From the national point of view it was deemed necessary to have a national body that
would ensure that Kiswahili was being developed within the goals and aspirations of the
Tanzanian nation. Hence the establishment of the national Swahili Council (commonly
Known as BAKITA Which stands for Baraza la Kiswahili Tanzanian) in of BAKITA was
to cooperate with relevant sectors and/or institutions in providing simple translation
of technical terminology in Kiswahili. All terminologies coined/ developed have to pass
through BAKITA before they are officially recognized. Of course this does not mean that
all terminologies used have gone through BAKITA. On the contrary, there are many
terminologies that go into use without BAKITAs BLESSINGS (CF. 2.2 AND 2.4.).
BAKITA does not have permanently employed people to work on terminology. Rather, it
depends mainly on terminologies forwarded to it by institutions, organizations and
individuals. In its set up BAKITA is comprised of members who represent different
academic institution and representatives from all the regions of Tanzania. There is a
committee that deals with language standardization, commonly known as KAKULU
(Kamati ya Kusanifu Lugha). It is this committee that sists and deliberates upon the
terminologies forwarded to BAKITA. After the terminologies have been passed they are
then printed and disseminated.
The number of terminologies produced by this council has been quite encouraging.
Although we do not have up-to-date statistics the folloowign numbers will suffice to
give some indication on what has been achieved. In 1976 there were 438 terminologies
passed in the fields of commerce and economics; 132 in mathematics; 184 in geography;
145 in general science; 62 in education; 975 for ministries and correspondence; 274 for
parliament business; 63 for post office and 122 for library and bindery. In 1978 the
following terminologies were passed: economics and commerce 505; domestic science
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692; geography 412; mathematics 506; sports 162. In 1980 the following were
approved: management and administration 98; biology 347; chemistry 195; domestic
science 1286; history 198; physics 208; technology 276; politics 243;technical drawing
106. It must be emphasized that the list is much bigger now than it was six years ago.
2.2.THE INSTITUTE OF KISWAHILI RESEARCH
The institute of Kiswahili research (henceforth IKR) was made part of the University of
Dar es Salaam by the Universitys Act of 1970. One of the main responsibilities of IKR, as
an academic institution, was to study and promote the development of the Kiswahili
language in all its aspects
The institute collected existing terminologies as used by some people in different
disciplines such as religion, fishing, farming etc. included in such lists were
terminologies forwarded to IKR by people who coined/developed their own
terminologies for use in their day-to-day activities. All the collected and forwarded
terminologies were also published in the Kiswahili journal.
In most cases these terminologies were published as is. The reason for publishing these
terminologies was to give the users the opportunity to examine critics and comment on
them. Unfortunately this method did not yield the required results. Users applied the
new terminologies directly without any criticisms or comments and before they were
approved by BAKITA. For this reason IKR
5-FUTURE PROSPECTUS
A serious problem stands at the background of the terminological and practical work of
the academy of the Hebrew Language: the innovated material, vital for the language as it
is, should it and can integrate into the inherited language, the traditional Hebrew, thus
becoming part of a historical succession, or will it stand alone (and, as some might add,
as a loosely connected limb)?
This question is of great concern because the adaptation of indo-European words to
Modern Hebrew, is one of the most outstanding features (and, some might add,
achievements) of Hebrews renovation and vitality.
The principle is that borrowed nouns and objectives are adapted to the borrowing
language, Hebere with their original forms somewhat modified, so that they look like
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other Hebrew nouns and adjectives, e.g.PisturePasteuristation

orfluoranutfluorescence, orqiqlopicyclopean orZilindricylindrical. This
principle is strictly adhered to in the case of verbs, since there are only seven traditional
verb patterns n hebrew. Thus, for instance, to pasteurize soundslefaster, and
pasteurized-Mefustar(in Hebrew, (p) & (f) are allophones of the phoneme p/ in
complementary distribution. The plosives becoming fricative postvocalically), and (he)
polymerized(hu)pilmer, the consonants being the sole elements considered in
heberew verb inflection.
However, there is a rowing number of borrowed nouns which donot go under the
principle mentioned. These nouns keep their original foreign forms,. To the extent that
sometimes the particles and the verb morphology are th only original Hebrew elements
in a sentience:ha-politiqal tilpen la goalizia ve-tirped et ha-opzizyais quite
understood by a European as meaning the politician telephoned the coalition and
torpedoed the opposition. The question in such cases is the fine delineation between a
Hebrew sentence and a pidgin language. How does one judge in cases such as this? Who
is to decide about proper Hebrew Sprachgefihl? Many Speakers of Hebrew are worried
today over the widespread use of foreign vocabulary in our language, just as they were
eighty years ago. Now a days it is mainly English/ American vocabulary which worries
the purists.
I believe that it is not vocabulary but grammar and phraseology which determine the
health of a language, Hebrew has adopted foreign words in the past, ever since the
biblical period. As long as the daily language is Hebrew in grammar and idom, and as
long as the balance between loan and native vocables in everyday usage in favor of the
biblical tongue, as it is today in 75% to 85% of the balance between lona and native
vocables in everyday usage in words in a daily Hebrew newspaper in Israel, I believe that
the prospects of the Hebrew language are brighter then ever;
DEVELOPMENT OF SCIENTIFIC AND TECHNICAL TERMINOLOGY
IN AFRICAN LANGUAGES
M.H. Abdulaziz, Department of linguistics
University of Nairobi, P. O. Box 30197
Nairobi, Kenya
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INTRODUCTION
The process of the development of scientific and technical terminologies in African
languages must be seen in the light of the objective of popularizing scientific and
technological knowledge among the broad masses of the people, knowledge that could
be harnessed to alleviate ignorance, poverty and disease. In other words there work of
elaborating the lexicon of African languages to incorporate the lattes scientific and
technological concept must not be seen as an end in itself, but rather as a factor in the
quest to acquire and absorb modern technology in the quickest and most efficient
manner, on the familiar basis of an indigenous linguistic-cultural context.
A goal such as implied above would necessitate a careful study of how to proceed with
the work of terminology planning so that the results are directly relevant and
applicable to the total development effort. It is also important to understand the nature
of the language of science and technology and how it differs from others registers of
usage.
This paper attempts to discuss factors involved in the elaboration of scientific and
technological terms in African languages and to suggest procedures that may be useful to
bear in mind when engaged in terminology planning.
LANGUAGE MODERNIZATION IN THE CONTEXT OF
LANGUAGE POLICY AND PLANNING
Language modernization, of which terminology elaboration is a crucial aspect,
presupposes a clear cut and committed national language policy (6). In the complex
multilingual nations of Africa language policy with respect to the promotion of national
or nationality language (s) is fraught with sensitive political issues (2). For this reason it
is only a few African countries south of the promotion of African languages to national
status. Many African countries are hesitant in their commitment to indigenous
languages and to a large extent maintain the status quo left by the colonial legacy.
Where a clear cut language policy exists the question them is whether the language to be
lexically elaborated has passed through the other vital stages of development including
graphization or possession of a well standardized orthography and standardization, that
is the codification of an acceptable standard variety (4.7). only a few languages in Africa
have attained the levels of graphization and standardization, and therefore pose as
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potential candidates for modernization. In many African countries there are still
practical problems of linguistics, ethnic and psychological origins that militate against
full commitment to the promotion of African languages.
A committed language policy needs unequivocal political will and decision.
Implementation of the policy including language planning necessitates commitment of
adequate financial resources and high level manpower. The policies must be fully
comprehended and accepted by the majority of the people to ensure smooth
implementation.
Language modernization must be sensitive to national planning and development
activities in other areas like agriculture, industry, appropriate technology, education,
health and other fields of economic and welfare planning. Such a relationship would
ensure that the fruits of language planning in fact serves the goals of development by
providing adequate means of language communication. It must also be borne in mind
that long lists of scientific ant technological terms in themselves are of little use if they
do not help the growth of utilitarian language of science and technology.
LANGUATGE OF SCIENCE AND TECHNOLGOY
Terminologies associate with traditional arts and crafts, that is pre-science based
technology, contributed a great deal to the development of technological knowledge in
European languages. In the same way there is no reason why the language and
vocabulary of traditional crafts in Africa should not be adapted in the creation of modern
technological terms(9). An important feature of the language of science is the it is
universal in its conceptualization and logical expression. Its scientific vocabulary or
lexicon is specific, consistent, systematic and productive in the sense of its facility to use
a stock of affixes and compounding. In most European languages the lexicon so science
is mostly derived from the two dead languages, Greek and Latin(8). In its pure term it is
the least culture bound variety of the human language, and therefore can be produced
and understood by all members of the scientific community regardless of their linguistic
or cultural background. In addition scientific vocabulary continuously enters ordinary
speech as the culture of the people absorbs scientific knowledge. For the purpose of
terminological work it is useful to consider some salient features of the lexicon of the
various areas of science.
Chemistry nomenclature is broadly concerned with naming and describing substances
and their processes of combination, interaction, reaction, and change and has the
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important feature that substances and their compounds can be expressed in formula,
making this usage even more precise, economical and universal.
An important feature of the language of biology is the assignment of scientific names for
living organisms. Biological naming of organisms is done by the employment of
taxonomy which arranges the great variety of living things into organized and logical
categories. Taxonomic classification takes into consideration such features of the
organism as the structure, function, development and evolutionary history.
Physics whit is the study of mater and energy and the relationship between them, is
expressed in language of measurement using symbols, formulas, graphs and curves.
The characteristics of scientific syntax and logical form derive from the general nature of
scientific investigation which employs such devices as hypothesis observation, testing,
corporation sand evaluation, languages structure used will then be those appropriate to
these linguistic acts and to the phenomena and processes scientists are concerned with.
These include descriptions of form (properties, location, structure)< of process
(functions, actions, reactions, causes- effect, method), of measurement (quantity,
proportion and probability). There will also be explanations, descriptions, conclusions,
predications, definition and proofs.
AIMS AND OBJECTS OF ELABORATION OF SCIENTIFIC
TRMINOLOGIES IN AFRICAN LANGUAGES
The objectives of creating scientific and technol9ogical vocabularies must be very clear
in the minds of the policy makers. Is it to replace the European colonial language and
develop the African language concerned as the language of the acquisition and
expression of modern scientific and technological culture? Is the purpose of developing
these specialized vocabularies the replacement of the European language in the school
system and the university as the medium of instruction by the national language? Or is
the goal to spread widely and rapidly modern scientific and technological knowledge in
the mother tongue or African national/ official language so that this knowledge could
easily be passed on to the masses of the people with a view to mobilizing them for an
agricultural and industrial revolution aimed at creating progress and prosperity? Are the
planners aiming at total replacement of the European language or only an partial one,
thus containment of the European language or only a partial one, thus continuing the
situation or bilingualism and diglossia?
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The above are some of the questions that the language planners need to address
themselves to when embarking on such a project. The idea is to decide the level and the
target population for the planning. For example it would seem irrational to develop the
if the country concerned has not achieved the goal of teaching science subjects in the
local language at primary and secondary school levels.
Since language change is a reflection of societal change, it must be planned in such a
way as to run parallel with changes in the social, cultural, economic and intellectual
aspects of the speech community concerned. After all language is only a vehicle of
commutation and expression, that must be aligned to the reality of the situation.
It seems useful to develop languages in deliberate stages. A language of science could be
developed in an African language for primary and secondary school systems. The school
is the most important agent for stabilizing and standardizing language usage. Word lists
in the various science subjects could therefore be prepared and translated from the
source language into the African language concerned. Follow up reading materials in the
language must be produced as soon as possible incorporating the new vocabulary in
order to consolidate their use. In the meantime there is no reason why the work of
producing terminologies for higher level sciences could not continue, even before
introducing them at these tertiary levels. Having achieved the goal of teaching science
subjects in primary and secondary schools then serious work on the development of
higher level scientific language could be undertaken with the aim of teaching tertiary
level science in the national language.
A comparative study of the source language (European?) and the African language must
be made to determine the morphological syntactic and lexical features that need to be
taken into consideration. Comparison between English and Swahili will demonstrate
this point.
English, through the use of Latin and Greek roots and affixes has been able to create a
precise, concise, systematic and highly productive system of expressing scientific
concepts for substances and processes. A combination of the facilities of compounding
and use of affixes provide and infinite possibility in scientific English for forming
nomenclature e.g. hydrometer, hydrometer, hydrophobia etc.
On the other hand, a language like Swahili does not compound easily, compound
concepts are often expressed in a genitive construction e.g. sodium chloride as chloride
of sodium (sodianikloraid).
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Another feature of English is that is that it is a highly nounializing language while

