The Taxonomy of Nigerian Varieties of Spoken English
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A Sociolinguistic Profile of the Kyoli (Cori) [Cry] Language of Kaduna State, Nigeria
DigitalResources Electronic Survey Report 2020-012 A Sociolinguistic Profile of the Kyoli (Cori) [cry] Language of Kaduna State, Nigeria Ken Decker, John Muniru, Julius Dabet, Benard Abraham, Jonah Innocent A Sociolinguistic Profile of the Kyoli (Cori) [cry] Language of Kaduna State, Nigeria Ken Decker, John Muniru, Julius Dabet, Benard Abraham, Jonah Innocent SIL International® 2020 SIL Electronic Survey Report 2020-012, October 2020 © 2020 SIL International® All rights reserved Data and materials collected by researchers in an era before documentation of permission was standardized may be included in this publication. SIL makes diligent efforts to identify and acknowledge sources and to obtain appropriate permissions wherever possible, acting in good faith and on the best information available at the time of publication. Abstract This report describes a sociolinguistic survey conducted among the Kyoli-speaking communities in Jaba Local Government Area (LGA), Kaduna State, in central Nigeria. The Ethnologue (Eberhard et al. 2020a) classifies Kyoli [cry] as a Niger-Congo, Atlantic Congo, Volta-Congo, Benue-Congo, Plateau, Western, Northwestern, Hyamic language. During the survey, it was learned that the speakers of the language prefer to spell the name of their language <Kyoli>, which is pronounced as [kjoli] or [çjoli]. They refer to speakers of the language as Kwoli. We estimate that there may be about 7,000 to 8,000 speakers of Kyoli, which is most if not all the ethnic group. The goals of this research included gaining a better understanding of the role of Kyoli and other languages in the lives of the Kwoli people. Our data indicate that Kyoli is used at a sustainable level of orality, EGIDS 6a. -
Some Principles of the Use of Macro-Areas Language Dynamics &A
Online Appendix for Harald Hammarstr¨om& Mark Donohue (2014) Some Principles of the Use of Macro-Areas Language Dynamics & Change Harald Hammarstr¨om& Mark Donohue The following document lists the languages of the world and their as- signment to the macro-areas described in the main body of the paper as well as the WALS macro-area for languages featured in the WALS 2005 edi- tion. 7160 languages are included, which represent all languages for which we had coordinates available1. Every language is given with its ISO-639-3 code (if it has one) for proper identification. The mapping between WALS languages and ISO-codes was done by using the mapping downloadable from the 2011 online WALS edition2 (because a number of errors in the mapping were corrected for the 2011 edition). 38 WALS languages are not given an ISO-code in the 2011 mapping, 36 of these have been assigned their appropri- ate iso-code based on the sources the WALS lists for the respective language. This was not possible for Tasmanian (WALS-code: tsm) because the WALS mixes data from very different Tasmanian languages and for Kualan (WALS- code: kua) because no source is given. 17 WALS-languages were assigned ISO-codes which have subsequently been retired { these have been assigned their appropriate updated ISO-code. In many cases, a WALS-language is mapped to several ISO-codes. As this has no bearing for the assignment to macro-areas, multiple mappings have been retained. 1There are another couple of hundred languages which are attested but for which our database currently lacks coordinates. -
A Descriptive Analysis of French Teaching and the Place of Translation in Bachelor’S Curricula in Nigerian Universities
A descriptive analysis of French teaching and the place of translation in Bachelor’s curricula in Nigerian universities Gemanen Gyuse, Isabelle S. Robert & Jim J. J. Ureel University of Antwerp, Belgium Abstract Teaching French in Nigeria can help mitigate the communication barrier between Nigeria and its French-speaking neighbors. However, acquiring French and translating from English into French can present challenges to Bachelor students in Nigerian universities. This paper examines the context of teaching French studies and translation in Nigeria using the National Universities Commission Benchmark Minimum Academic Standards (NUC-BMAS) for undergraduates in the country, as well as other relevant documentary sources. Results show that French is taught at all levels of education and that translation has always been an integral part of the curriculum. Translation is not only taught to increase proficiency in French; it is a separate competence that can orient graduates towards self-employment. Further research is needed to ascertain exactly how translation is taught and how Bachelor students in Nigerian universities are translating into French. Keywords Curriculum design, French teaching, translation, Nigeria, universities Parallèles – numéro 31(2), octobre 2019 DOI:10.17462/para.2019.02.04 Gemanen Gyuse, Isabelle S. Robert & Jim J. J. Ureel A descriptive analysis of French teaching and the place of translation in Bachelor’s curricula in Nigerian universities 1. Introduction Although the emphasis in this paper is on French and translation in Nigeria, it is important to know that English is the official language of Nigeria, the country, having been colonized by the British between the 19th and 20th centuries (Araromi, 2013; Offorma, 2012). -
