The Dagaaba-Frafra Joking Relationship
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A Study of Ghanaian Kindergarten Teachers' Use of Bilingual and Translanguaging Practices Joyce Esi Bronteng University of South Florida, [email protected]
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School June 2018 A Study of Ghanaian Kindergarten Teachers' Use of Bilingual and Translanguaging Practices Joyce Esi Bronteng University of South Florida, [email protected] Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Pre- Elementary, Early Childhood, Kindergarten Teacher Education Commons Scholar Commons Citation Bronteng, Joyce Esi, "A Study of Ghanaian Kindergarten Teachers' Use of Bilingual and Translanguaging Practices" (2018). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/7668 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. A Study of Ghanaian Kindergarten Teachers’ Use of Bilingual and Translanguaging Practices by Joyce Esi Bronteng A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction with a concentration in Early Childhood Education Department of Teaching and Learning College of Education University of South Florida Major Professor: Ilene Berson, Ph.D. Michael Berson, Ph.D. Sophia Han, Ph.D. Lisa Lopez, Ph.D. Date of Approval: April 25, 2018 Keywords: Bilingual Education, Classroom Displays, Iconic Signs, Mother Tongue-Based Bilingual Medium of Instruction, Paralanguage, Symbolic Sign, Translanguaging Copyright © 2018, Joyce Esi Bronteng DEDICATION This dissertation is dedicated to the following: My late grandparents Papa Ekow Gyan and Maame Bɔlɔ Twema (a.k.a. -
Some Endangered Languages of Ghana
American Journal of Linguistics 2012, 1(2): 10-18 DOI: 10.5923/j.linguistics.20120102.01 Some Endangered Languages of Ghana Jonas N. Akpanglo-Narte y1,*, Rebecca A. Akpanglo-Narte y2 1Office of the Vice-President (Academic), Regent University College of Science & Technology, Accra, Ghana 2Department of Applied Linguistics, University of Education, Winneba, Ghana Abstract The phenomenon of language endangerment and, ultimately, language loss is considered in regard to indigenous Ghanaian languages. It is established that two languages, namely, Ghanaian English (GhE) and Akan, especially the Twi dialect, and to a small degree, Ewe, are slowly killing off the smaller Ghanaian languages. For instance, in 1970 almost all Winneba natives spoke Efutu (Ewutu) as their first language. By 2010, 40 years later, only approximately 50% of children born to the Winneba natives speak Efutu as a first language. About 30% of these children speak no Efutu at all. Interestingly, medium-sized languages such as Ga, Dangme and Nzema are also slowly losing grounds to the three languages cited. Meanwhile there are some dozen Ghanaian languages that have less than 1000 estimated speakers each but which have held their own for a century. It is concluded that the closer a language community is to the major urban centers, the more likely it is to be endangered. It is further concluded that the language policy of the Ghana Government is contributing to the loss of Ghanaian languages. Ke ywo rds Endangered, Languages, Language Loss, Ghana, Ghanaian, Ga, Dangme, GaDangme the world’s top 10, namely, Standard Chinese, English, 1. Introduction Spanish, Bengali, Hindi, Portuguese, Russian, Arabic, Japanese, and German. -
Primary 4 Ghanaian Language Teacher's Guide
GhanaianGhanaian languageslanguages andand CultureCulture Teacher’s Guide PRIMARY 4 Co-ordinator : D.E.K. Krampah A Course in Ghanaian Languages and Culture Teacher’s Guide 4 Co-ordinator D.E.K Krampah Authors Akuapem: E. Apenteng Sackey, L.D. Apraku, S.A. Asiama Asante: Prof. K. Agyekum, B.O. Amoako, R.M. Opong, S. Banning-Peprah Dagaare: P.P. Angsomwine, C. Dabuo Dagbani: H.A. Al-Hassan, S.P. Dawuni, K.A. Mohammed Dangme: T.O. Caesar, T. Kwame, J. N. Nanor, Rev. E. N. Natue Ewe: G.M.Y. Hlomatsi, C.A.D. Kakane, K.A.G. Ofori Fante: J.E.K. Aggrey, K.K. Keelson, I.K. Quainoo, E.K. Tetteh Ga: J.C. Abbey, E.N.A. Adjei, A.A. Arries-Tagoe Gonja: A. Amidu, F. Mbonwura, I. Yakubu