Swahili is more dependent on using verbal processes to achieve the same meaning e.g.
Heathrow international airport main duty free shops area, Swahili equivalent: Mahali
Mahususi pa madaka yasiyotoza ushumu ya kwanda cha maraifa cha heathrow.
In English it is also possible to create long paradigms of lexical forms from basic roots,
forms that belong to different word and grammatical categories and processes e.g.
nation, national, nationalize etc.
OTIONS IN THE APPROZCH TO THE CREATION OF SCIENTIFIC TERMS
Wholeasale borrowing of all pure science terminologies from the source language of
reference may seem the easiest way of incorporating scientific nomenclature. All that is
required is to decide on the word lists and then give the terms the phonological and
morphological and morphological shape of the borrowing language. This procedure is
likely to be criticized and resisted especially by the purists as using a foreign language
with the phonology of the African language concerned. An argument in favor of this
method might be that the language of pure science belongs to the community of
scientists whose main concern is efficiency of communication.
This will require very comprehensive planning involving considerable investment in
manpower and finance. The result will be the creation of modern standard scientific
vocabulary, making it impossible for no speaker of that language to recognize any
familiar terms. The intermediate method is to mix the two, borrow international terms
where convenient and coin local ones where possible and appropriate, to the extent that
the African language does not loss its identity.
PRACTICAL APPROACH TO THE CREATIN OF SCIENTIFIC TERMINOLOGIES
The academies or committees concerned must be very clear about the branch of science
they want to deal with, chemistry, mathematics, biology, physics etc. they must also
know the level of knowledge they would like their terminologies to cover; primary
school, secondary school, tertiary institutions, university. The work should be
approached taking into consideration semantic fields and paradigms of concepts and
word categories, as suggested above.
Compounding does not come easily in some African languages, so the planners need to
decide o the best linguistic devices for the creation of compound forms. Many of the
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terms will be the same as those used in ordinary speech e.g. air, gold, sculpture, power,
energy, light, heart, female, etc. some will purely scientific e.g. oxide, bicarbonate
heliocentric metamorphism myohpyta.
There should be awareness of the interrelation of the subjects of science. Many scientific
terms belong to more than one ranch of science, making it imperative that there is
consistency scientific processes and reactions, names of substances, should be the same
in all branches of science, so that terminological integration, identity and cross
reference are possible.
METHODS OF ELABORATING TERMINOLGOIES
1. Borrowing:
This is inevitable and desirable since the language of science is global in its
conceptualization and to some extent form. Morphological adaptations are necessary to
give borrowing an indigenous shape and make them easy to pronounce.
1. Calquing
This method involves the translation of terms and expressions from the source
languages into the target language e.g. SwahiliNguvufarasifor the English horsepower
when calquing. This is the commonest method of creating new terminologies. The big
snag is to ensure that the translated expression does not only give a clear, precise
meaning but it, like its counterpart, possesses the formal and categorical properties of
the original expression.
1. Composition:
Combining two or more words to form a new expression. Depending upon the particular
language, combination could involve (N+N), (N + Adj), (N+V), (V + adj), (V+V), (V+ Adc)
etc.
1. Affixation:
Some African languages have very good structural facility for affixation. Use of the Greek
and Latin affixes and roots have led to the emergence of a very rich source of
terminology creation in European languages. Planners of African languages need to
study the degree of borrowing from the Greek- Latin Sources for the elaboration of their
languages.
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1. Derivation:
Many African languages have rich morphology and useful mechanisms for derivation of
word categories of various types. For instance, bantu languages have remarkable
derivational possibilities in the verbal extensions.
DEVELOPMENT OF TECHNOLOGICAL TERMINOLOGIES
Technology has been defined as a societys pool of knowledge regarding industrial and
agricultural arts. Technology involves use of tools, implements and mechanical device to
achieve greater efficiency in production.
For the purposes of creating terminologies in the field of technology the following many
be useful to consider: the levels of technological achievement of practice in African
counties in terms of traditional intermediate and advanced technologies. The objectives
of developing technological tems shoudlb e closely linked to the countrys technological
planning and the whole process of industrialization. A major motivation for elaborating
the language of technology is to popularize and facilitate acquisition and absorption of
technological knowledge. In many African countries technical education is given wholly
in European languages. Before a student can join a technological institute they need to
have gone at least through secondary school and thus having acquired a minimum
mastery of European language as a prerequisite. Availability of technological knowledge
in the indigenous language will go far towards making that knowledge easily accessible
to the broad masses, especially the primary and secondary school leavers, who are the
young victims of un such fields as agriculture, animal husbandry, water conservation
and utilization, masonry, fishing, boat building, metal and wood work, mining etc.
could be collected and used as a basis for more modern technological terms.
The procedure should first be to produce terminologies that could be used in the
acquisition of intermediate technology especially in the agricultural and livestock areas,
and those areas that bridge the gap between traditional and modern technology. This
exercise should aim at facilitating the acquisition of domestic technological capability.
The language of technology at the traditional and intermediate levels is fairly straight
forward since most of the terms are in everyday use, in any society manifesting
intermediate technological everyday use, in any society manifesting intermediate
technological culture. As soon as terminologies in a given area have been created,
manuals, books and other reading materials should be produced to consolidate usage.
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Such knowledge, easily accessible, should create good condition for the development of
indigenous scientific and technological skills often referred to as appropriate
technology, that should help with development priorities. With respect to the
development of terminologies for high level technology the matter should be considered
in the light of the problems of transfer of technology of technology from the developed
countries to the developing countries of Africa. At this level the language of technology
is closely related to that of the pure sciences. Planners need to proceed purposefully and
deliberately to formulate technological vocabulary that would serve the objective of
transferring technological knowledge into African languages.
WHO SHOULD BE INVOLVED IN THE WORK OF TERMINOLOGY PLANNING?
In most African countries language academies, committees, and institutes, where actual
terminological work is undertaken, are dominated by linguists, language and literary
experts. This underlies the assumption that linguists and language experts are the most
qualified people to undertake this work. There should now be a general realization hat
for specialist vocabulary in areas of science and technology one needs to involve fully
the practitioners of those professions who know the intricacies of their language
linguists and language experts should be involved in so far as their linguistic knowledge
and intuition would provide the expertise on how to manipulate linguistic resources and
devices to achieve the results expected by the practitioners. For traditional technology
the best people are the older members of the community in the urban and rural areas.
For intermediate technology it is the teachers in the technical schools and the
craftsmen who are best suited. For high level science and technology it is the academic
specialists in universities and higher institu5tions of research who should engage in this
work, with the help of linguists and language experts.
DISSEMINATION OF TERMINOLOGIES
The whole purpose of creating new terminologies in an African language is that they are
able to reach the target population. Journalism and word lists published by language
academies and committees are relatively expensive and therefore not amenable for wide
scale distribution. This could be overcome by applying the method of cyclostyling and
distribution to those who are expected to use them, such as educational institutions and
concerned public sector of private departments. Getting the new terminologies to
circulate widely and to be used consistently is the most difficult part of vocabulary
planning. It often needs a big national campaign.
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Follow- up reading and instructional materials should be prepared as soon as possible,

