ASPECTS of AKAN PERSUASIVE LANGUAGE by Kofi Agyekum
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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. -
Iconicity in the Adamorobe Sign Language and the Akuapem Twi (Ideophones)
We speak with our hands and voices: Iconicity in the Adamorobe Sign Language and the Akuapem Twi (ideophones) Mary Edward Thesis for the degree of Master of Philosophy in Linguistics Department of Linguistic, Literary and Aesthetic Studies University of Bergen, Norway Spring Semester, 2015 UNIVERSITETET I BERGEN 0 Universitetet i Bergen Institutt for lingvistiske, litterære og estetiske studier LING350 Masteroppgave i lingvistikk Vårsemester 2015 We speak with our hands and voices: Iconicity in the Adamorobe Sign Language and the Akuapem Twi (ideophones) Mary Edward i Abstract This research drew on the linguistic concept of iconicity and with a period of three months, five deaf signers of the Adamorobe community and some unspecified Akuapem Twi (Akan) speakers were studied and interviewed. The Adamorobe Sign Language examples categorised for retrieval are size and shape, time expression, verbal directionality and emotive and cognitive function. The ideophones of Akuapem Twi examples given in this thesis, based on the implicational hierarchy are sound, touch, movement, smell, vision and size and shape. This thesis showed out that iconicity is highly exhibited in the Adamorobe Sign Language and the ideophones of Akuapem Twi. There are levels of iconicity demonstrated in each. The research used an iconic scale of 1-5 to check the levels of iconicity; 5-4 representing the highest iconicity and 1 representing the lowest iconicity. This scale was personally developed to aid in categorising the levels of iconicity and it was identified that some of the iconic element are higher in iconicity while others are low. The AdaSL and the ideophones of Akuapem Twi have Highly Iconic Structures that have strong iconic resemblance of the form. -
Emmanuel Nicholas Abakah. Hypotheses on the Diachronic
1 Hypotheses on the Diachronic Development of the Akan Language Group Emmanuel Nicholas Abakah, Department of Akan-Nzema, University of Education, Winneba [email protected] Cell: +233 244 732 172 Abstract Historical linguists have already established the constituent varieties of the Akan language group as well as their relationships with other languages. What remains to be done is to reconstruct the Proto- Akan forms and this is what this paper sets out to accomplish. One remarkable observation about language is that languages change through time. This is not to obscure the fact that it is at least conceivable that language could remain unchanged over time, as is the case with some other human institutions e.g. various taboos in some cultures or the value of smile as a nonverbal signal. Be that as it may, the mutually comprehensible varieties of the codes that constitute the Akan language group have evidently undergone some changes over the course of time. However, they lack adequate written material that can take us far back into the history of the Akan language to enable any diachronic or historical linguist to determine hypotheses on their development. Besides, if empirical data from the sister Kwa languages or from the other daughters of the Niger-Congo parent language were readily available, then the reconstruction of the Proto-Akan forms would be quite straightforward. But, unfortunately, these are also hard to come by, at least, for the moment. Nevertheless, to reconstruct a *proto-language, historical linguists have set up a number of methods, which include the comparative method, internal reconstruction, language universals and linguistic typology among others. -
On Language and Development in Africa: the Case of Ghana* ADAMS B
Nordic Journal of African Studies 5(2): 31-51 (1996) On Language and Development in Africa: The Case of Ghana* ADAMS B. BODOMO Norwegian University of Science and Technology, Norway ABSTRACT In their search for solutions to the development problems of Africa, students of African development have often ignored linguistic and other socio-cultural resources (Prah 1993). When linguistic issues are addressed at all, the fact that there is a multiplicity of languages in African countries is often seen as a hindrance to the development of the continent. This paper focuses on the relationship between language and development and offers a specific proposal for addressing issues of language policy and planning in Africa. Taking the