Mankon, Bambili, Nkwen, Pinyin, and Awing Bamenda
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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. -
Options for a National Culture Symbol of Cameroon: Can the Bamenda Grassfields Traditional Dress Fit?
EAS Journal of Humanities and Cultural Studies Abbreviated Key Title: EAS J Humanit Cult Stud ISSN: 2663-0958 (Print) & ISSN: 2663-6743 (Online) Published By East African Scholars Publisher, Kenya Volume-2 | Issue-1| Jan-Feb-2020 | DOI: 10.36349/easjhcs.2020.v02i01.003 Research Article Options for a National Culture Symbol of Cameroon: Can the Bamenda Grassfields Traditional Dress Fit? Venantius Kum NGWOH Ph.D* Department of History Faculty of Arts University of Buea, Cameroon Abstract: The national symbols of Cameroon like flag, anthem, coat of arms and seal do not Article History in any way reveal her cultural background because of the political inclination of these signs. Received: 14.01.2020 In global sporting events and gatherings like World Cup and international conferences Accepted: 28.12.2020 respectively, participants who appear in traditional costume usually easily reveal their Published: 17.02.2020 nationalities. The Ghanaian Kente, Kenyan Kitenge, Nigerian Yoruba outfit, Moroccan Journal homepage: Djellaba or Indian Dhoti serve as national cultural insignia of their respective countries. The https://www.easpublisher.com/easjhcs reason why Cameroon is referred in tourist circles as a cultural mosaic is that she harbours numerous strands of culture including indigenous, Gaullist or Francophone and Anglo- Quick Response Code Saxon or Anglophone. Although aspects of indigenous culture, which have been grouped into four spheres, namely Fang-Beti, Grassfields, Sawa and Sudano-Sahelian, are dotted all over the country in multiple ways, Cameroon cannot still boast of a national culture emblem. The purpose of this article is to define the major components of a Cameroonian national culture and further identify which of them can be used as an acceptable domestic cultural device. -
The Emergence of Tense in Early Bantu
The Emergence of Tense in Early Bantu Derek Nurse Memorial University of Newfoundland “One can speculate that the perfective versus imperfective distinction was, historically, the fundamental distinction in the language, and that a complex tense system is in process of being superimposed on this basic aspectual distinction … there are many signs that the tense system is still evolving.” (Parker 1991: 185, talking of the Grassfields language Mundani). 1. Introduction 1.1. Purpose Examination of a set of non-Bantu Niger-Congo languages shows that most are aspect-prominent languages, that is, they either do not encode tense —the majority case— or, as the quotation indicates, there is reason to think that some have added tense to an original aspectual base. Comparative consideration of tense-aspect categories and morphology suggests that early and Proto-Niger-Congo were aspect-prominent. In contrast, all Bantu languages today encode both aspect and tense. The conclusion therefore is that, along with but independently of a few other Niger-Congo families, Bantu innovated tense at an early point in its development. While it has been known for some time that individual aspects turn into tenses, and not vice versa, it is being proposed here is that a whole aspect- based system added tense distinctions and become a tense-aspect system. 1.2. Definitions Readers will be familiar with the concept of tense. I follow Comrie’s (1985: 9) by now well known definition of tense: “Tense is grammaticalised expression of location in time”. That is, it is an inflectional category that locates a situation (action, state, event, process) relative to some other point in time, to a deictic centre. -
CROSS-LINGUISTIC STUDY of SPELLING in ENGLISH AS a FOREIGN LANGUAGE: the ROLE of FIRST LANGUAGE ORTHOGRAPHY in EFL SPELLING a Di
CROSS-LINGUISTIC STUDY OF SPELLING IN ENGLISH AS A FOREIGN LANGUAGE: THE ROLE OF FIRST LANGUAGE ORTHOGRAPHY IN EFL SPELLING A Dissertation Presented to the Faculty of the Graduate School of Cornell University In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Nadezda Lvovna Dich August 2011 © 2011 Nadezda Lvovna Dich CROSS-LINGUISTIC STUDY OF SPELLING IN ENGLISH AS A FOREIGN LANGUAGE: THE ROLE OF FIRST LANGUAGE ORTHOGRAPHY IN EFL SPELLING Nadezda Lvovna Dich, Ph. D. Cornell University 2011 The study investigated the effects of learning literacy in different first languages (L1s) on the acquisition of spelling in English as a foreign language (EFL). The hypothesis of the study was that given the same amount of practice, English learners from different first language backgrounds would differ on their English spelling proficiency because different