especially for educational institutions so that the terms appear in the contexts of use.
EVALUATOIN
Like in all planning activities there must be an evaluation procedure to gauge how
successful language planning in the field of science and technology has been. If the
terms are not being used regularly reasons must be found. The new terms may not be
easily accepted because the national language policy is not taken seriously or because of
political, sociological, cultural, religious or psychological reasons. Specifically, the belief
by some people that acquisition of knowledge in the colonial European language is
easier and more efficient or that the introduction of subjects in African languages would
dilute their education making its standard lower than the international level, etc. are
serious obstacles to be overcome. Whatever the reason, steps should be taken to remedy
the situation. Coercion should be avoided. People should be educated gently to
comprehend and appreciate the developmental and national prestige value of using the
national language.
CONCLUSTIONS AND RECOMMENDATIONS
The necessity of a positive language policy and conducive soico-0cultural and
psychological ecology has been stressed. Characteristics of the language of science and
technology, and the procedure for approaching term planning have been briefly touched
upon to provide a point for discussion. Above all what is needed is a pan-African
approach to language planning so that resources, expertise, manpower, equipment and
organizational capacities could be shared, for this reason it is highly desirable that a
pan-African centre be established to promote and coordinate the work of the
modernization of African languages in general and the elaboration of scientific and
technological terminologies in particular.
REFERENCES
1. Abdulaziz, M.H., Tanzanias National Language Policy and the Rise of
Swahili Political Culture in Whitely W.H. (ed.),
Language Use and Language Change, Oxford
University Press, London, 1971.
2. Abdulaziz, M.H. The Ecology of Tanzanian National Language Policy in
Polome E.C. and Hill, C.P. (eds.)Language in Tanzania, Oxford
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university press, 1980.

3. Alisjahbana, Takdir S.,Language Planning for modernization- The Case
of Indonesian and Malysien,Mounton, The Hague, 1976.
4. Ferguson, Charles, A., Language Development; in Fishaman, J.A., Das
Gupta, J., and Ferguson C.A (eds.)Language Problems of Developing
Nations, John Wiley & sons, new York, 1968.
5. Fishman, Joshua, Z., Ferguson, Charles, A., Das Gupta, Jyotirindra,
Language Problems of Developing Nations, John Wiley and Sons,
Inc. New York, 1968.
6. Fishman, Joshua, A.,Advances in Language Planning, Mouton, The
Hague, 1974.
7. Haugen, E.I., Language Conflict and Language Planning, Harvard
University Press, Cambridge, Massachusetts, 1966.
8. Hogben, Lancelot,The Vocabulary of Science, Heinemann, London, 1969.
9. Russell C.A. and Goodman D.C (eds.)Science and the Rise of Technology
since 1800. John Wright and Sons, The Stonebridge Press, Bristol,
1972.
THE ACTIVITIES AND ACHIEVEMENT OF
THE BOTANY AND ZOOLOGY PANELS
Amha Belay
Department of biology
Addis Ababa University
1. Introduction
This report attempts to highlight the achievement of the botany and zoology panel
regarding compilation, translation and popularization of scientific terms in biology as
part of the science and technology terms translation project sponsored by the academy
of Ethiopian languages and the science and technology commission. The methods used
in the translation of the terms and the preparation of an illustrated dictionary are
described as are the problems encountered. Recommendations as to what should be
done next are also presented.
1. SUMMARY OF THE ACHIEVMENT OF THE PANEL
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To date, a total of 2194 terms have been translated, these terms include those that are
used in the teaching of biology in Ethiopian secondary schools. Some more advanced
ones have also been translated to increase the scope of treatment of the field.
Our of the 2194 new terms, some 1216 have been included in the illustrated dictionary.
The terms that are included in the dictionary have been selected on the basis of their
aptness to transmit basic concepts and principles in biology. Some 600 terms have also
been incorporated in a series of sample literature. The objectives of the sample literature
are primarily to test the ease with which we can use the terms as well as to popularize
them. In addition, the sample literature may be useful in imparting biological knowledge
to its readers.
1. METHODS USED IN THE TRANSLATION PROCESS
The first task, compilation of the terms, was done prior to the beginning of the actual
project. However, since the terms were selected and compiled somewhat randomly, it
was found necessary to compile the terms based on their relationship so as to treat them
together during the translation process. This has helped us to avoid redundancies and
inconsistencies in translation.
The following methods adopted mainly from STTTP work show proceedings were used
during the translation process.
3.1.In as much as possible, a single term was coined to represent a single concept. The
strategy adopted to do this was to look for existing terms and modify them to fit into a
new usage.
Examples: imbibitions // : fertilization/
3.2.Terms associated with proper nouns were taken as they are or modified to make
them compatible with the form and content of the Amharic language.
Example: Golgi apparatus /Lamarckism// pasteurize//
3.3.English terms have been taken as they are or modified slightly to fit into the
phonetic and inflectional pattern of the Amharic language, consideration being made
whether:
1. The term enjoyed wide popularity and/or international acceptance.
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Examples: zoology proteinvitamin

1. The concept embodied in the term is difficult to translate into Amharic.
Example : enzymesuberin suberization
3.4.If a concept can be transmitted better by an Ethiopian language other than
Amharic, terms from other language were adopted.
Example: spore// gizzard //
Tissue / /
3.5.Many terms have been translated based on their description of shape, function,
behavior, position of functional and/ or structural relationship.
Example: Epicotyl Halophytic
Stapes Chloroplast
3.6.Some terms have been translated by combining two Amharic words and then
abbreviating the latter.
Examples: xylem/ /
Adrenal gland / /
3.7.Inter-related terms have been translated using a single root term.
Example: Cell annual
Cell wall Biennial
Blood cell perennial //
3.8.If a term to le coined has the opposite meaning of an already existing Amharic
term, then the new term was coined by appending and negative affix to the already
existing terms.
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Example: artificial classification