Proverbs, Tales, Fables, & Historical Fragments
n AFRICAN NATIVE LITERATURE, OR PROVERBS, TALES, FABLES, & HISTORICAL FRAGMENTS IN THE KANURI OR BORNU LANGUAGE. TO WHICH ARE ADDED A TRANSLATION OF THE ABOVE AND A KANLTJ -ENGLISH VOCABULAKY. BY REV. S. W. KOELLE, CHURCH MISSIONARY. LONDON: CHURCH MISSIONARY HOUSE, SALISBURY SQUARE. 1854. Princt-8 -shall come out of Egypt; Ethiopia shall soon stretch out her hands unto God. (Psalm LXVIU, 31.) Printed by C. and F. Unger in Berlin , 51. Markprafen Str. EIGHT BEV. DR W. HOFFMANN, GENERAL -SUPERINTENDENT OF THE UNITED CHURCH OF PRUSSIA, IN GRATEFUL REMEMBRANCE OF THE HAPPY YEARS DURING WHICH I ENJOYED HIS LUMINOUS AND ANIMATING INSTRUCTION, THIS VOLUME IS AFFECTIONATELY INSCRIBED BY THE AUTHOR. PEEFACE, 1 have now the pleasure of introducing to the friends of Africa, who arc interested in its languages and people, the last volume which has resulted from my lingual researches during a live years' stay in Sierra Leone. It connects itself with the Bornu Grammar, lately published, and contains a limited se- lection from the manuscript literature on which that Grammar is based , and a Vocabulary of the same language. These three; parts, the Grammar, the native Literature, and the Vocabu- lary, will be found to form something complete, as far as they go, in one of the most important Negro languages, hitherto unknown. The narratives which arc here communicated deserve spe- cial attention: they are not compositions, formed with difficulty by a foreigner, but they are the work of a genuine Negro mind, both in conception and expression; in them we hear a real Negro tongue speaking to us, we hear tales in the same language, and about the same words, in which they have been told over and over again to beguile many an idle hour in a land where nature's richest bounties are obtained without al- most any labour. -
Breaking Boko Haram and Ramping up Recovery: US-Lake Chad Region 2013-2016
From Pariah to Partner: The US Integrated Reform Mission in Burma, 2009 to 2015 Breaking Boko Haram and Ramping Up Recovery Making Peace Possible US Engagement in the Lake Chad Region 2301 Constitution Avenue NW 2013 to 2016 Washington, DC 20037 202.457.1700 Beth Ellen Cole, Alexa Courtney, www.USIP.org Making Peace Possible Erica Kaster, and Noah Sheinbaum @usip 2 Looking for Justice ACKNOWLEDGMENTS This case study is the product of an extensive nine- month study that included a detailed literature review, stakeholder consultations in and outside of government, workshops, and a senior validation session. The project team is humbled by the commitment and sacrifices made by the men and women who serve the United States and its interests at home and abroad in some of the most challenging environments imaginable, furthering the national security objectives discussed herein. This project owes a significant debt of gratitude to all those who contributed to the case study process by recommending literature, participating in workshops, sharing reflections in interviews, and offering feedback on drafts of this docu- ment. The stories and lessons described in this document are dedicated to them. Thank you to the leadership of the United States Institute of Peace (USIP) and its Center for Applied Conflict Transformation for supporting this study. Special thanks also to the US Agency for International Development (USAID) Office of Transition Initiatives (USAID/OTI) for assisting with the production of various maps and graphics within this report. Any errors or omis- sions are the responsibility of the authors alone. ABOUT THE AUTHORS This case study was produced by a team led by Beth ABOUT THE INSTITUTE Ellen Cole, special adviser for violent extremism, conflict, and fragility at USIP, with Alexa Courtney, Erica Kaster, The United States Institute of Peace is an independent, nonpartisan and Noah Sheinbaum of Frontier Design Group. -
Newsletter No. 57 Spring Term 2006
The Mount Malt Hill Egham Surrey TW20 9PB Email [email protected] Website www.rrf.org.uk Newsletter no. 57 Spring term 2006 Contents Editorial Jennifer Chew 3 A Story from Japan Peter Warner 4 Australian Inquiry into the Teaching of Reading Jennifer Chew 4 Jolly Phonics in The Gambia, Part Two Marj Hitching 6 You Can t Fool All Mona McNee 8 Comments from the National Union of Teachers on Jim Rose s Interim Report 11 Sound Foundations: The Intensive Synthetic-Phonics Pro- gramme for the Slowest Readers Tom Burkard 12 The Brightest Kids Need Help Too Sally R 15 Letterland: A Response to the Article in Newsletter 56 Elizabeth Nonweiler 17 Phonics: The Holy Grail of Reading? Jennifer Chew 22 Marilyn Jager Adams on The Three-Cueing System Geraldine Carter 26 Any opinions expressed in this newsletter are those of individual contributors. Copyright remains with the contributors unless otherwise stated. The editor reserves the right to amend copy. Reading Reform Foundation Committee Members Geraldine Carter Debbie Hepplewhite Lesley Charlton David Hyams (Chairman) Jennifer Chew OBE Sue Lloyd Jim Curran Prof. Diane McGuinness Maggie Downie Ruth Miskin Lesley Drake Fiona Nevola Susan Godsland Elizabeth Nonweiler Advisers: Dr Bonnie Macmillan Daphne Vivian-Neal RRF Governing Statement The Reading Reform Foundation is a non-profit-making organisation. It was founded by educators and researchers who were concerned about the high functional illiteracy rates among children and adults in the United Kingdom and in the English-speaking world. On the basis of a wealth of scientific evidence, members of the Reading Reform Foundation are convinced that most reading failure is caused by faulty instructional methods. -
