Definiteness and Specificity in Runyankore-Rukiga
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Language Surveys in Developing Nations
DOCUMENT RESUME ED 104 170 FL 006 842 AUTHOR Ohannessian, Sirirpi, Ed.; And Others TITLE Language Surveys in Developing Nations. Papersand Reports on Sociolinguistic Surveys. PUB DATE 75 NOTE 227p. AVAILABLE FROMCenter for Applied Linguistics,1611 North Kent Street, Arlington, Virginia 22209($8.50) EDRS PRICE Mr-$0.76 RC Not Available from EDRS..PLUS POSTAGE DESCRIPTORS *Developing Nations; Evaluation Methods; Language Patterns; Language Planning: *LanguageResearch; Language Role; *Language Usage;Nultilingualism; Official Languages; Public Policy;Sociocultural Patterns; *Sociolinguistics; *Surveys ABSTRACT This volume is a selection of papers preparedfor a conference on sociolinguistically orientedlanguage surveys organized by the Center for Applied Linguisticsand held in New York in September 1971. The purpose of theconference vas to review the role and function of such language surveysin the light of surveys conducted in recent years. The selectionis intended to give a general picture of such surveys to thelayman and to reflect the aims of the conference. The papers dealwith scope, problems, uses, organization, and techniques of surveys,and descriptions of particular surveys, and are mostly related tothe Eastern Africa Survey. The authors of theseselections are: Charles A. Ferguson, Ashok R. Kelkar, J. Donald Bowen, Edgar C.Polorm, Sitarpi Ohannessiam, Gilbert Ansre, Probodh B.Pandit, William D. Reyburn, Bonifacio P. Sibayan, Clifford H. Prator,Mervyn C. Alleyne, M. L. Bender, R. L. Cooper aLd Joshua A.Fishman. (Author/AN) Ohannessian, Ferquson, Polonic a a Center for Applied Linqirktie,, mit Language Surveys in Developing Nations papersand reportson sociolinguisticsurveys 2a Edited by Sirarpi Ohannessian, Charles A. Ferguson and Edgar C. Polomd Language Surveysin Developing Nations CY tie papers and reports on 49 LL sociolinguisticsurveys U S OE P MAL NT OF NEAL spt PERMISSION TO REPRODUCETMIT. -
Languages of New York State Is Designed As a Resource for All Education Professionals, but with Particular Consideration to Those Who Work with Bilingual1 Students
TTHE LLANGUAGES OF NNEW YYORK SSTATE:: A CUNY-NYSIEB GUIDE FOR EDUCATORS LUISANGELYN MOLINA, GRADE 9 ALEXANDER FFUNK This guide was developed by CUNY-NYSIEB, a collaborative project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the Graduate Center, The City University of New York, and funded by the New York State Education Department. The guide was written under the direction of CUNY-NYSIEB's Project Director, Nelson Flores, and the Principal Investigators of the project: Ricardo Otheguy, Ofelia García and Kate Menken. For more information about CUNY-NYSIEB, visit www.cuny-nysieb.org. Published in 2012 by CUNY-NYSIEB, The Graduate Center, The City University of New York, 365 Fifth Avenue, NY, NY 10016. [email protected]. ABOUT THE AUTHOR Alexander Funk has a Bachelor of Arts in music and English from Yale University, and is a doctoral student in linguistics at the CUNY Graduate Center, where his theoretical research focuses on the semantics and syntax of a phenomenon known as ‘non-intersective modification.’ He has taught for several years in the Department of English at Hunter College and the Department of Linguistics and Communications Disorders at Queens College, and has served on the research staff for the Long-Term English Language Learner Project headed by Kate Menken, as well as on the development team for CUNY’s nascent Institute for Language Education in Transcultural Context. Prior to his graduate studies, Mr. Funk worked for nearly a decade in education: as an ESL instructor and teacher trainer in New York City, and as a gym, math and English teacher in Barcelona. -
Herent Complement Verbs in Ibibio Viktoria Apel