Evaluation units Dr. K. Andoh-Kumi Syllabus Advisor Dr. K. Saah Language Advisors Akuapem: Nana Øpare Asante: Prof. L.A. Boadi Dagaare: Mark K.K. Ali Dagbani: I. Al-Hassan Dangme: F. Teye Fante: Dr. K. Andoh Kumi Ewe: Dr. A. Dzameshie Ga: Nii Tei Adumuah II Gonja: K.H. Afari-Twako winmat PUBLISHERS LIMITED Published by WINMAT PUBLISHERS LTD P.O. Box AN8077 Accra North Ghana © D.E.K Krampah; Akuapem: E. Apenteng Sackey, L.D. Apraku, S.A. Asiama; Asante: K. Agyekum, B.O. Amoako, R.M. Opong, S. Banning-Peprah; Dagaare: P.P. Angsomwine, C. Dabuo; Dagbani: H.A. Al-Hassan, S.P. Dawuni, K.A. Mohammed; Dangme: T.O. Caesar, T. Kwame, J. N. Nanor, Rev. E. N. Natue; Ewe: G.M.Y. Hlomatsi, C.A.D. -
Variable Name: Identity
Data Codebook for Round 6 Afrobarometer Survey Prepared by: Thomas A. Isbell University of Cape Town January 2017 University of Cape Town (UCT) Center for Democratic Development (CDD-Ghana) Michigan State University (MSU) Centre for Social Science Research 14 W. Airport Residential Area Department of Political Science Private Bag, Rondebosch, 7701, South Africa P.O. Box 404, Legon-Accra, Ghana East Lansing, Michigan 48824 27 21 650 3827•fax: 27 21 650 4657 233 21 776 142•fax: 233 21 763 028 517 353 3377•fax: 517 432 1091 Mattes ([email protected]) Gyimah-Boadi ([email protected]) Bratton ([email protected]) Copyright Afrobarometer Table of Contents Page number Variable descriptives 3-72 Appendix 1: Sample characteristics 73 Appendix 2: List of country abbreviations and country-specific codes 74 Appendix 3: Technical Information Forms for each country survey 75-111 Copyright Afrobarometer 2 Question Number: COUNTRY Question: Country Variable Label: Country Values: 1-36 Value Labels: 1=Algeria, 2=Benin, 3=Botswana, 4=Burkina Faso, 5=Burundi, 6=Cameroon, 7=Cape Verde, 8=Cote d'Ivoire, 9=Egypt, 10=Gabon, 11=Ghana, 12=Guinea, 13=Kenya, 14=Lesotho, 15=Liberia, 16=Madagascar, 17=Malawi, 18=Mali, 19=Mauritius, 20=Morocco, 21=Mozambique, 22=Namibia, 23=Niger, 24=Nigeria, 25=São Tomé and Príncipe, 26=Senegal, 27=Sierra Leone, 28=South Africa, 29=Sudan, 30=Swaziland, 31=Tanzania, 32=Togo, 33=Tunisia, 34=Uganda, 35=Zambia, 36=Zimbabwe Note: Answered by interviewer Question Number: COUNTRY_R5List Question: Country Variable Label: Country in R5 Alphabetical -
Shadow Colony: Refugees and the Pursuit of the Liberian
© COPYRIGHT by Micah M. Trapp 2011 ALL RIGHTS RESERVED SHADOW COLONY: REFUGEES AND THE PURSUIT OF THE LIBERIAN- AMERICAN DREAM BY Micah M. Trapp ABSTRACT This dissertation is about the people living at the Buduburam Liberian refugee camp in Ghana and how they navigate their position within a social hierarchy that is negotiated on a global terrain. The lives of refugees living in Ghana are constituted through vast and complex social relations that span across the camp, Ghana, West Africa and nations further afield such as the United States, Canada and Australia. The conditions under which these relations have developed and continue to unfold are mediated by structural forces of nation-state policies, the United Nations High Commissioner for Refugees (UNHCR), the international governing body for refugees, and the global political economy. Situated within the broader politics of protracted refugee situations and the question of why people stay in long-term camps, this research is a case study of one refugee camp and how its people access resources, build livelihoods and struggle with power. In particular, this dissertation uses concepts of the Liberian-American dream and the shadow colony to explore the historic and contemporary terms and circumstances ii through which Liberian refugees experience and evaluate migratory prospects and restrictions. iii ACKNOWLEDGMENTS The production of this dissertation has been an outcome of many places and people. In Washington, DC my committee members, Dolores Koenig, Geoffry Burkhart, and David Vine have provided patient support and provocative feedback throughout the entire process. Thank you for asking the right questions and reading so many pages. -