orthographies “train” spelling skills differently and therefore the opportunities for positive cross-linguistic transfer that benefits English spelling would differ across L1s. The study also predicted that cross-linguistic differences in English spelling would not be the same across different components of spelling proficiency because cross-linguistic transfer would affect some skills involved in spelling competence, but not others. The study tested native speakers of Danish, Italian, and Russian with intermediate to advanced EFL proficiency. The three languages were chosen for this study based on the differences in native language spelling skills required to learn the three orthographies. One hundred Danish, 98 Italian, and 104 Russian university students, as well as a control group of 95 American students were recruited to participate in the web-based study, which was composed of four tasks testing four skills previously identified as components of English spelling proficiency: irregular word spelling, sensitivity to morphological spelling cues, sensitivity to context-driven probabilistic orthographic patterns, and phonological awareness. -
AR 08 SIL En (Page 2)
Annual Report Being Available for Language Development > Word of the Director Laying the foundation In 1992 my wife and I visited the Boyo Division for the first time. We researched the effectiveness of the Kom mother tongue education project. I rode around on the motorbike of the literacy coordinator of the language project, and I enjoyed the scenic vistas and the challenge of travelling on mountainous roads, but above all the wonderful hospitality of the people. My time there made it very clear to me that for many children mother ton- gue education is indispensable in order to succeed in life. Many of them could not read after years of schooling in English! I vowed that my own contribution to language development in Cameroon would be to help chil- dren learn to read and write in their own language first. I made myself available so that children would learn better English, would be proud of their own culture and would be able to help build a better Cameroon. 2 Fifteen years later, I am still just as committed to that goal . I am exci- ted to see mother tongue education flourish again in the Kom area. Over the years SIL helped establish the Operational Programme for Administration the Teaching of Languages in Cameroon (PROPELCA) in many lang- in Cameroon in December 2007 uages in Cameroon, hand in hand with organisations like the National Association of Cameroon Language Committees (NACAL- George Shultz, CO) and the Cameroon Association for Bible Translation and Literacy General Director Steve W. Wittig, Director of (CABTAL). It started as an experiment with mother tongue education General Administration but has grown beyond that. -
The Dynamics of Bilingual Adult Literacy in Africa: a Case Study of Kom, Cameroon
The Dynamics of Bilingual Adult Literacy in Africa: A Case Study of Kom, Cameroon Jean Seraphin Kamdem THESIS SUBMITTED FOR THE DEGREE OF DOCTOR OF PHILOSOPHY School of Oriental and African Studies, University of London. 2010 ProQuest Number: 11015877 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 11015877 Published by ProQuest LLC(2018). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 DECLARATION OF OWNERSHIP I, the undersigned, hereby declare that the work presented in this thesis is my own work and has not been written for me in whole or part by any other person. Signed: J. S. Kamdem 2 | SOA Q lARY ABSTRACT This thesis investigates, describes and analyses adult literacy in local languages in Africa, with a focus on Kom, a rural community situated in the North West province of Cameroon. The thesis presents the motivations, relevance, importance and aims of the research; then gives an overview of the national and local backgrounds, namely Cameroon and Kom. A detailed description is given of the multilingual landscape and language use in formal education, the development of writing systems for Cameroonian languages, the official literacy activities at the national level, and the Kom language and community. -
Language Policies in African States – Updated, January 2012*