Contents Acknowledgments ........................................................................... 1 Schedule ..................................................................................... 2 Abstracts .................................................................................... 10 Conference Venue ........................................................................... 50 Nearby Dining and Attractions ............................................................. 51 Notes ........................................................................................ 54 Invited Speakers Firmin Ahoua,Akin Akinlabi, and Gildas Gondo ....................................12 When a five-way opposition does not represent a five-tone language: The case of Dan Jeff Good .............................................................................10 Stability under contact as a guide to reconstruction: Noun classes, argument alignment, and the Macro-Sudan belt Tom G¨uldemann .....................................................................14 A shared pronominal canon in the Macro-Sudan belt: typological, areal and geneological aspects Claire Halpert .......................................................................11 Surmountable Barriers Sharon Rose .........................................................................13 Areal vowel harmony patterns in the Nuba Mountains and Beyond Papers and Posters Hasiyatu Abubakari ..................................................................28 Contrastive focus particles in Kusaal -
The International Status of Kiswahili: the Parameters of Braj Kachru's
The International Status of Kiswahili: The Parameters of Braj Kachru’s Model of World Englishes by Patrick Lugwiri Okombo, MA [email protected] Nairobi, Kenya & Edwin Muna, MA [email protected] Nairobi, Kenya Abstract This paper critically examines the status of Kiswahili as an international language within the parameters of Braj Kachru’s sociolinguistic construct – “Model of World Englishes”, that works to analyze how sociolinguistic histories, multicultural backgrounds and contexts of function influence the use of English in different regions of the world. In our view, such a model yields fairly objective results. Thus, the results of this paper are that Kiswahili perfectly meets the standards of an international language within Braj Kachru’s model, albeit with few disparities. The paper concludes that Kiswahili’s growth into an international language is clearly taking the trends taken by English as examined by Kachru. Hence, the findings reinforce Kiswahili’s geo- political significance as it recommends the creation of conditions that would encourage its spread and influence in the world. Key words: Kiswahili, international language, world Englishes, native speaker 55 Africology: The Journal of Pan African Studies, vol.10, no.7, September 2017 Introduction Kiswahili is an indigenous African language whose origin, according to many researchers, is the coast of Eastern Africa. Traditionally, it was regarded as the language of the coastal communities of Kenya and Tanzania. It remained the language of the people of East African coast for a long time. It is argued that the early visitors and traders, such as the Arabs and Persians who came to the East African coast, used to speak with the natives in Kiswahili. -
THE ROLE of READING in ENHANCING ENGLISH SECOND LANGUAGE LEARNING of ORDINARY LEVEL LEARNERS in NAMIBIA By
THE ROLE OF READING IN ENHANCING ENGLISH SECOND LANGUAGE LEARNING OF ORDINARY LEVEL LEARNERS IN NAMIBIA By Sylvia Ndapewa Ithindi Submitted in partial fulfilment of the requirements for the degree PHILOSOPHIAE DOCTOR Faculty of Education Department of Humanities Education University of Pretoria SUPERVISOR: Dr A. Engelbrecht CO-SUPERVISOR: Dr L.J. de Jager August 2019 Declaration of authorship I, Sylvia Ndapewa Ithindi, hereby declare that this thesis entitled, The role of reading in enhancing English Second Language learning in Namibia, which I hereby submit for the degree Philosophiae Doctor in Humanities Education, at the University of Pretoria, is my own work and has not previously been submitted by me for a degree at this or any other tertiary institution. i Ethics certificate ii Language editor Cell: 083 455 3723 Address: 9 Tiger Road Monument Park 0181 PRETORIA E-mail: [email protected] To whom it may concern This is to confirm that I, MJ de Jager, edited the language in the PhD dissertation, The role of reading in enhancing English second language learning in Namibia, by Sylvia Ndapewa Ithindi. The onus was on the author to attend to all my suggested changes and queries. Furthermore, I do not take responsibility for any changes effected in the document after the fact. MJ DE JAGER 5 October 2019 iii Dedication This study is dedicated to my children, Aino Ndamana Tangi Matheus, Simon Nanyooshili Tangeni Matheus, and my nephew Samuel Kalitheni Shiindi, in the hope that they will all complete their studies and lead successful independent, career lives. iv Acknowledgements I would like to express my sincere gratitude to all those who love and supported me and made my long, yet fruitful journey, worth completing. -