A Recorded Text Survey of the Mfumte Speech Varieties and Rapid Appraisal Survey of Dzodinka
DigitalResources Electronic Survey Report 2015-004 A Recorded Text Survey of the Mfumte Speech Varieties and Rapid Appraisal Survey of Dzodinka Greg L. McLean A Recorded Text Survey of the Mfumte Speech Varieties and Rapid Appraisal Survey of Dzodinka Greg L. McLean SIL International® 2015 SIL Electronic Survey Report 2015-004, February 2015 © 2015 SIL International® All rights reserved Abstract The purpose of this survey was to determine the language development needs of the Mfumte people. The Mfumte ‘people under the palms’ live in the North West Region of Cameroon and in Taraba State, Nigeria. A Rapid Appraisal (RA) survey and a Recorded Text Testing (RTT) survey were carried out as the continuation of an RA survey completed in 1994. There were two goals in this present survey: (1) to determine the potential extensibility of literature based on the Kwaja, Koffa, and Lus speech varieties to the surrounding communities and (2) to understand the language use patterns, vitality, attitudes, and inter-intelligibility in the neighbourhoods of Adere. Based on the results of the RA and RTT surveys, it is recommended that language development work be started in three speech varieties: Adere (Dzodinka [add]), Koffa, and Kwaja [kdz]. (Lus is already under development.) By identifying the language needs in the Mfumte area, work can proceed on creating orthographies, dictionaries, and other written materials. Contents Abstract 1 Introduction 2 Background information 2.1 People and languages 2.1.1 Mfumte 2.1.2 Kwaja 2.1.3 Ndaktup 2.1.4 Dzodinka 2.2 -
The Status of the East Kainji Languages of Central Nigeria: Recent Research
The status of the East Kainji languages of Central Nigeria: recent research Version submitted for proceedings of the Hamburg meeting, March 2004, to mark the retirement of Professor Ludwig Gerhardt Roger Blench Mallam Dendo 8, Guest Road Cambridge CB1 2AL United Kingdom Voice/Answerphone/Fax. 0044-(0)1223-560687 E-mail [email protected] http://homepage.ntlworld.com/roger_blench/RBOP.htm Cambridge, Saturday, 02 October 2004 TABLE OF CONTENTS FIGURES..........................................................................................................................................................I 1. INTRODUCTION: THE IDENTIFICATION OF AN EAST KAINJI GROUP.................................. 2 2. EAST KAINJI LANGUAGES TODAY.................................................................................................... 2 3. LINGUISTIC FEATURES OF EAST KAINJI........................................................................................ 3 3.1 Phonology............................................................................................................................................... 3 Consonants................................................................................................................................................... 4 Tones............................................................................................................................................................. 5 3.2 Nominal morphology............................................................................................................................ -
The English Language and Tourism in Nigeria *
Joumal of the School Of General and BaSic Studies THE ENGLISH LANGUAGE AND TOURISM IN NIGERIA * Ngozi Anyachonkeya ABSTRACT Thispaper examines the role of English as a dynamic language in tapping and documenting the potentials and bounties of tourism in Nigeria. It argues that the English language is a potent instrument in harnessing tourism bounties of a people especially among the fifty-four member nations of the Commonwealth. In Nigeria the English language remains the most strategic language for the exploitation and marketing of tourism bounties available in the country. This is so because English is Nigeria's official language and language of unity in a multiethnic country like ours. In doing this, the paper makes a disclaimer. It is thefact that the author of thispaper is not an authority on Tourism. The burden of this paper therefore is to lay bare the indispensable role of English - a global dynamic language and language of globalization - in the i •• exploitation of tourism wealth of Nigeria, and in selling these bounties to world civilization for document. In the final analysis the paper makes the following declarations. We could practically do nothing without language. It is rather impossible that we could successfully discuss Tourism as an academic discipline in Nigeria in isolation of language, vis-a-vis, English, the arrowhead and 'DNA' of culture. In the same vein, it is rather a tragic mission to explore the bounties of Tourism in Nigeria and make same available to the global village outside the English language medium, in view of Nigeria's status as among the fifty-four member nations of the Commonwealth. -