Literally meaning Non- Natural classification
Non- living
Literally meaning without life
3.9.English affixes have also been translated and used to coin new terms.
Example: Pro Unicellular
Prothallus Multi
Prokaryote Multicellular
Uni
3.10.Terms have also been coined by:
1. Combining two Ethiopian languages
Example: Sporangium
Sorus
B. combining English and Amharic terms
Example: chemotaxis carbon cycle
Chemotropism Deamination
3.11.Amharic terms that are in very common use have been adopted without change
provided that the term adequately explains the concept in question.
Blood root
However, those existing terms that do not express the concept in question andequately
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or are misleading have been disregarded even if they enjoy wide usage:
Examples: blood pressure (old term)
(New term)
Chlorophyll (old term)
(New term)
1. 4.PROBLEMS ENCOUNTERED
(i)Lack of experience in the translation of terms was a major bottle-neck. We were
exposed to methods and techniques of translation through a couple of workshops. These
were, however, not sufficient to fulfill the formidable task expected of us. Literature on
the experience of other countries were very scanty. We thus had to rely more on our own
intuition and creativity- an exercise which however was most rewarding to the panelists
and which this kept the wheel rolling.
(ii)The discontinuation of the project for about two years took the enthusiasm and
momentum out of the translation work. When the project was resumed the panelists
indeed felt alien to the same terms that they had so laboriously coined. More often than
not, they had to relearn the terms and refer to almost every single reference that they
had used in the past. This was time consuming and at times frustrating.
(iii)The short period of time in which the project had to be completed has resulted in
a certain degree of rushing particularly during the preparation of the illustrated
dictionary and the sample literature.
(iv)Since the terms from other panels were not readily available to us, we found it
difficult to write our sample literature. This is because some concepts from other
disciplines like chemistry and physics were needed to elaborate biological principles.
1. 5.CONCLUDING REMARKS
Generally, we believe the project has gone a long way in fulfilling the objectives, when
we started coining the new terms we ourselves were very skeptical about their use. We
were in fact disenchanted with the whole activity when we began to ask our selves
whether or not we were trying to introduce a third language. Our fear disappeared,
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however, when we started to use these terms in the sample literature, we are now
convince more than ever that these terms will have an immense value in popularizing
science and technology in the country. During the course of the project, we have tried to
polish and refine the original translation. This process had in fact continued right till
the end of the project. This does not mean, however, that the terms are final. Indeed,
they have to be tested with time and get refined, or changed altogether before they can
be accepted. No doubt some of them will be totally rejected through the course of time.
As they say in English, the proof of the pudding is in the eating.
1. 6.RECOMMENDATIONS
Finally we would like to recommend the following:
(i)The translation work should continue, if necessary in another project, in order to
further refine and polish the terms covered so far.
(ii)A long-term project should also be envisaged to compile and disseminate the
terms to the public in the form of a dictionary.
(iii)Production of more popular literature should be encouraged so as to familiarize
the terms.
THE ACTIVITIES AND ACHIEVEMENTS
OF THE MATHEMATICS PANEL
Dr. Alemayehu Haile,
Faculty of Science, Addis Ababa University
1. INTRODUCTION
Mathematics differs from another science mainly in emphasizing the fact that each of its
benches is first of all a logical structure of an axiomatic logical system. Such a system
starts with a certain number of undefined concepts and a certain number of axioms
accepted in the system without proof and then is built by define every other concept and
proving every other proposition that arises in the system by using the laws of logic. In a
mathematical system concepts such as operations, interrelations, combinations,
measurements, transformations, structures, abstractions are systematically studied
about or on sets of different elements, such as numbers and points.
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Evidently and immediate consequence of he nature of mathematics is the importance

given for definition. Terms used in mathematics have to be precisely and unambiguously
defined so that they meet her high standard of clarity required in logical reasoning.
Consequently upper most in the minds of the members of the mathematics panel was
how best to preserve or to carry over the concept connoted or denoted by a term to be
coined into Amharic.
1. SUMMARY OF PROBLEMS FACED AND HOW THEY WERE OVERCOME
In its work the panel has faced various typed of problems. Some of the important ones
with the method or approach chosen to handle them are considered below:
2.1Concerning international terms, symbols, scripts, etc.
As in most scientific fields, there are terms in mathematics that can be classified as
international terms. No doubt one justification of coinage of terms into a language is to
enable children receive their first exposition to concepts in their mother tongue. There
fore there did exist strong temptation to coin every mathematical term to an Amharic
equivalent. But this was tempered by other considerations which suggested handling
different words differently based on individual merits.
1. Some of the terms are already very widely used in the Ethiopian culture to the extent
that even children seem to be familiar with the concepts associated with them. Such
words were adopted in Amharic with the necessary modifications to fit them into the
language.
Examples in this group are mathematics, algebra, geometry, plus, minus, etc.
1. Some of the proposed Amharic equivalents were found to be unnecessarily long. In
such a case international terms have been adopted with the necessary modifications.
Examples in this group are: logarithm algorithm, hyperbola, ellipse, parabola, etc.
1. On the other hand, for some international terms appropriate Amharic equivalents
were found easily.
Examples in this group are: polygon, decimal, parallelogram, etc.
1. Closely related to international terms are those based on names of persons. These
were taken over with or without modification of pronunciation.
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Examples are: Riemann sum, boreal field, etc.

1. Other matters that the panel had to consider were questions concerning symbols,
geek and Latin characters as contrasted with those of Amharic characters and
punctuation used in the Ethiopia writing system. It was agreed that internationally
accepted mathematical and scientific symbols, especially numerals be adopted in
Amharic. Amharic letters are already in use in elementary mathematics as it can be
seen in the various school textbooks. In advanced mathematics, however, it may be
necessary and more convenient to use Greek and Latin letters and characters.
With regard to punctuation, (such as the coma and the colon) there was a consensus
that it would be more efficient and convenient to adopt the same symbol as those used
in English.
2.2.Concerning already coined or adopted terms
There are already several Amharic coined mathematical terms which have been in use
for a number of years now. Despite the fact that they have been in use for length of time
and that they have acquired a wide usage in the culture, the members of the panel
agreed to change those coinages which were likely to create serious misconceptions and
serious confusion with regard to the concepts they were supposed to denote. In such
cases the already coined terms are replaced by terms believed to accomplish the purpose
much better and that are likely to enjoy wide usage within a few years if given the
opportunity. Therefore, being in usage for a number of years was not accepted as a
deciding factor to support the adoption of an already existing term.
Examples of retranslated terms are:
Previous present
Unit
Numerator
The four fundamental operations

2.3.Various considerations with regard to new coinage
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As indicated earlier, definitions are extremely important in mathematics. Voltaires