The Teaching and Learning of the English Language in Ghana: Problems and Implications
Imperial Journal of Interdisciplinary Research (IJIR) Vol-2, Issue-5, 2016 ISSN: 2454-1362, http://www.onlinejournal.in The Teaching and Learning of the English Language in Ghana: Problems and Implications Asangba Reginald Taluah Department of Interdisciplinary Studies, University of Education, Winneba, College of Agriculture Education P. O. Box 40, Ashanti Mampong Abstract : The teaching and learning of the English has grown to serve as the national and official language in Ghana and Anglophone countries in language of the country. The assertion that Ghana has Africa for that matter has been a subject of a wide variety of languages and dialects for that unflinching debate in quite recent times. Many matter is no news. Throughout the African continent, opinions point to the assertion that the teaching and many languages abound; thus crediting Africa as the learning of the English language is centered on continent with the most languages in the world reading comprehension, summary, grammar, spelling [Naden, 1998]. Adika [2012] summarizes the growth and writing skills and other such related areas to the of the English language from its early stages in the disregard of oral communication skills. Many 16th century to the present time and examines the researchers have found the neglect of oral debates that follow in relation to its use in the communication skills in the school curriculum as the educational sectors. major problem in the leaning of the English language. A survey of trends in the teaching and In the quite recent past, many debates have learning of the English language however reveals arisen on the need for African countries to adopt an that the contention is much on the teaching of the indigenous language as their official as well as their English language as compared to its learning as national language. -
Ghana and Accra: a Multilingual Setting
PDF hosted at the Radboud Repository of the Radboud University Nijmegen The following full text is a publisher's version. For additional information about this publication click this link. http://hdl.handle.net/2066/190131 Please be advised that this information was generated on 2021-09-26 and may be subject to change. LANGUAGE CONTACT AND CHANGE IN LINGUISTICALLY HETEROGENEOUS URBAN COMMUNITIES THE CASE OF AKAN IN ACCRA Published by LOT phone: +31 30 253 6111 Trans 10 3512 JK Utrecht e-mail: [email protected] The Netherlands http://www.lo tschool.nl Cover illustration by NOAHBS ART GALLERY ISBN: 978-94-6093-278-6 NUR 616 Copyright © 2018: Solace Ago Yankson. All rights reserved. LANGUAGE CONTACT AND CHANGE IN LINGUISTICALLY HETEROGENEOUS URBAN COMMUNITIES The case of Akan in Accra Proefschrift ter verkrijging van de graad van doctor aan de Radboud Universiteit Nijmegen op gezag van de rector magnificus prof. dr. J.H.J.M. van Krieken, volgens besluit van het college van decanen in het openbaar te verdedigen op maandag 26 maart 2018 om 10.30 uur precies door Solace Ago Yankson geboren op 2 april 1976 te Agona Swedru, Ghana Promotor: Prof. dr. P.C. Muysken Copromotor: Dr. M.C. van den Berg (Universiteit Utrecht) Manuscriptcommissie: Prof. dr. R.W.N.M. van Hout Dr. F.K. Ameka (Universiteit Leiden) Prof. dr. P.E. Kerswill (York University, Verenigd Koninkrijk) This research was supported by the Netherlands Fellowship Programme (NFP/NUFFIC) under project number 23000276 LANGUAGE CONTACT AND CHANGE IN LINGUISTICALLY HETEROGENEOUS URBAN COMMUNITIES The case of Akan in Accra Doctoral Thesis to obtain the degree of doctor from Radboud University Nijmegen on the authority of the Rector Magnificus prof. -
[.35 **Natural Language Processing Class Here Computational Linguistics See Manual at 006.35 Vs