Profiles of Multilingualism in Kampala: an Analysis of Language Biographies and Linguistic Repertoires of University Students
PROFILES OF MULTILINGUALISM IN KAMPALA: AN ANALYSIS OF LANGUAGE BIOGRAPHIES AND LINGUISTIC REPERTOIRES OF UNIVERSITY STUDENTS By FLORENCE TENDO BAYIGA Dissertation presented for the degree of Doctor of Philosophy in General Linguistics in the faculty of Arts and Social Sciences at Stellenbosch University Supervisor: Prof. Christine Anthonissen Co-supervisor: Dr. Ondene Van Dulm March 2016 Stellenbosch University https://scholar.sun.ac.za DECLARATION By submitting this dissertation, I declare that I understand what constitutes plagiarism, that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights, and that I have not previously in its entirety or in part submitted it for obtaining any qualification. ................................................................................. .......................................................... Name Date Copyright ©2016 Stellenbosch University All rights reserved i Stellenbosch University https://scholar.sun.ac.za DEDICATION I dedicate this work to my three children who persevered staying without mummy for months as I was away for studies. I pray that they have the charisma to persevere even more challenges to achieve great goals in life. ii Stellenbosch University https://scholar.sun.ac.za ABSTRACT This is a sociolinguistic study that investigates the language biographies and repertoires that underpin the kinds of linguistic knowledge students in Kampala, Uganda have acquired by the time they enter university. The study relates such biographies and repertoires to the status of the various languages represented in the study. The concepts of ‘multilingualism’ and ‘linguistic repertoire’ are central to this study as they are relevant to multilingual African communities where a wide variety of indigenous languages are recorded. -
The African Storybook and Teacher Identity
THE AFRICAN STORYBOOK AND TEACHER IDENTITY by Espen Stranger-Johannessen A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Language & Literacy Education) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) December 2017 © Espen Stranger-Johannessen, 2017 Abstract The African Storybook (ASb) is a digital initiative that promotes multilingual literacy for African children by providing openly licenced children’s stories in multiple African languages, as well as English, French, and Portuguese. One of the ASb pilot sites, a primary school in Uganda, served as the focal case in this research, while two other schools and libraries were also included. Data was collected from June to December 2014 in the form of field notes, classroom observations, interview transcripts, and questionnaires, which were coded using retroductive coding. Based on Darvin and Norton’s (2015) model of identity and investment, and drawing on the Douglas Fir Group’s (2016) framework for second language acquisition, this study investigates Ugandan primary school teachers’ investment in the ASb and how their identities change through the process of using the stories and technology provided by the ASb. The findings indicate that the use of stories expands the repertoire of teaching methods and topics, and that this use is influenced by teachers’ social capital as well as financial factors and policies. Through the ASb initiative and its stories, the teachers began to imagine themselves as writers and translators; change agents; multimodal, multiliterate educators; and digital educators, reframing what it means to be a reading teacher. Teachers’ shifts of identity were indexical of their enhanced social and cultural capital as they engaged with the ASb, notwithstanding ideological constraints associated with mother tongue usage, assessment practices, and teacher supervision. -
NABOTU Publishing in Uganda.Indd