saying if you want to discuss with me, define your terms is probably more appreciable
in mathematics that in any other field. Consequently the members of the mathematics
panel have put the utmost care in the considerations of words and their meanings.
1. It is a well known fact that in some modern languages that the same term can be
used to denote different concepts. At any time the sense in which a team being used
would be clear from the context in which it is used. We have been tempted to take
advantage of this precedence by other languages to use the same term for different
concepts. However, it seems that we have succeeded in avoiding doing so in our work
up to the present. No doubt the possibility and the need to do so in the future is real
and probably unavoidable. One aspect of this situation which has caused us some
difficulty at times was that the same English terms used for different concepts in
different disciplines. To meet this situations some translators believed that the best
thing to do was to find an Amharic term which played the same role as its English
counterpart. This idea was proposed even though better terms in each discipline
could exist. Finally it was left to each panel to make its decision based on individual
considerations.
2. In some modern languages there are several terms for the same concept. We have
taken advantage of this fact to propose alternative Amharic terms in many cases.
Especially some international terms. Ever though they were proposed to be adopted
into Amharic, could have easy and evident Amharic equivalents, some of which are
already in wide use.
Hence we have proposed these terms as alternatives.
Examples are :p mathematics / /
Arithmetic / /
Diameter / /
Graph / /
Coefficient / /
Axis / /
1. Whenever the concept connoted by a term alludes to forms, function, behavior etc.
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advantage has been taken of this to find an appropriate Amharic coinage which
alludes directly or indirectly to the description of the form, function, behavior etc.,
Examples are: triangle / / Cylinder //
Indentity element // Inverse //
1. Whenever appropriate and convenient, combination of several words are used and
this in turn has blended or shortened.
Example are: ring / /
centroid / /
Circumscribed / / infinite //
1. For terms which have a common origin or convey related concepts, an effort has
been made as much as possible to reflect this fact in their Amharic coinage.
Examples are: power //base //exponent //
Power series / /power set / /
Radical //radicand / /radicand sign / /
1. Whenever applicable and possible we have used the process of derivation to get some
coinge.
Example are: Factor
Curve fitting
Decimal
Tast
1. 3.Conclusion
As a concluding remark, we would like to begin by stating that with respect to the points
made in 2.1 concerning international terms, that we were not able to determine for
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certain which terms are of international use and which ones are note. Fore this reason it
is possible that we might have tried to coin some terms which should have been simply
adopted or we might have adopted some seemingly international terms which might
have been better coined. We think that more experience and test of time with respect to
their being accepted by the public will help to bring bout improvement with coinage of
such words.
Concerning 2.2 in which we discussed to effort we put towards the improvement of some
already adopted or coined terms, it was stated that it is our belief that the fact that a
coined word has been in use for a number of years cannot justify the perpetuation of a
conceptually misleading coinage. We hope that our position on this point will be
confirmed by the acceptance of most of our recommendations.
Our main consideration in the coinage of new terms is as discussed in 2.3. The
proposals, recommendations of coinages presented in our work should not be taken as
final. However, we are confident especially or emphasis in finding words which best
carry over the conceptual connotation associated with different mathematical terms that
will bring about significant improvement in the coinage of mathematical terms.
THE LINGUISTIC THEORY AND METHODOLGOY OF THE SCIENCE AND
TECHNOLOGY TERMS TRANSLATION PROJECT (STTTP)
Amsalu Aklilu
Institute of Language Studies
Addis Ababa University
The Amharic language has due to various historical reasons, served the Ethiopian
society for many centuries as the language of wider communication. It is assumed that
the growth and spread of Amharic started as early as the seventh century due to the
weakening of the Axumite empire. From that time until the advent of the 19thcentury
we find that the Amharic language was used as a written language although on a lesser
scale compared with the Geez language, a classical language in Ethiopia used mainly as
the language of Christian literature. It was due to this fact that Geez was called Lassena
Sahuf the language of writing, while Amharic was known as lanssena Nagus the
kings language.
Since the close of the 19thcentury Ethiopia has witnessed an uncontrolled influx of
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scientific and technological terms. It was during this time, that the curtain of isolation
form the rest of the world was raised and its doors widely opened to welcome what
modern science and technology had to offer. As might be expected, this hitherto
unknown cultural infiltration has created unexpected problems, which needed to be
solved in one way or another. Therefore, when one seriously follows the development of
the Amharic language from the literature of the late 19thand early 20the centuries, it
becomes clear that Ethiopians were not indifferent to this linguistic phenomenon. Yet,
efforts for translating the new terms into Amharic were limited to the initiatives of
individuals. One can draw up a big list of such translations. It was clearly, noticed that
because of lack of coordination of such efforts two or more equivalents existed for a
single term and any one could choose the one which suited ones personal preference. It
was to avoid such a haphazard approach in translating terms, that a centralized body
the Amharic Language Academy now known as the academy of Ethiopian Languages
was established in 1972 by the government part of the preamble of the order reads as
follows:
WHEREAS, we realize that in as much as the Amharic language is the national language
of Ethiopia it is essential that the language, while being faithful to its tradition and
preserving its purity. Should become a vehicle for the expression of the knowledge.
Learning and thought engendered by modern civilization.1
Although this institution, did not pay very much attention to the language
modernization process in the early stages of its development, its first modest attempt in
the area of social science disciplines in 1982 and later is worthy of mention.
THE SCIENCE AND TECHNOLOGY TERMS TRANSLATION PROJECT (STTTP)
The major project regarding the translation of scientific and technological terms in
Ethiopia is the STTTP which is funded by the united nations interim fund for science
and technology for development (IFSTD). Although there was neither the technical
know-how nor the experience in handling such a vital project. Yet it was the feeling of
all concerned that it should be launched starting from the simplest takes of collecting,
alphabetizing and defining terms to be dealt with. In the meantime the available
literature concerning the method and principle of translating technical terms was
consulted. People who published works concerning the issue were co-opted.
The disciplines selected for translation were 10 dealing with the basic sciences and two
related ones, Geography and Nutrition. The latter two were considered because of their
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interdisciplinary relation with some of the 10 disciplines refered to.

The first task before starting phase I of the project was to form panels in clusters of
three, that is, two subject specialists and one language expert. This was following by a
workshop where panelists were acquainted with the aims of the project and the role
they would have to play. Two papers entitled Technical Terms and their Translation
into Amharic [2] and Amharic word formation patterns[3] were presented. These two
papers gave the impetus for generating interesting questions and discussions.
As the first stage of the project was to collect terms from selected standard teaching
materials (12+1), it was carried on by senior students of the respective disciplines,
supervised by a senior lecturer, then followed by alphabetization and definition of the
terms collected.
STUDY TOUR
As has been mentioned above the translation of science and technology terms into
Amharic in an organized and scientific way was a new experience. Therefore to
undertake such an important project should be in the most appropriate way and not in
an experimental manner. This was the firm stand of the academy of Ethiopian
languages. As a result, visits to there selected countries, named, Tanzania, Israel and
Egypt with a long and wide experience in this field were suggested.
The selection of these countries was not without valid reasons. The Swahili language is
a language that plays an important role of wider communication in a multilingual
society not only in Tanzania but also in other counties of eastern Africa. The Tanzanian
government took a firm stand in development this language to enable it to meet the
required standard of Eastern Africa. The Tanzanian government took a firm stand in
developing this language to enable it to meet the required standard of a language that
would act as a vehicle for modern science and technology. It is with this in mind that
the Tanzanian government established the national Swahili council in 1967 with order
no. 27 one of the main branches of the national Swahili council is the Foreign Tearms
Translating committee. Whose rich experience was felt to be relevant to the Ethiopian
project.
The Hebrew and the Arab language academies were felt to be very relevant to the project
since both languages, like Amharic belong to the Semitic language family: thus
demonstrating common phonological, morphological and syntactic feature. Therefore it
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became axiomatic that learning from the experience of these institutes in translating
terms would be of paramount importance for the success of our project.
After the visiting teams arrival in these countries meetings were arranged with experts,
actually engaged in the practice of translation. Lengthy discussion took place where
notes were taken to record the salient points of the discussion. Papers, articles and
books were made available by the host institute for the team to bring back to Ethiopia.
PRINCIPLES FOR TRANSLATING TECHNICAL TEAMS
Based on papers presented at the seminar at Nazareth, various meeting of panelists and
the experiences gained from the countries visited we were able to draw up methods and
principles for the translation of science and technology terms.
I would like to mention at this juncture that by translation we do not mean a word for
word translation, as the team might convey but the whole complex process that has to
be followed in tackling this problem. This will be demonstrated below:
1. The more special the term the better it is to leave it un translated . Translate all
those team s that are used for general education as far as possible, keeping in mind
that when a term is in a local language, even persons not directly connected with it
understand it easily.
2. Ever when a term has an international usage and is thus left un translated it must be
modified to fit into the language. Thus which form of the international term should
be used becomes important. For example, in Hebrew the Russian form of the suffix of
-tion is used.
3. Thoughtful coinage rather than by chance is preferable.
4. Besides active coinage work, descriptive work such as collecting inputs and feedbacks
from the public is necessary.
e.g. road-roller damtw
motorcycle dqddqqit
1. Do not translate terms that have more or less found their way into the language, e.g.:
x-ray compass camera
antenna kilowatt telescope
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1. When adopting a term, grammatical affixes should be translated, e.g:

Brownian brawnawi
Atomic energy atomawigulbt
Diamagnetism diamagenetnnt
1. Using the same term for many branches of science should be avoided, e.g.:
Solution in chemistry btabt
Solution in mathematics fa
Base in chemistry bez
Base in mathematics trabi
Axis in geography zngo
Axisin zoology zngoatant
1. The naming of a term should be based not only on the English term but also on
other languages as well. Accordingly, the term should be selected from different
languages in accordance with their adaptability into the receptor language, e.g.:
Hollow masonry blocket
Bearing kuonetta
Gypsum esso
Parliament parlama
1. Aboid as far as possible, using very common and overcharged terms for scientific
purpose, e.g.:
Development gmbata instead of mgnbata
Absorption mt instead of mmtt
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Adhesion bqt instead of mttabq

