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African Language Resource Handbook: a Resource Handbook of the Eighty-Two Highest Priority African Languages

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African Language Resource Handbook: a Resource Handbook of the Eighty-Two Highest Priority African Languages DOCUMENT RESUME ED 256 170 FL 014 996 AUTHOR Dwyer, David J.; Yankee, Everyl TITLE African Language Resource Handbook: A Resource Handbook of the Eighty-two Highest Priority African Languages. Prepublication Edition. INSTITUTION Michigan State Univ., East Lansing. African Studies Center. SPONS AGENCY Department of Education, Washington, DC. PUB DATE Jan 85 GRANT G00-82-02163 NOTE 242p. PUB TYPE Reference Materials - Directories/Catalogs (132) EDRS PRICE , MF01/PC10 Plus Postage. DESCRIPTORS *African Languages; Afro Asiatic Languages; Dialects; Educational Policy; *Information Sources; *Language Classification; *Language Role; *Language Usage; Malagasy; Mauritian Creole; Native Language Instruction; Official Languages; Orthographic Symbols; Public Policy; Second Language Instruction; Sierra Leone Creole; *Writ In Language ABSTRACT A directory of the 82 African languages given high rriority for instruction in the United States contains a profile for each language that includes its classification and where It is spoken, the number of speakers, dialect situation, usage, orthography status, and listings of related human and institutional resourcesfor the purpose of systematizing instruction. The languages profiled are: Akan, Amharic, Anyi/Baule, Arabic, Bamileko, Bemba, Berber, Chewa/Nyanja, Chokwe/Lunda, Dinka (Agar/Bor/ Padang), Ebira, Edo (Bini), Efik/Ibibio/Anaang, Ewe/Mina/Fon (Gbe), Fulfulde (Fulani/Peul, Fula), Ganda (oluGanda, Luganda), Gbaya, Gogo, Gurage, Hausa, Hehe, Idoma, Igbo, ijo, Kalnnjin(Nandi/Kipsigis), Kamba, Fanuri, Kikuyu, Kongo (Kituba), Kpelle, Krio/Pidgin (Cluster), isru/Bassa, Lingala, Lozi (Silozi), Luba (Chiluba), Luo/Acholi/Lango, Luyia, Maasai, Makua/Lomwe, Malagasy, Mandingo, Mauritian Creole, Mbundu (Kiumbundu), Mende/2:Adi/Loko, Meru, Mongo/Nkundo, More, Nema, Nubian, Nuer, Nupe, Nyakusa, Nyoro, Oromo, Ruandu/Rundi, Sango, Sara, Senufo (Senari), Serer, Shona, Sidamo, Somali, Songhai, Soninke, Sotho/Tswana, Sukuma/Nyamwezi, Suppire, Susu, Swahili, Temne, Teso/Turkana, Tigrinya, Tiv, Tsonga, Tumbuka, Umbundu, Venda, Wolof, Xhosa/Zulu/Swazi, Yao (Makonde), Yoruba, and Zande. Appendices (40% of the document) include: (1) a list of '...anguages by priority category; (2) institutional and individual questionnaires;(3) a bibliography; (4) listings of resource persons and institutions; (5) a country by country listing of thepriority languages; and (6) a listing of languages and the country where it is spoken. (MSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************A.t************************ FL AFRICAN STUDIES CENTER Michtsan State University CD N- r-1 1:1 LA rsj AFRICAN LANGUAGE L RESOURCE HANDBOOK 0- U.S. DEPARTMENT OF EDUCATION NATIONAIINS1 ITUTF OF EDUCATION 0 FOUCA I IONAI ;RI, INFORMATION (F '.1k II 0 PI( ATh.,dot r iiiiii I howl,roptrodur (1{1as (II r1.1%.1 If DAVID DWYER Li r,Vd.,011,11 MI110, .1.1,1.. h1.1, t11.01, 11.1,11 to inlp,OVe with ,rPf,dllf 11..,. EVERY L YANKEE' re iii.tot . (. 2 1 BEST COPY AVAILABLE A RESOURCE HANDBONK OF THE EIGHTYTlow HIGHEST PRIORITY AFRICAN LANGUAGES mollaim,...11 By David J. Dwyer and Everyl Yankee . * Prepublication Edition January 1985 4 This book is dedicated to those with their energies and their lives are working to rid c the world of Apartheid. 4 BEST COPYAim"/". ACKNOWLEDGEMENTS We are first and foremost indebted to the United States Department of Education, fortheir financial support and encouragement of this project. This project also could not have been carried out without the supportof the large numberof people (see appendix C) who supplied direct information for the individual language profiles presented in this volume. Thirdly, we aregrateful to the journals, Studios in AfricanLinguistics and The Journal of African Languages and Linguistics for publishing notices concerning this project. Fourthly, I wish to gratefully acknowledge the support from the African Studies Center, and especiallyMelba Lacey and Julie Smith. In the preparation of the manuscripts we acknowledge the fine typingof Kristine Isbell and Saundra Redmond. And finally we thank the. projectassistants, Kay Irish, Everyl Yankee," and Penny Clark for their serious and diligent work. Each of these assistants provided the project with invaluable skills which lead to the success of the final project. CONTENTS PART I: THE DESIGN OF THE DIRECTORY I. Introduction 1 II. The Structure of the Directory III. The Structure of the Profiles 17 PART II: THE PROFILES Akan 25 Amharic 27 Anyi/Baule 29 Arabic 30 Bamileke 33 Bemba 34 Berber 35 Chewa/Nyanja 37 Chokwe/Lunda 39 Dinka (Agar/Bor/Padang) 40 Ebira 41 Edo (Bini) 42 Efik/Ibibio/Anaang 43 Ewe/Mina/Fon (Gbe) 44 Fulfulde (Fulani/Peul, Fula) 46 Ganda (oluGanda, Luganda) 48 Gbaya 50 Gogo 51 Gurage 52 Hausa 53 Hehe 55 Idoma 56 Igbo 56 Ijo 59 Kalenjin (Nandi/Kipsigis) 60 Kamba 61 Kanuri 62 Kikuyu 63 Kongo (Kituba) 64 Kpelle 66 Krio/Pidgin (Cluster) 67 Kru/Bassa 69 Lingala 71 Lozi (Silozi) 73 Luba (Chiluba) 74 Luo/Acholi/Lango 75 Luyia 76 Maasai/ 78 Malcia/Lomwe 79 Malagasy 80 Mandingo 81 Mauritian Creole 83 Mbundu (Kiumbundu) 84 Mende/Bandi/Loko 85 Meru 87 Mongo/Nkundo 88 More 89 Nama 90 Nubian 91 Nuer 92 Nupe 93 Nyakusa 94 Nyoro 95 Oromo 96 Ruanda/Rundi 98 Sango 100 Sara 102 Senufo (Senari) 104 Serer 105 Shona 106 Sidamo 108 Somali 109 Songhai 112 Soninke 113 Sotho/Tswana 114 Sukuma/Nyamwezi 116 Suppire 117 Susu 118 Swahili 119 Temne 124 Teso/Turkana 125 Tigrinya 126 Tiv 127 Tsonga 128 Tumbuka 129 Umbundu 130 Venda 131 Wolof 132 Xhosa/Zulu/Swazi 134' yao (Makonde) 136 Yoruba 137 Zande 139 PART III. APPENDICIES A. Languages by Priority Category 140 B. Group D updates 141 C. Acknowledgements 142 D. Institutional Questionnaire 144 E. Individual Questionaire 145 F. Bibliography 147 G. Individual Addresses 154 H. Institutional Resources, addresses 199 I. Country language listings 228 J. Language country listings 230 K. New Institutional/Individual Questionaire 232 L. Language Fact Update Form 234 I. Introduction 1. Background This directory represents the efforts of a project designed to provide for the first time, a listingin handbookform of the human, institutional and material resources currentlyavailable for and pertinent to the study ofa select set of African languages. It is part of a general project being undertakenby the Africanist community in the United States to approach systematically the problemof most effectively offering instruction in Africa'sover2,000modern languages. One important stepin this project was taken at the March 1979 conference entitled "African Language Instruction in the United States: Directions and Priorities for the 1980's" held on the campus ofMichigan State University. Participants representing the major African Studies Centers in the Unitedstates produced a set of recommendations of how they felt that instruction in African languages in this country could proceedmost effectively. These recommendations included a listing of the "82 highest-priority"African langauges insofar as their teaching in the United States is concerned (see Appendix A). It is with this set of 82 languages that this directory deals. The project was made possible through a grant from the U.S. Department ofEducation, with considerable support from the African Studies Centerand the College of InternAonal Programs at Michigan State University, alongwiththe worldwide cooperation and support of the Africanist community (including individuals and institutions whose names appear throughout these pages). In addition, appendix C contains an alphabeticallisting of individuals whose contributions to this project merit special recognition. 1.1 The ))iversity of African Languages The reasons for choosing to study an African language are much the same as for any language.However, the choiceof which language to study is complicated by the fact that Africa has morelinguistic diversity, that is, more languagesper unit area, than anyother area ofcomparable size inthe world. Estimates of the number of African languages, which some say are too conservative, centeraround2000 distinct languages. This alone is reason enough why language in Africa must be seen in a very different perspective from that usually taken in the West, where weare accustomed to thinking in terms of one language per nation. Although we are aware of exceptions- Canada is struggling with its bilingualism, Switzerland has its trilingualismand in the United States thereis the sizable Hispanic influence and language use - these exceptions are still a far cry from the African situation where one finds, on the average, around 37 languages spoken per country. 1.2 Policy Implications This extensive multilingualism leads to a whole array of policy problems of which non-Africans are only vaguelyaware. For example, what should a government'spolicy be on language use in the area of government, education and commerce? These decisions are not easily made, for they maywell favor onegroup of speakers over another. Furthermore, the consequences of these policies raise otherpolicy matters concerning the use of writtenmaterials such as, legal and official doct'ments and text books. Thesematters in turn lead to questions of how to standardize those languages which lack written traditions: questions which include the establishment ofan orthography, spelling conventions, and the identification of a standard dialect from among several competitors. 2.1 Language Offerings
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