Language Policies in African States – Updated, January 2012* Ericka A. Albaugh Department of Government and Legal Studies Bowdoin College 9800 College Station Brunswick, ME 04011 Comments on the accuracy of coding are welcomed. Please address them to: [email protected] * Coding is refined and descriptions updated in Appendix A of Ericka A. Albaugh, State-Building and Multilingual Education in Africa (New York: Cambridge University Press, 2014). General trends remain the same. 1 TABLE A.1: CODING OF LANGUAGE USE IN EDUCATION Country Indep or 1960 1990 2004 2010 Algeria 0 2 2 2 Angola 0 0 0 4 Benin 0 0 3 3 Botswana 5 7 5 5 Burkina Faso 0 0 6 6 Burundi 7 7 7 7 Cameroon 0 0 4 4 Cape Verde 0 0 0 0 Central African Republic 0 0 0 0 Chad 0 1 4 4 Comoros 0 0 0 0 Congo, Dem. Rep. 4 8 8 8 Congo, Rep. 0 0 0 0 Cote d'Ivoire 0 0 4 4 Djibouti 0 0 0 4 Equatorial Guinea 0 0 0 0 Eritrea 10 N/A 10 10 Ethiopia 9 9 10 8 Gabon 0 0 0 0 Gambia 0 0 0 0 Ghana 0 8 4 4 Guinea 0 0 0 4 Guinea-Bissau 0 3 0 0 Kenya 0 8 6 6 Lesotho 7 7 7 7 Liberia 0 0 0 0 Madagascar 0 7 7 7 Malawi 8 7 6 5 Mali 0 4 6 6 Mauritania 1 4 1 1 Mauritius 0 0 0 0 Mozambique 0 0 4 6 Namibia 8 8 6 6 Niger 0 4 6 6 Nigeria 8 8 8 8 Rwanda 7 7 7 7 Sao Tome e Principe 0 0 0 0 Senegal 0 0 4 4 Seychelles 0 7 7 7 Sierra Leone 4 6 4 4 Somalia 1 7 5 5 South Africa 10 8 6 6 Sudan 1 2 4 4 Swaziland 0 7 5 5 Tanzania 5 9 9 9 Togo 0 0 0 0 Uganda 8 8 6 6 Zambia 0 0 4 4 Zimbabwe 4 6 6 4 2 For the coding in the table above, I distinguish between one or several languages used in education, and the extent the policy has penetrated the education system: “Experimental,” “Expanded,” or “Generalized.” The scale tries to capture the spectrum of movement from “most foreign” medium to “most local.” The numerical assignments describe the following situations: 0 European Language Only 1 European and Foreign African Language (e.g. -
The Nweh Narrative Genre: Implications on the Pedagogic Role of Translation
Justina Njika (Autor) The Nweh Narrative Genre: Implications on the Pedagogic Role of Translation https://cuvillier.de/de/shop/publications/314 Copyright: Cuvillier Verlag, Inhaberin Annette Jentzsch-Cuvillier, Nonnenstieg 8, 37075 Göttingen, Germany Telefon: +49 (0)551 54724-0, E-Mail: [email protected], Website: https://cuvillier.de Introduction 0.1 Aims and objectives This book explores some of the many facets of the narrative genre contained in the Nweh language of the Republic of Cameroon. The study, which is based on the author’s-guided collections of Nweh narratives, draws insight from the basic principles of Discourse Analysis (DA) to describe the nature and function of the Nweh narratives. The relevance of such knowledge to meaning-based translation as a useful pedagogic device in the contexts of Second Language Acquisition (SLA), is also depicted in the study. 0.2 Linguistic situation of Cameroon Language is one of man’s major assets; it serves as a mark of communal and individual identity. Before the colonial era, Africa enjoyed an integral and coherent traditional society. Yet, this socio- cultural serenity of the continent was Map 1: Cameroon (Administrative Regions) seriously upset during the colonial decades. Cameroon, one of the Sub Saharan African nations, suffered a grievous linguistic setback. The country, which adopts at least 250 indigenous languages, (Tadadjeu 1975), was exposed to three different colonial administrations (the German, the English and the French) with dissimilar linguistic contacts and policies. These varied colonial administrations resulted to the institution of two official languages (French and English) after independence (1960/1961), with Cameroon Pidgin English as a Lingua Franca. -
Sociolinguistic Documentation of Language Shift and Maintenance in Iyasa
SOCIOLINGUISTIC DOCUMENTATION OF LANGUAGE SHIFT AND MAINTENANCE IN IYASA A dissertation submitted to the Graduate Division of the University of Hawaiʻi at Mānoa in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY IN LINGUISTICS MAY 2020 by Anna K. Belew Dissertation committee: Lyle Campbell, co-chair Katie Drager, co-chair Andrea Berez-Kroeker G. Tucker Childs Vanessa Irvin Contents CONTENTS ............................................................................................................................................................. I ACKNOWLEDGMENTS .................................................................................................................................... III ABSTRACT .......................................................................................................................................................... IV CHAPTER 1: INTRODUCTION .......................................................................................................................... 1 1.1 Introduction ................................................................................................................................................... 1 1.2. Dissertation overview .................................................................................................................................... 1 1.3 Notes on navigating this dissertation .............................................................................................................. 5 1.3.1 List of transcription -
Prayer Cards | Joshua Project