Auditorysmatawi instead ofymsmat
Outbreak fndata instead of mfndat
1. Terms that have subtle similarities or differences of meaning should be carefully
delineated, e.g.:
1. Force hail b. sketch bigar
Power aqm drawing rsss
Energy gulbt design dizain
Diagram smrndf
Outline ndf
1. As far as possible very common affixes should have corresponding affixes in the
receptor language. E.g.:
Anti-freeze rabra
Anti-knock agent rkuwakuwate
Pre-cambrian qdmakambriyawi
Prehistory qdmtarik
Biology snhywt
Seismology snanqtqqatemret
1. Verbalize nouns, if this will help in translating the concept adequately, e.g.:
Easting mamsrq from msraq east
Polarize mawalt from walta pole
Afforestation madman from dnn forest
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1. The new terms must fit into the language pattern so that the form of the term
coined, if a noun should be declinable with ease, and if a verb should be conjugated
without difficulty, e.g.:
Amplify magnn absorber mata
Amplifier agna absorptance mto
Amplification gnna absorption mttt
Amplitude gannt accelerate madf
Elastic lstk acceleration adafi
Absorb mmtt
We can clearly observe that this short exposition of the principle to be followed in
translating technical terms into any language is of paramount important to be followed
as guideline for projects like ours. Not only this but also the translation methods which
have been followed by panelists and which shall present in the next few lines are also
equally important, since they are the tools used in translating terms our thanks go to
the Hebrew and Arab Language academies and the national Swahili council for their
cooperation in sharing their experiences with us in this field.
The following are methods followed in translating science and technolgogy terms into
Amharic:
a-Intrinsic characteristics of the concept shape, as in :
U- tube ha tubbo (the sound ha is represented by the Amharic symbole U which is
identical to U;
Corrugated sheetnnqorqorro(lit plated sheet):
Nut (clove): grid frgrg (Lit. Interwoven);
Volume, as in:
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Cumulusqullldmmna(lit. heaped cloud):

2. Litre flaskhulat litr fako(literal translation):
Stockkmet habit(lit. accumulated wealth). Strength, as in:
Active earth pressuregffitafr(lit. earth pressure) beating forcekmmakkafay(lit. load
distributor).
Astablergataylla(lit. unstable).
Special characteristics as in swivel chairtkrkari wnbr (lit. rotating chair):
internal combustion enginewstqalomotr(literal translation) ancho
boltasariikal(lit. tying peg);
Material, as in:
Ferromagneticbratammamgnatis(lit. iron magnet); margarineyntqbe (lit. plant
butter);
malletYctmdoa(lit. wooden hammer).
b-Extrinsic characteristics of the concept
Application, as in:
Bit brace ya msmraya (lit, hand=borer);
Control grid tqotatari wfit (lit. control swivel);
Location, as in:
Base line mnna mnfit (lit. starting line);
Callar beam quno wgagra (lit. summit bean);
Frontal rain ganbar zanab (literal translation)
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c-Characteristics of origin
Method of manufacture, literal translation, as in: magnetic tapemgntisawibab;
industrialized buildingfbrkhnaanimal productynssatwaet.
Discoverer, as in:
Angstrom unitpngstormahad: Brownian movementbrawnawiqsqsat.
Describer, as in:
Pouparts ligamentypupartmlyaly;
Marxist philosophymarksawifzsfnna.
Producer, as in:
Bunsen burnerybensnkuraz. Adam opeladamopel.
Country of origin as in:
Scotch whiskyskowiski TanusTanuusmkina
Before launching the second phase of the project which is the actual translation process,
a key paper was presented by the language experts who visited these countries on the
principles and methods of term coinage at a conference at Ambo. (4) the discussion
generated at this conference was a significant factor in making the second phase of the
project start with a clear strategy in mind.
I firmly believe that the successful result so far attained is manly due to the experience
gained from the foreign institutes visited and the tremendous enthusiasm shown by
each panelist as well as the coordinators of the project. \
THE TASK AHEAD
We know that this venture is the starting point on a longer journey that awaits us. The
experience gained so far, could be taken as a spring-board for a wider undertaking in the
near future. However, the most urgent task to be given priority is the popularization of
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the over 15,000 translated terms. Funds should therefore be secured either from within
or from without the country. Popular reading materials should be compiled and
disseminated to schools and the public. The mass media, such as the press, the radio,
television, and the cinema should be involved in the popularization process. With this, I
believe, all the efforts made and all the money spent will be meaningful and
encouraging for the task ahead.
In conclusion, I would like to add the African countries which have started dealing with
the same kind of problems should coordinate their efforts. Governments should give top
priority to language modernization, in order to accelerate their countries development.
All success in the use of ones own mother tongue as the media of instruction in all fields
of learning would make the teaching instruction in all fields of learning would make the
teaching learning process meaningful, transparent and above all economical.
REFERENCES
1. Negarit Gazeta (1972). P. 127
2. in J. Ethiopian Studies
(1980) XIV.PP. 1 25
3. Habtemariam Marcos ` Amharic word formation patterns: (unpublished)
4. 1974/ /
THE AMHARIC SCIENCE AND TECHNOLOGY TERMINOLOGY PROJECT AN
OVERVIEW
Ermias Dagne and Demissu Gemeda
Faculty of science, Addis Ababa University
1. 1.BACKGROUND
The history of science and technology education in Ethiopia is not long. The intellectual
community in both science and teach little local experience or precedent to rely on.
Nevertheless, particularly in the last 10 years, backed by overall development strategies
and policies, science and technology education has been boosted tremendously. The
faculty of science of Addis Ababa University which only in 1969 was described by D.H.
wood wards as pitifully equipped and demoralized and further compares unfavorably
with other faculties and colleges of HSIU (1) is now the largest faculty in the university
with all of its departments offering graduate programs and also conducting several
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locally as well as internationally funded research projects.