006 006 006 DeweyiDecimaliClassification006 006 [.35 **Natural language processing Class here computational linguistics See Manual at 006.35 vs. 410.285 *Use notation 019 from Table 1 as modified at 004.019 400 DeweyiDecimaliClassification 400 400 DeweyiDecimali400Classification Language 400 [400 [400 *‡Language Class here interdisciplinary works on language and literature For literature, see 800; for rhetoric, see 808. For the language of a specific discipline or subject, see the discipline or subject, plus notation 014 from Table 1, e.g., language of science 501.4 (Option A: To give local emphasis or a shorter number to a specific language, class in 410, where full instructions appear (Option B: To give local emphasis or a shorter number to a specific language, place before 420 through use of a letter or other symbol. Full instructions appear under 420–490) 400 DeweyiDecimali400Classification Language 400 SUMMARY [401–409 Standard subdivisions and bilingualism [410 Linguistics [420 English and Old English (Anglo-Saxon) [430 German and related languages [440 French and related Romance languages [450 Italian, Dalmatian, Romanian, Rhaetian, Sardinian, Corsican [460 Spanish, Portuguese, Galician [470 Latin and related Italic languages [480 Classical Greek and related Hellenic languages [490 Other languages 401 DeweyiDecimali401Classification Language 401 [401 *‡Philosophy and theory See Manual at 401 vs. 121.68, 149.94, 410.1 401 DeweyiDecimali401Classification Language 401 [.3 *‡International languages Class here universal languages; general -
ED373534.Pdf
DOCUMENT RESUME ED 373 534 FL 022 094 AUTHOR Bodomo, Adams B. TITLE Complex Predicates and Event Structure: An Integrated Analysis of Serial Verb Constructions in the Mabia Languages of West Africa. Working Papers in Linguistics No. 20. INSTITUTION Trondheim Univ. (Norway). Dept. of Linguistics. REPORT NO ISSN-0802-3956 PUB DATE 93 NOTE 148p.; Thesis, University of Trondheim, Norway. Map on page 110 may not reproduce well. PUB TYPE Dissertations/Theses Undetermined (040) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS *African Languages; Foreign Countries; *Grammar; *Language Patterns; Language Research; Language Variation; *Semantics; Structural Analysis (Linguistics); *Syntax; Uncommonly Taught Languages; *Verbs IDENTIFIERS Africa (West); Dagari ABSTRACT An integrated analysis of the syntax and semantics of serial verb constructions (SVCs) in a group of West African languages is presented. With data from Dagadre and closest relatives, a structural definition for SVCs is developed (two or more lexical verbs that share grammatical categories within a clause), establishing SVCs as complex predicates. Based on syntactic theories, a formal phrase structure is adapted forrepresentation of SVCs, interpreting each as a product of a series of VP adjunctions. Within this new, non-derivational, pro-expansionary approach to grammar, several principles are developed to license grammatical information flow and verbal ordering priority. Based on semantic theories, a functional account of SVCs is developed: that the actions represented by the verbs in the SVC together express a single, complex event. A new model of e. -ant structure for allconstructional transitions is proposed, and it is illustrated how two types of these transitions, West African SVCs and Scandinavian small clause constructions(SCCs), conform to this proposed event structure. -
Kwame Nkrumah University of Science & Technology
KWAME NKRUMAH UNIVERSITY OF SCIENCE & TECHNOLOGY COLLEGE OF ARTS AND SOCIAL SCIENCES DEPARTMENT OF ENGLISH INVESTIGATING ENGLISH LANGUAGE DEFICIENCIES IN TRAINING COLLEGES IN GHANA - THE CASE OF WESLEY COLLEGE, KUMASI. By Victoria Nana Poku A DISSERTATION SUBMITTED TO THE DEPARTMENT OF ENGLISH IN PARTIAL FUFILMENT OF REQUIREMENT FOR THE AWARD OF MASTERS IN PHILOSOPHY MAY, 2008 DECLARATION I hereby declare that this submission is my work towards the M.Phil in English, and that to the best of my knowledge, it contains no material previously published by another person nor material which has been accepted for the award of any other degree of the University, except where due acknowledgment has been made in the text. VICTORIA NANA POKU ………………………… ……………… . ………………. Candidate Signature Date DR. (MRS) F. DADSON ………………………. …………………. ……………….. Supervisor Signature Date F.E.KOFIGAH ………………………… ……………………… ………………… Head of Department Signature Date i DEDICATION I dedicate this work to my lovely daughter Princessa Maame Abena Boatema Frimpong. ii ACKNOWLEDGEMENT The successful completion of this study would not have been accomplished without the guidance, cooperation and support of a few people. Though it is impossible for me to pay them back commensurably, I would like to register my appreciation for their contribution to this piece of work. I am grateful to the Almighty God for his strength and protection over my family and also for bringing me this far. My profound gratitude also goes to my supervisor, Dr. Mrs. F. Dadson for having taken some time off her busy schedule to supervise my work. Dr, I am so grateful to you. May God continue to shower on you his favour and unflinching support to battle the challenges of life successfully. -
The Structure of Burkina Faso Kusaal
SIL Burkina Faso The Structure of Burkina Faso Kusaal Draft Edition Urs Niggli 2104 SIL, B.P. 1784, Ouagadougou, Burkina Faso Preface The dialect of Kusaal which forms the basis of the present study is that spoken in and around Youga in the southeast of Burkina Faso, very close to the boarder to Ghana. Roughly the same language dialect is also spoken across the border in Ghana at the western side of the “Nakambe” river which separates Eastern from Western Kusaal. While there are various works on aspects of the Kusaal language, of which most have been written in Ghana, I felt the need for a sketch of the main aspects of the phonology, morphology, syntax and discourse of the Burkina Faso Kusaal in order to better understand the overall structure of Kusaal and provide a tool for those who want to further develop this beautiful language. Our insight was helpful for the development of an orthography guide and of the edition of the first Burkina Kusaal primer that is being used since 2012 in literacy. We did a sketch on the phonology (chapter 2) followed by an outline of the Nominal morphology (chapter 3) as well as the Verbal morphology (chapter 4). For the syntax analysis (chapter 5) we employed a structure - function approach. We tried to understand and describe the predictable grammatical patterns for Kusaal and the predictable ways in which the order of words in a sentence can (or cannot) be influenced by what goes on in the relationship between speakers and hearers, as well as the world around. -
425983 FULLTEXT01.Pdf
THE USE OF KAŋA AS A SPECIFICITY MARKER IN DAGAARE DISCOURSE JOHN GANAAH A thesis submitted to the Department of Language and Communication Studies, Norwegian University of Science and Technology (NTNU), Trondheim, in partial fulfilment for the award of the degree of Master of Philosophy (Mphil). June 2011 i ABSTRACT This thesis discusses the use of „kaŋa‟ as a specificity marker in Dagaare discourse. The thesis also explores the status of „kaŋa‟ in various syntactic positions and contexts of occurrence in utterances and the interpretations it elicits in Dagaare discourse. ii DEDICATION To the four pillars of my life: God, my wife, my mom and my dad. Without you, my life would fall apart. Sometimes, I have no idea where life‟s road will lead me, but walking with you, and putting my faith in you, God, through this journey has given me the mental fortitude and inner strength to go a step further, anytime I feel like giving up. Thank you God! Miriam, you are everything for me, without your love and understanding I would not be able to make it. Mom, you have taught me so much, thanks for your confidence in me, and constant belief in my abilities. Daddy, you have been my role model. Your encouragement and unreserved faith in what I can accomplish have spurred me on. Though not a lawyer yet, this is an achievement in that direction. Thanks for inspiring my love for linguistics and the Dagaare language. We made it… iii ACKNOWLEDGEMENTS My deepest gratitude first goes to the Almighty God who has given me good health and sound mind throughout my studies in Norway and the urge, strength and wisdom to complete this work.