Pray for the Nations Pray for the Nations Aguna in Benin Aja in Benin Population: 20,000 Population: 993,000 World Popl: 38,000 World Popl: 1,228,000 Total Countries: 2 Total Countries: 2 People Cluster: Yoruba People Cluster: Guinean Main Language: Aguna Main Language: Aja Main Religion: Ethnic Religions Main Religion: Ethnic Religions Status: Partially reached Status: Significantly reached Evangelicals: 8.0% Evangelicals: 11.0% Chr Adherents: 35.0% Chr Adherents: 30.0% Scripture: Translation Needed Scripture: Portions www.joshuaproject.net www.joshuaproject.net Source: Kerry Olson "Declare his glory among the nations." Psalm 96:3 "Declare his glory among the nations." Psalm 96:3 Pray for the Nations Pray for the Nations Anii in Benin Anufo, Chokossi in Benin Population: 47,000 Population: 25,000 World Popl: 66,000 World Popl: 229,000 Total Countries: 2 Total Countries: 3 People Cluster: Guinean People Cluster: Guinean Main Language: Anii Main Language: Anufo Main Religion: Islam Main Religion: Islam Status: Unreached Status: Partially reached Evangelicals: 1.00% Evangelicals: 5.0% Chr Adherents: 2.00% Chr Adherents: 10.0% Scripture: Unspecified Scripture: New Testament www.joshuaproject.net www.joshuaproject.net Source: Kerry Olson Source: Anonymous "Declare his glory among the nations." Psalm 96:3 "Declare his glory among the nations." Psalm 96:3 Pray for the Nations Pray for the Nations Batonu, Baruba in Benin Biali in Benin Population: 953,000 Population: 167,000 World Popl: 1,381,000 World Popl: 173,600 Total Countries: 4 Total -
A Grammar of Baba Malay with Sociophonetic Considerations (PDF)
A GRAMMAR OF BABA MALAY WITH SOCIOPHONETIC CONSIDERATIONS A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN LINGUISTICS DECEMBER 2014 By Nala Huiying Lee Dissertation Committee: Lyle Campbell, Chairperson Andrea Berez Robert Blust Katie Drager Barbara Watson Andaya Copyright © 2014 by Nala Huiying Lee ii Dedicated to the memory of Lee Tai San alias Yap Kim Seng, my Peranakan grandfather and Hung Kok Cheong, my Hockchia grandfather iii ACKNOWLEDGMENTS I had looked forward to many things. For example, being able to say, yes there is a doctor on board the plane and could I give you an aspirin? (Just kidding). Chief among which, I had always looked forward to writing this page, knowing that it would mark a particular milestone in my dissertation writing. Yet, this has been the most difficult page I have ever had to write in my thus-far short academic career, not because there is no one to thank, but because I am afraid I might have left you out, and if I do thank you here, there is a high chance that even the most profuse expression of gratitude falls short. Do bear with me as I attempt to do justice to all the kindness I have received. This dissertation was made possible, and due in no small part, to the encouragement and support of many people. My gratitude goes out to my key language consultants who have been nothing but generous with their time and language expertise. -
RAPID APPRAISAL SOCIOLINGUISTIC LANGUAGE SURVEY of NGAMAMBO of CAMEROON* Lilian Lem (University of Dschang) Edward Brye (SIL)
RAPID APPRAISAL SOCIOLINGUISTIC * LANGUAGE SURVEY OF NGAMAMBO OF CAMEROON Lilian Lem (University of Dschang) Edward Brye (SIL) SIL International 2008 SIL Electronic Survey Report 2008-008, June 2008 Copyright © 2008 Lilian Lem, Edward Brye, and SIL International All rights reserved 2 CONTENTS ABSTRACT 1 INTRODUCTION 1.1 Names 1.2 Locality and Population 1.3 History of the Ngamambo Speech Community 1.4 Linguistic Classification 1.5 Purpose of Survey 1.6 Background 2 METHODOLOGY 2.1 Rapid Appraisal 2.2 The Ngamambo Survey 3 RESEARCH RESULTS 3.1 Lexicostatistics 3.2 Dialect Situation 3.3 Multilingualism 3.3.1 Mother Tongue Use 3.3.2 English Language Use 3.3.3 Pidgin English Language Use 3.4 Language Vitality and Viability 3.4.1 Language Attitudes 3.4.2 Language Development Potential 3.5 Attitudes towards Language Development 4 SIL/CABTAL/NACALCO: ACTIVITIES AND PLANS 5 CONCLUSIONS AND RECOMMENDATIONS APPENDIX 1: ALCAM Lists for Ngamambo (3), Moghamo (1), and Meta (1) APPENDIX 2: Linguistic Map of Ngamambo and Neighboring Languages REFERENCES 3 ABSTRACT This report presents the findings of a sociolinguistic survey (Rapid Appraisal) of the Ngamambo speech community in the North West Province of Cameroon. Research was conducted in 2002 for the purpose of assessing the need for literacy and development of Ngamambo and closely related speech varieties. This survey includes 120-item wordlists from the Ngamambo, Moghamo, and Meta speech varieties. 1 INTRODUCTION This report describes a sociolinguistic survey (Rapid Appraisal) of the Ngamambo speech community conducted June 18–20, 2002 in three villages in the Santa Subdivision of the Mezam Division of the North West Province of Cameroon.