Parallel to the growth of science education at the university. One also witnesses the
development of an insatiable interest among the population at large to learn,
understand and apply scientific and technological concepts. This general shift of interest
towards science and technology has far reaching implication and consequences on the
total population of the country, one estimated at 45 million, a great majority of which
neither speaks nor understands English or any of the major European languages.
In order to disseminate science and technology concepts among the broad-masses and
also to teach science in particular in the school systems there is therefore no other
choice but to develop the Amharic language. The first major task in this regard is
obviously the introduction into the language of sufficient scientific and technological
vocabulary that would enable the expression of scientific and technological ideas. A
project was therefore conceived inorder to realize this.
An attempt is made in this paper to narrate the course followed to implement this
project.
1. 2.The project
In 1981. An agreement was signed between the Ethiopian Government and the united
nations interim fund for Science and technology for development (UNIFSTD) to lend
support to a project entitled development of national capacity for popularization and
training in science and technology through language and demonstr4ation for which
the executing agency was designated to be the Ethiopian science and technology
commission. About the same time a sub-project of this entitled Development of
scientific and Technological Terminology in Amharic was drawn up and pursuant to an
agreement between he Ethiopian science and technology commission and the academy
of Ethiopian languages, the academy was entrusted with the full responsibility of
implementing the terminology project.
1. 3.ANTICIPATED IMPACT AND ROLE OF PROJECT IN OVERALL
DEVELOPMENT ACTIVITIES
The significance of developing Amharic as a medium of instruction in schools as well as
improving the capability of this language in transmitting scientific and technological
concepts through the mass-media and also facilitating absorption of science and
technology concepts by ordinary people were underlined while formulating the
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terminology project. Thus in the original project document, the following major
developmental objectives were listed.
1. To provide a medium through which scientific and technological knowledge can be
easily disseminated and absorbed at all levels of the society.
2. To facilitate the mass educational objectives of the government both in and out of
school.
3. To harmonize the relationship and narrow the gap in scientific and technological
understanding between lower, middle and upper echelons of national science and
technology manpower, by the use of a common standardize Amharic science and
technology terminology as far as possible.
4. To improve the delivery and assimilatory efficiency of technical based project at the
community level.[2]
The importance of equipping local languages with sufficient scientific and technological
vocabularies to render better service in particular in the dissemination of scientific
thought and knowledge can be appreciated in relation with the massive drive in
Ethiopia to raise the proportion of the literate population. This sector of society would
immensely benefit if scientific and technological concepts were presented in the
languages they understood. This means concretely that essays and articles can now be
better written in Amharic on improved farming methods, health, housing, nutrition etc.
Since the early sixties, there have been at tempts, albeit not systematic, with in the
ministry of education to give Amharic renderings to some scientific terminologies. In
particular, after Amharic was declared the principal medium of instruction for
elementary school instruction, the ministry intensified t\its efforts and has
accomplished the preparation of teaching texts in Amharic for grades 1 to 6. It can be
argued that should the ministry in the future decide to use Amharic in the higher grades
as well, the development of appropriate Amharic scientific and technological vocabulary
is mandatory if text and other teaching aids are to be prepared in Amharic. Moreover, it
can be expected that not all children who complete grade 1 to 6 will continue their
education in the formal school system. The development of Amharic scientific and
technological terminology will facilitate the further education of this group.
1. 4.IMMEDIATE OBJECTIVES
Tow immediate specific objectives were formulated during conception of project:
namely:1. To establish Amharic equivalents of translation for technical terms whenever
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possible and adopt/adapt technical terms from other languages, when necessary in
such a way that the terms so borrowed follow the phonological system of the
Amharic language.
2. To ovide both descriptive and where necessary pictorial illustrations for the newly
created Amharic technical terms, and prepare popular literature utilizing the most
basic of the Amharic technical terms by clarifying the concepts that the terms
represent.
Thus to realize these objectives, the following disciplines were selected for the
translation of technical terms: Agriculture, Biology, chemistry, Geology, Geography,
Mathematics, Medicine/ pharmacy, Nutrition, Physics, Statistics, Electro-Mechanical
Engineering, and Building/ construction engineering.
1. 5.IMPEMENTATION STRATEGIES
5.1.Preparation
The academy of Ethiopian languages made an all out effort and succeeded in bringing
together a number of professionals principally staff of the Addis Ababa University, in the
various areas of science, technology and linguistics and drew up a clear cut program of
work in several phases in accordance with the principal project document. The secretary
general of the academy was entrusted with the day-to-day execution of the project and
the executive committee of the academy closely followed the development of the project
furthermore, the direct participation of the Addis Ababa University was sought and the
Faculty of Science was selected as the center for the execution of the project.
The project was sub-divided into the following there phases namely:i) compilation of
terms ii) translation of terms and iii) preparation of illustrated booklets and popular literature.
5.2.Compilation of Terms in English (July 7 to Oct. 7, 1981)
The first major task of the project was to systematically collect relevant terms in English
in the different branches of science and technology. The terms were selected principally
from text used from grades 1 to 12 and also from other equivalent sources. In some cases
in particular in the field2of technology appropriate terms were gathered from place lake
garages, construction sites. Etc.
All the gathered terms of each discipline were then alphabetically arranged. The
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following criteria were used in order to determine what terms were fit for further
consideration and what terms were not:1. Words whose Amharic equivalents were already well known were not included
2. Names of units,. Laws named after individuals, name of most elements and
compounds, internationally accepted scientific names of plants, animals,
nomenclature of rocks, etc were also omitted.
Each selected term was then transferred to a card to which the pertinent definition and
usage were given in English attempts were then made to find out if there was any
equivalent for the term either in Amharic or in any of the other Ethiopian languages.
The appropriate context of the term and also the source from which the material had
been extracted were noted down on the card.
In the 3 month period indicated above 12,500 terms were compiled in 12 disciplines by
senior university students supervised by experts in the respective fields. These terms
were to serve for the subsequent phase of the project namely the translation phase.
At the end of the compilation phase a translation workshop was organized for persons
selected as members of translation panels. The workshop which was held at ambo on
Nov, 21, 1981, was successful forum where a key paper was presented and clear cut
principles and guidelines for translation of scientific terms were spelled out.
5.3.Translation of terms
The second and most certainly the critical phase of the project was launched in
November of 1981 after the very constructive Ambo Seminar in which a clear definition
of translation procedures was laid down.
All in all thirteen panels were formed, each panel consisting of a linguist as a chairman
and two subject specialists. The thirteen panels formed were:- Agriculture, Botany,
Zoology, Chemistry, Geology, Geography, Mathematics, Medicine/ Pharmacy, Nutrition,
Physics, Statistics, Elector-Mechanical, and Building-Construction. Due to Several
factors some panels advanced at a much faster rate than others while at the same time
maintaining an exemplary high quality of work. The experience of the panelists, their
interest in the subject and their regular input are some of the marked differences in
output from panel to panel.
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The special compilation cards which were prepared in the compilation phase of the
project were found to be quite handy in the translation work. Special translation cards
were also prepared to facilitate the translation work.
The identification of terms for translation did not come to an end in the first phase.
While translating terms almost all panel continued to enrich the list.
As shown in the following taule a total of 15, 087 terms were translated at the end of
the translation phase of the project.
These include newly coined terms, adapted/adopted terms and some terms that were
already in use and thus incorporated.
Discipline Total No. Of
Terms translated
Agriculture
Botany
894
1,054
Zoology
1,140
Chemistry
1,335
Geology
1,204
Geography
1,715
Mathematics
1,038
Medicine
1,415
Nutrition
2,151
Physics
1,182
Statistics
15,087
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Electro-Mechanics
Building-construction
5.4.Comments received on Translated Terms
In order to involve as many persons in the project, efforts were made form the outset to
attract the attention of as many experts as possible. A number of circulars were regularly
prepared and distributed not only to panel members but also to others concerned in
order to create a conductive atmosphere in the immediate intellectual community in
which panelists find themselves. These circulars generated interesting discussions in
various circles and feedbacks were channeled to the concerned panels. Moreover, the
monthly out put of most panels were compiled and widely circulated to a large number
of individuals and institutions, for the basic school subject, namely biology, chemistry,
Physics and Mathematics, lists of coined terms were circulated to a large number of
teachers in six selected comprehensive high schools of Addis Ababa. All the terms
translated in the entire duration of the translation phase of project were listed in
booklets entitled Preliminary lists I, II, III, and IV and Circulated to individuals, schools,
and institutions for comments and suggestions. Some feedbacks were obtained but they
were not many. Apparently not many care to put down their comments in writing.
5.5.Illustration of concepts
The 4thworkshop of the project was convened in Nov. 1982, at Nazareth to Discuss and
formulate guidelines for the implementation of the next and final phase of the project:
Illustration of concepts, The workshop issued recommendation on methodologies to be
followed in the illustrations of the newly translated Amharic scientific and
technological terms and in the writing of popular literature in Amharic using these new
concepts.
Following the workshop, illustration panels were formed, Each panel consisted of one or
two subject specialists and a linguist. The panels were assisted by student helpers, a
draftsman and the technical coordinators.
The output of the third phase of the project is summarized in the table below.
Panel No. of Terms No. of Essays
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Illustrated Written
Botany
596
Zoology
6,121
20
Chemistry
Geology
Mathematics
Physics
Statistics
Geography
Electro-Mechanical
Building- construction
Medicine/ Pharmacy
Nutrition
Agriculture
Total
1. 6.CONSTRAINTS OF PROJECT IMPLEMENTATION
The magnitude of this project in terms of its multi-disciplinary nature as well as extent
of converge makes it one of the most comprehensive projects of its kind launched in
Ethiopia. Although the ministry of education and that only for very few areas. No such
systematic undertaking was ever conceived and implemented. It was thus to be expected
that there would be some constraints.
6.1.Time constraint
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The project was stated without adequate provision for theoretical background
preparation and period of experimentation mainly because of time constraint. However,
study tours were undertaken to Tanzania, Israel and Egypt to compensate, to a certain
degree, for lack of such preparation were undertaken and useful lessons were drawn.
Furthermore, the regular meetings of the participants of the project with the project
director, the technical coordinators and the language chief expert and supervisor and
the convening of various workshops, have helped in consolidating the program and in
clearly delineating the tasks and challenges of the project.
6.2.Lack the experience
The academy of Ethiopian languages is a young organization which still finds itself in a
formative stage. It has had so farr only limited experience in administering such project
and is still in the process of strengthening its administrative machinery. This has acted
to some extent as a constricting in implementing the project. For example,
implementation of the project would have been considerably facilitated if the academy
was in a position to assign full-time technical personnel to serve as secretaries in each
one of the panels panel members do not have time to pursue routine homework a
professionally competent technical secretary. Who attends to the routine duties of the
panels, prepares draft reports of the discussion for the next meeting, and who takes
initiatives in collecting inputs form the public etc would have helped in raising
productivity and quality of output. In the absence of such and arrangement, the
activities of the panels were coordinated a albeit weakly by a language experts and two
technical coordinators, weakly by a language experts commitments elsewhere.
1. 7.CONCLUSTION
The results so far achieved and the rich experiences accumulated to date are so
encouraging as to tempt one to conclude that the modus operandi developed in this
project may serve as a useful model to follow if similar ventures are launched in the
future. This project has brought several different professionals of the university together
and has thus promoted the spirit of interdisciplinary cooperation and collaboration in
the search for solution to pressing national problem.
However, it should be reiterated that this is only a beginning of what could easily be
considered a long and persistent undertaking. It is imperative therefore to consider
immediately the courses that should be followed in order to consolidate and furtherer
refine the out pout of the project.
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Obviously the development of scientific terminology in Amharic cannot be a one shot