language situation in Ghana as a case study, a model of development communication and education termed localized trilingualism is proposed; a model, it is believed, will enable Africa to harness its multilingual resources for accelerated and sustainable socio-cultural, economic and technological development in the 21st century. INTRODUCTION The theme of this paper is better highlighted by the story of some young agricultural extension officers and their experiences on one of their first field trips. These young African experts graduated from one of the universities in Africa and were ready to impart new farming technologies to rural farmers in various areas of their country. On the very first day of their jobs they came to terms with one issue which had apparently been neglected in the course of their training: language, that most important tool of communication. In spite of all the academic theorizing about sharing new technologies with the indigenous people, apparently nobody ever thought that these scholars were going to start working with people, the majority of whom did not communicate in their language of education, in the language in which all the wonderful theories of agricultural extension were propounded. -
Jet the Translation of Kristos As Kristo in the Dangme Mother Tongue
THE TRANSLATION OF KRISTOS AS KRISTO IN THE DANGME MOTHER TONGUE TRANSLATION OF THE NEW TESTAMENT VISITED Kuwornu-Adjaottor Jonathan E. T Abstract The writer contends that Greek word Kristos should be translated and spelt Klisto in the Dangme New Testament because the Dangme orthography has no “r;” the nearest in sound is “l.” Comparing the way New Testament is generally taught with the methodology used at three institutions in Ghana, and the results the usage of such a methodology, it is being recommended that New Testament Greek in Ghana/Africa should be taught with the Greek New Testament and the mother-tongue translations of the New Testament. This will allay the fears of students who get scared at the start of the study of New Testament Greek, and motivate them to get interest in the discipline from the unset. Further, it will help students to apply what they learn to their study of the New Testament as a whole. Key words: Kristos, Klristo, Klisto, Dangme orthography, Dangme mother-tongue translation of the New Testament. Introduction The word Christ appears in English and most European languages. It is derived from the Greek Kristos, transcribed in Latin as Christus in the New Testament to describe Jesus. Christ is now often used as a name, one part of the name “Jesus,” but is actually a title, the Messiah. Its usage “Christ Jesus” emphasises its nature as a title (Doniger, 1999: 212; Pannenberg, 1977: 30-31). In the Septuagint (LXX) version of the Hebrew Bible, the word Kristos is used to translate the Hebrew mashiach, Messiah, meaning “anointed” (Zanzig, 1999: 314; Etynonline, 2013). -
The Choice of English As a Home Language in Urban Ghana
Current Issues in Language Planning ISSN: 1466-4208 (Print) 1747-7506 (Online) Journal homepage: https://www.tandfonline.com/loi/rclp20 The choice of English as a home language in urban Ghana Grace Ampomaa Afrifa, Jemima Asabea Anderson & Gladys Nyarko Ansah To cite this article: Grace Ampomaa Afrifa, Jemima Asabea Anderson & Gladys Nyarko Ansah (2019) The choice of English as a home language in urban Ghana, Current Issues in Language Planning, 20:4, 418-434, DOI: 10.1080/14664208.2019.1582947 To link to this article: https://doi.org/10.1080/14664208.2019.1582947 Published online: 05 Mar 2019. Submit your article to this journal Article views: 63 View Crossmark data Citing articles: 1 View citing articles Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=rclp20 CURRENT ISSUES IN LANGUAGE PLANNING 2019, VOL. 20, NO. 4, 418–434 https://doi.org/10.1080/14664208.2019.1582947 The choice of English as a home language in urban Ghana Grace Ampomaa Afrifa, Jemima Asabea Anderson and Gladys Nyarko Ansah Department of English, University of Ghana, Accra, Ghana ABSTRACT ARTICLE HISTORY In this paper, we investigate the choice of English as a home Received 16 March 2018 language in Ghana, a multilingual nation where 81 languages are Accepted 12 February 2019 spoken by a population of about 27 million people. In the past, KEYWORDS while English was reserved as the de facto language of official English; Ghana; home domains, e.g., government business and education, Ghanaian language; language shift; languages were used in informal domains such as homes, markets multilingualism and churches. -