1VCMJTIJOHJO 6HBOEB XJUIOPUFTGSPN"GSJDB "3FWJFX *LPKB0EPOHP +3 1I% 5IF1VCMJTIJOH*OEVTUSZ-JUFSBUVSF4VSWFZXBTQBSUPGUIF1"-."GSJDB1SPKFDUGVOEFECZ*%3$ Publishing in Uganda with notes from Africa: Publishing in Uganda with notes from Africa: A Review Ikoja-Odongo, J.R, PhD. 1 Publishing in Uganda with notes from Africa: About the Author 2 Publishing in Uganda with notes from Africa: NABOTU P O Box 25412 KAMPALA, Uganda Copyright @information You are free: To share — copy, distribute and transmit the work Under the following conditions: Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work). to attribute this work: What does “Attribute this work” mean? You can use the HTML to cite the work. Doing so will also include metadata on your page so that others can find the original work as well. Noncommercial — You may not use this work for commercial purposes. Share Alike — You may alter, transform, or build upon this Work provided you share under the same license. With the understanding that: Waiver — Any of the above conditions can be waived if you get permission from the copyright holder. Other Rights — In no way are any of the following rights affected by the license: Your fair dealing or fair use rights; 3 Publishing in Uganda with notes from Africa: Table of contents Table of contents ............................................................................................................. 4 2.1 Uganda: Country profile ....................................................................................7 2.2 Education policies and their relationship to publishing ............................ 9 3.0 Language Policy ...................................................................................................... 15 4.0 The Concept of Publishing .................................................................................. -
Pointing out Possession and Existence in Adamorobe Sign Language
VICTORIA NYST 235 Chapter 11 Pointing out possession and existence in Adamorobe Sign Language Victoria Nyst ADAMOROBE SIGN LANGUAGE Adamorobe Sign Language (AdaSL) is used in a small village in Ghana of about 1400 inhabitants where a high incidence of hereditary deafness has persisted over many generations. Both deaf and hearing villagers use AdaSL, which is entirely unrelated to Ghanaian Sign Language (GSL), the ASL-based national sign language of Ghana. Compared to the sign languages studied to date, AdaSL has a number of distinctive features that set it apart structurally. These include the absence of entity classifier handshapes in verbs of motion, an unusual system for the expression of size and shape, and idiosyncratic iconicity phenomena, in particular the types of spatial projections allowed (Nyst 2007). The relatively large number of hearing AdaSL signers seems to have caused some of these atypical, language-specific features. References: Amedofu, K. G. (1993). News from Ghana. Signpost 6:1. Amedofu, K. G., Brobby, G. W. and G. Ocansey (1999). Congenital Non-Syndromal Deafness at Adamarobe, an isolated Ghanaian village: Prevalence, incidence and audiometric characteristics of deafness in the village (Part I). Journal of the Ghana Science Association 1(2): 63-9. Brobby, G. W., Müller-Myhsok, B. and R. D. Horstmann (1998). Connexin 26 R143W Mutation Associated with Recessive Nonsyndromic Sensorineural Deafness in Africa. The New England Journal of Medicine 338: 548-50. David, J. B. (1972). Deafness in Ghana- a personal record. Seminar on Deafness, Accra, Ghana, September 4th-8th, 1972. London: Commonwealth Society for the Deaf. David, J. B., Edoo, B. -
International Journal of Research P-ISSN: 2348-6848 E-ISSN: 2348-795X Volume 08 Issue 02 February 2021
International Journal of Research p-ISSN: 2348-6848 e-ISSN: 2348-795X Volume 08 Issue 02 February 2021 National Varieties Of English Rev. Fr. (Dr.) Augustine Owusu-Addo Catholic University College of Ghana, Fiapre, P.O. Box 363, Sunyani [email protected] Atianashie Miracle Atianashie University of California. Wilmington, DE 19899, U.S.A [email protected] Abstract This mission aims in analyzing the various varieties of English on the basis of national boundaries. English is the most widely-spoken language in the world, having the different status of being the official language of multiple countries. Though the English language is uniform with important variations in spelling current between American English and British English, the