affair but a continuous and systematic undertaking for generation to come. The
organizational structure as well as the financial and administrative backing required to
realize this should be sought by all concerned.
In short, a good beginning has been made, the candle has been successfully kindled,
and may we all ensure that this candle continues to glow in order that it may enlighten
and brighten our people, for whom all this is manta to serve.
References
1. Woodward,D.H> Teaching Science in Ethiopia, Am. Scientist, Winter
1969. Pp 338A 344A
2. Development of National Cap[ability for Popularization and Training in
Science and Technology through Language and Demonstration
UNDP Project No. Eth/81/T01.
TRANSIENT OF INTERNATIONAL
Zygmunt stoberski
President of international organization for
Unification of terminological neologisms (IOUTN)
P.O. BOX 191 00950 Warsaw, Poland
The problem of transnationalization of terminology has to day acequired great
significance, especially in smaller languages. This significance is rooted in the fact that
in order to level up the big economic differences between many countries and peoples it
is necessary to give these nations, harmed by history, the in dispensable knowledge to
overcome their economic stagnation. In the contemporary world, which relies on the
latest technologies, the possibility to use the latest scientific findings is of paramount
significance. This knowledge is mainly accessible to those who know one of the so called
world languages, for instance English.
This state of affairs confronts small languages, or to be more precise, linguists concerned
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with terminology with a situation in which they can no longer apply the linguistic
principles established in the 19thcentury. When it comes to forming terminologies in
the languages which lack them, as is the case with the numerous languages of the
African continent, the situation in the late 20thcentury is totally different from that in
which specialized terminology was created in Europe by the nations which became
independent in the 19thcentury the scientific and technical terminology in Europe was
far less expanded than it is today. Today, when the number of various terms is in the
millions rather than thousands, as it was in the19th century, African countries are
facing the task of not only catching up but even outdistancing European countries in
creating these terms. This task would be possible tanks to the use of such methods that
would allow to skip the long historical process of translating the entire scientific and
technical terminology into the particular languages with the use of replicas /calques/.
To protect their respective languages against foreign words, epilogists and writers point
to their desire to defend native tongues and their purity as a form of cultural heritage.
The argument holds true when it comes to a conversational or literary language, but is
inadmissible with regard to specialist terminologies for two reasons: first, specialist
neologisms do not constitute ones cultural heritage as they are being created now in
various languages. And second, the economic backwardness of many African countries
has to be taken into account. That is, one would have to decide whether it is more
patriotic to quickly make knowledge of science and technology available for ones own
nation in order to protect it against catastrophic dangers, or to stick to the illusory
conviction that patriotic feelings can be satisfied with translating into his native
language of hundreds of thousands, or even millions of foreign terms.
Linguists like to point to the incompatibility of new terms borrowed from a foreign
language with the phonology of their own tongues according to the IOUIN
recommendations, it is only the stem, the motion and the definition which are to be
borrowed, while one is free to adapt these new terms to the phonetic and grammatical
requirements of ones own language.
Virtually all languages in the world have borrowed the name tse-tse form the bantu
languages. This word does not fit into many world languages, both phonetically and
grammatically and yet it has been accepted and is generally understood. The argument
about phonetic inadaptability is excessively used by those linguistic who either do not
know or do not want to know. How languages have been shaped over the centuries. The
inner language development laws are established not only by every nation and every
language but they are produced by every man and every individual as well. There are no
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two men in the world who speak in an identical my, use the same vocabulary, sentence
patterns, intonation, stress etc. The point is that every person, in addition to displaying
ones own psychical and physical features, also has contacts with other people.
Consequently, every family builds its own vocabulary made of words and phrases
understood by its won members only. And if it happens to be a migratory family. Just
like a tribe or a whole nation, its language is exposed to external influences which
enrich it and diversify it in many respects. The present widespread use of English
throughout the world and is scientific publications stems also from the fact that the
English criss-crossed the globe and were not reluctant to accept borrowings.
Thus the development of a language depends not only on its own inner laws, as is the
case with an individual, or a family and a nation, but on external influences, contacts,
and on adapting foreign words as well. It should ber emphasized that modern
terminologies are undergoing an inevitable process of transnationalizaton. It is hardly a
novelty; this process is as old as language itself. It is enough to watch closely the history
of Arabic numeral which were the first to have undergone transnationalization because
of the requirements of trade. A Similar integration on an international scale took place,
and is taking place with regard to mathematical signs, chemical symbols, or medical and
pharmaceutical terminologies, computer science, robotizing, astronautics and nuclear
energy. The world is beginning to rely ever more often on generally accepted road signs,
communications codes, pictograms etc.
The tendency to translate foreign terms into native equivalents continues to dominate
in forming new terminologies in national languages. The present counter tendency to
support transnational lizaton of terminologies, which started in an organized form by
IOUTN, was born out of the awareness that it would be anachronic to continue the
19the century tradition in creating new terminologies today when the number of
various terms runs in the aillions. It is anachronic not only because it is virtually
impossible to form millions be new terms from native this tendency erects barriers
which hamper the swift flow of scientific and technical information.
There still exist linguists who defend the opinion that a specialist term has to be formed
from national morphemes to be generally understood. Of course, this is true-to a certain
degree. For example, if the word like handle or handgrip isformed in Amharic,
everyone will know, although not very precisely, that the term denotes something
which is grapped with a hand. A certain number of such terms can be formed, but is it
possible to invent, descriptive terms for such common terms like electronics,
transistor and the like?
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It has to be remembered that even in English certain terms were originally descriptive
and were contracted to acronyms later on. For instance, Rader Stands for radio
detecting and ranging, COBOL is common business-oriented language the only
correct road is to borrow such terms in their shortest possible form, and to add proper
definitions. Proper, mind you, because more and more terms have different meanings
depending on the fields they are used in. this fact opens a vast area for cooperations
between the two processes: transnationalization and standardization. The present
situation of Ethiopia and other African countries gives them the chance to skip the long
process of forming diversified terminologies that European countries had to go through.
A term may be considered to be international if it is used in any of the official UN
languages and in 10 other smaller languages, or in two world languages plus three or
four smaller languages. A justified neologism may be formed in any language and should
receive a priority in the world. And its root should be borrowed by all other languages. It
is with this objective in mind that such neologisms are registered by the world bank of
international terms whose largest collection can be found in Warsaw. New branches of
the bank should be established, first of all at the IOUTN national committees.
Two more aspects have to be remembered. Neologisms formed in any language should
have a form acceptable for all other languages. Hopefully, different terminological
organizations, especially of the Termia type, will contribute to the promotion of the
latest principles of forming scientific terms at higher schools, and at the ever more
numerous courses at which the principles of forming terminology are taught.
In conclusion I would like to state that we should not be afraid of the unification of
transnationalization in this sphere. Diversity will continue to grow and can be expanded
in many other field fo the national cultural heritage: in music, songs, dances or the
visual arts. But in all those spheres where knowledge of science and technology are at
stake. On which living standards depend, we should lend our unreserved support for the
most radical unification and integration.
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| The limits of my language means the limits of my world

TERMINOLOGY DEVELOPMENT: THE TANZANIAN EXPERIENCE

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

other Hebrew nouns and adjectives, e.g.PisturePasteuristation

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

Another feature of English is that is that it is a highly nounializing language while

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

Follow- up reading and instructional materials should be prepared as soon as possible,

| The limits of my language means the limits of my world

university press, 1980.

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

Examples: zoology proteinvitamin

| The limits of my language means the limits of my world

Example: artificial classification

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

Evidently and immediate consequence of he nature of mathematics is the importance

| The limits of my language means the limits of my world

Examples are: Riemann sum, boreal field, etc.

| The limits of my language means the limits of my world

As indicated earlier, definitions are extremely important in mathematics. Voltaires

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

interdisciplinary relation with some of the 10 disciplines refered to.

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

1. When adopting a term, grammatical affixes should be translated, e.g:

| The limits of my language means the limits of my world

Adhesion bqt instead of mttabq

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

Cumulusqullldmmna(lit. heaped cloud):

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

locally as well as internationally funded research projects.

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

Obviously the development of scientific terminology in Amharic cannot be a one shot

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

| The limits of my language means the limits of my world

Get a free Evernote account to save this article and