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. -
Education Experts' Perceptions of the Ghanaian Language Policy and Its
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Lauda Osei Twumasi Ankrah Education Experts’ Perceptions of the Ghanaian Language Policy and Its Implementation ACADEMIC DISSERTATION To be publicly defended with the permission of the Faculty of Education at the University of Lapland in lecture room 10 on 26 August 2015 at 12 noon Acta electronica Universitatis Lapponiensis 176 University of Lapland Faculty of Education Opponent: Prof. Johanna Lasonen Custos: Adj. Prof. Satu Uusiautti Supervisors: Prof. Kaarina Määttä and Adj. Prof. Satu Uusiautti Copyright: Osei Twumasi Ankrah Layout: Taittotalo PrintOne Distribution: Lapland University Press P.O. Box 8123 FI-96101 Rovaniemi, Finland phone + 358 40 821 4242 [email protected] www.ulapland.fi/lup Printed Acta Universitatis Lapponiensis 308 ISSN 0788-7604 ISBN 978-952-484-846-6 Pdf Acta electronica Universitatis Lapponiensis 176 ISSN 1796-6310 ISBN 978-952-484-847-3 ABstract Osei Twumasi Ankrah Education Experts’ Perceptions of the Ghanaian Language Policy and Its Implementation Rovaniemi: University of Lapland, 2015, 177 pages Acta Universitatis Lapponiensis 308 ISSN 0788-7604 ISBN 978-952-484-846-6 In African countries, the indigenous languages have been shadowed by the English language, and even in post independent period, many African countries still use their colonizers’ languages in their official transactions and deliberations, as well as media of instruction in their schools. Previous research suggests that academic achievement is improved when students learn in their local or native languages. The language policy in Ghana stipulates that local languages be used for instructions in basic school levels up to class three. -
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The Ghana Journal of Linguistics is a double-blind peer-reviewed scholarly journal appearing twice a year (not including special issues), published by the Linguistics Association of Ghana. Beginning with Volume 2 (2013) it is published in electronic format only, open access, at https://gjl.laghana.org and https://www.ajol.info/index.php/gjl/. However, print-on-demand copies can be made available on application to Mr. Fred Labi of Digibooks Ghana Ltd.: [email protected] or +233246493842. The Editors welcome papers on all aspects of linguistics. Articles submitted should not have been published previously. The Editors welcome reports on research in progress and brief notices of research findings, as well as news of general interest to linguists. The Editors also welcome books from authors and publishers for review in the Ghana Journal of Linguistics. They may be sent to Dr. Ọbádélé Kambon, Editor-in-Chief, Ghana Journal of Linguistics, University of Ghana, P.O. Box LG 1149, Legon, Accra, Ghana. Anyone who wishes to review a particular book is invited to contact the editor. As of January of 2016, GJL switched from an email-based article submission process to the use of website-based Open Journal Systems (OJS) software, which allows tracking of submissions, double-blind reviews, copyediting, production, and publication. We encourage linguists and scholars interested in linguistics to visit GJL’s website https://gjl.laghana.org to peruse past issues and to submit their articles. To submit an article, the author must create an account at GJL’s website. Upon account creation, the author should complete all required information including the author’s full name in the form it should appear in print, plus current academic or professional position, field of research interest(s) and a short bio statement. -
The Languages of the Akan Peoples
The African e-Journals Project has digitized full text of articles of eleven social science and humanities journals. This item is from the digital archive maintained by Michigan State University Library. Find more at: http://digital.lib.msu.edu/projects/africanjournals/ Available through a partnership with Scroll down to read the article. TH3 LANGUAGES OP TEH! AKM PEOPLES* By Florence Abena Dolphyne There are various groups of people who call themselves "Akan"» They inhabit most of the area that covers the forest and coastal belts bounded in the west by the Bandama River in the Ivory Coast and in the eagt by the Volta River in Ghana, and include the Anyi, the Baule? the Nzema? the Ahanta, the Fante? the Asante, the Akuapan, the Akyem, the Brong, etc All of