dialect or accent is usually the element which allows one to distinguish the various types of English out there. Like most languages, there are varieties of English also, but the distinction isn't quite as notable as you might see in other languages.In the thick Ugandan English into the French-themed Canadian British, the assortments of accents gift are equally diverse and beautiful. Aside from accents, there is a tendency for individuals to combine English with their regional lingo to create a hybrid variety of English language that's as colorful as the culture within that nation. Keywords: Language, English, linguistics, people Introduction According to Richard (2020), in sociolinguistics, speech variety--also known as lect--is a Linguists commonly utilize language variety (or simply number ) as a cover term for any of those overlapping subcategories of a speech, such as dialect, register, jargon, and idiolect. -
Functional Markers in Sign Languages Sandro Zucchi, Carol Neidle, Carlo Geraci, Quinn Duffy and Carlo Cecchetto
10 Functional markers in sign languages Sandro Zucchi, Carol Neidle, Carlo Geraci, Quinn Duffy and Carlo Cecchetto 1 Lexical morphemes and grammatical morphemes It is a common observation that grammatical morphemes often develop gradually from lexical morphemes.1 Some languages show this fact more transparently than others. For example, Sebba (1997) observes that creoles and pidgins often use lexi- cally contentful elements with the meaning of ‘finish’ or ‘done’ as functional markers signaling that the event described by the sentence occurs before the time of utterance: (1) mo fin mahze (Mauritian Creole) I finish eat ‘I ate.’ (2) me waka kba (Sranan Tongo) I walk finished ‘I had walked.’ (3) mipela I ting olsem i mas dai pinis (Tok Pisin) we him think anyhow him must die finish ‘We think he must have died.’ (4) a don kom (Pidgin of West Africa) I done come ‘I have come.’ Similar examples from other spoken languages are offered by Pfau and Steinbach (2006). In Rama (a spoken language of Nigeria), the verb aktul meaning ‘finish’ is now used as a completive marker, and in Lhasa (spoken in Tibet), the verb tshaa meaning ‘finish’ marks perfective aspect.2 Examples of this sort are also quite common in sign languages.3 For instance, the signs FINISH and FATTO belonging, respectively, to American Sign Language 197 198 Sign Languages (ASL) and Italian Sign Language (LIS), can both occur as lexically contentful main verbs with the meaning of ‘finish’ (or ‘done’) and as aspectual/temporal mor- phemes. Both signs, when acting as grammatical morphemes, also exhibit a pecu- liar behavior with negation and negative quantifiers. -
Ufahamu: a Journal of African Studies
UCLA Ufahamu: A Journal of African Studies Title The Cultural Content of a Second Language Program Permalink https://escholarship.org/uc/item/1k28v27c Journal Ufahamu: A Journal of African Studies, 2(2) ISSN 0041-5715 Author Jones, Beatrice Publication Date 1971 DOI 10.5070/F722016593 Peer reviewed eScholarship.org Powered by the California Digital Library University of California -24- THE CULTURAL CONTENT OF A SECOND LANGUAGE PROGRAM by Beatrice Jones Colonial and post-colonial systems of education in Africa have often been criticized for creating a sense of inferiority concerning both their language and their culture in the minds of young Africans who undergo formal school ing (1). Although programs of education have substantially changed in many African countries that have become independ ent, one factor has remained constant throughout colonial and post-colonial days - the use of a non-African language as the medium of instruction in, at least. the secondary stage of schooling. This factor implies another- the introduction of the language of instruction as a school subject at an early stage and the continued teaching of it to a high level of proficiency. It is therefore useful to consider the role that a second language can play in the cultural development of independent African nations. The topic is too vast to be handled either comprehensively or in great detail in a paper of this length. I cannot hope to do more than suggest certain points that should be taken into consideration when making a decision con cerning the amount and kind of cultural content that should enter into a second language program (2).