The Maban Languages and Their Place Within Nilo-Saharan
The Maban languages and their place within Nilo-Saharan DRAFT CIRCUALTED FOR DISCUSSION NOT TO BE QUOTED WITHOUT PERMISSION Roger Blench McDonald Institute for Archaeological Research University of Cambridge Department of History, University of Jos Kay Williamson Educational Foundation 8, Guest Road Cambridge CB1 2AL United Kingdom Voice/ Ans (00-44)-(0)1223-560687 Mobile worldwide (00-44)-(0)7847-495590 E-mail [email protected] http://www.rogerblench.info/RBOP.htm This version: Cambridge, 10 January, 2021 The Maban languages Roger Blench Draft for comment TABLE OF CONTENTS TABLE OF CONTENTS.........................................................................................................................................i ACRONYMS AND CONVENTIONS...................................................................................................................ii 1. Introduction.........................................................................................................................................................3 2. The Maban languages .........................................................................................................................................3 2.1 Documented languages................................................................................................................................3 2.2 Locations .....................................................................................................................................................5 2.3 Existing literature -
Impact of Pidgin English on the Effective Learning of English Language Among Junior Secondary School Students in Port Harcourt
International Journal of Humanities and Social Science Vol. 9 • No. 6 • June 2019 doi:10.30845/ijhss.v9n6p10 Impact of Pidgin English on the Effective Learning of English Language among Junior Secondary School Students in Port Harcourt Obisike Iheanyi Osondu Ph.D. School Of Foundation Studies Rivers State College of Health Science & Technology Port Harcourt, Nigeria Nwala Michael Alozie Ph.D Department Of English Studies University of Port Harcourt Choba, Port Harcourt, Nigeria Mbong Joy Etaruwak Faculty of Education National Open University of Nigeria Abuja, Nigeria Abstract This study investigated mother tongue interference among junior secondary school students in Port Harcourt Local Government Area of Rivers State, Nigeria where Pidgin English is mostly used in communication and serves as the L1. It focused on “transfer of rules” errors. The study adopted a quantitative research design with a sample size of 120 students randomly selected from four schools in the study area. The questionnaire was used as the instrument for data collection. Frequencies, percentages and mean scores were used to analyse the data. Any item that scores above 50% was considered valid. The major findings show that the students had “Transfer of Rules” Error on Phonology; they had 54.4% incorrect responses on the realization of /θ/ and /z/. The respondents also had difficulty in the correct usage of the morpheme “er” in generating words; they had an overall mean score of 60.4% under incorrect responses. The study therefore recommended adequate and constant practice so as to overcome negative mother tongue transfer. Keywords: Pidgin English, mother tongue, target language, interference, language, communication, interaction; deviation 1. -
An Atlas of Nigerian Languages
AN ATLAS OF NIGERIAN LANGUAGES 3rd. Edition Roger Blench Kay Williamson Educational Foundation 8, Guest Road, Cambridge CB1 2AL United Kingdom Voice/Answerphone 00-44-(0)1223-560687 Mobile 00-44-(0)7967-696804 E-mail [email protected] http://rogerblench.info/RBOP.htm Skype 2.0 identity: roger blench i Introduction The present electronic is a fully revised and amended edition of ‘An Index of Nigerian Languages’ by David Crozier and Roger Blench (1992), which replaced Keir Hansford, John Bendor-Samuel and Ron Stanford (1976), a pioneering attempt to synthesize what was known at the time about the languages of Nigeria and their classification. Definition of a Language The preparation of a listing of Nigerian languages inevitably begs the question of the definition of a language. The terms 'language' and 'dialect' have rather different meanings in informal speech from the more rigorous definitions that must be attempted by linguists. Dialect, in particular, is a somewhat pejorative term suggesting it is merely a local variant of a 'central' language. In linguistic terms, however, dialect is merely a regional, social or occupational variant of another speech-form. There is no presupposition about its importance or otherwise. Because of these problems, the more neutral term 'lect' is coming into increasing use to describe any type of distinctive speech-form. However, the Index inevitably must have head entries and this involves selecting some terms from the thousands of names recorded and using them to cover a particular linguistic nucleus. In general, the choice of a particular lect name as a head-entry should ideally be made solely on linguistic grounds.