than seem to share certain common cultural traits that distinguish them from other ethnic groups in T/est Africa* Linguists (Greenberg, 1963? and Westermann .and Bryan, 1952) have used the name "Akan" to refer to the group of languages spoken in the geographical area referred to above, so that their use of the name "Akan" more or less coincides with the ethnographic use of the name* Greenberg' s <*Akan" language group is made up of six different languages which are Anyi, Baule, Twi, Guangs Metyibo and Abure, while Westermann and Bryan1 s is made up of the Twi-Fante dialect clusters the Anyi-Baule dialect clusters and the Guang dialect cluster.. In the 1950's the name KAkan» was officially adopted in Ghana as the name for the language whose written dialects are Asante, Akuapem *This paper was written in 1975 for the "Kwame Da-aku Memorial Volume*1* - a volume dedicated to the memory of the late historian, Dr. -
Developing a Twi (Asante) Dictionary from Akan Interlinear Glossed Texts
Proceedings of the 1st Joint SLTU and CCURL Workshop (SLTU-CCURL 2020), pages 294–297 Language Resources and Evaluation Conference (LREC 2020), Marseille, 11–16 May 2020 c European Language Resources Association (ELRA), licensed under CC-BY-NC Developing a Twi (Asante) Dictionary from Akan Interlinear Glossed Texts Dorothee Beermann, Lars Hellan, Pavel Mihaylov, Anna Struck Department of Language and Literature, Norwegian University of Science and Technology, Norway {lars.hellan, dorothee.beermann}@ntnu.no Abstract Traditionally, a lexicographer identifies the lexical items to be added to a dictionary. Here we present a corpus-based approach to dictionary compilation and describe a procedure that derives a Twi dictionary from a TypeCraft corpus of Interlinear Glossed Texts. We first extracted a list of unique words. We excluded words belonging to different dialects of Akan (mostly Fante and Abron). We corrected misspellings and distinguished English loan words to be integrated in our dictionary from instances of code switching. Next to the dictionary itself, one other resource arising from our work is a lexicographical model for Akan which represents the lexical resource itself, and the extended morphological and word class inventories that provide information to be aggregated. We also represent external resources such as the corpus that serves as the source and word level audio files. The Twi dictionary consists at present of 1367 words; it will be available online and from an open mobile app. Keywords: lexicographical resources, Akan data, Akan lexicographical model, online dictionary 1. Introduction the above is shown in Figure 1 and will be described in the main body of the article in more detail. -
Editor's Introduction
Capturing Students’ Target Language Exposure Collaboratively, on Video – The Akan (Twi) Example Seth Antwi Ofori University of Wisconsin – Madison Abstract: The video project at the center of this paper is one of the strategies the author has been utilizing in teaching Akan as a foreign language aimed at reinforcing aspects of Akan covered in a given semester, specifically as students transition through different levels of language instruction and acquisition or go home on vacation. The significance of this project lies in the fact that it promotes language documenta- tion and material development in less-documented languages, and also, in the fact that it gives foreign language learners the opportunity to reinforce their target language exposure on vacation, or as they transition through the different levels of study, because each student gets a copy of the video to watch with their communities outside of the classroom. 1. Introduction The non-availability of videos for teaching Akan as a second language, coupled with students’ inability to retain target language materials, largely as a result of a long school vacation during which they have no access to their new language, are problems that led to this idea of requiring and organizing students each semester to cap- ture much of their language exposure on video. The video at the cen- ter of this article is worth sharing because, while there have been countless articles, dissertations (and even books) on the various me- thods of teaching a foreign language through video (Morris 2000, Steele and Johnson 2000, Rhodes and Pufahl 2004), there have been virtually none on students of less commonly taught, funded, and do- cumented languages working together each semester to document their target language exposure through video.