Perspectives of Comparative Studies on the Mande and West Atlantic Language Groups: 1 an Approach to the Quantitative Comparative Linguistics
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Stump, Morphotactics Lecture 2, 7-10-17.Pdf
7-6-17 Morphotactics 1 1. Canonical typology 2. Canonical inflection 3. Canonical morphotactics 7-6-17 Morphotactics 2 1. Canonical typology ✔ ︎ 2. Canonical inflection ✔ ︎ 3. Canonical morphotactics 7-10-17 Morphotactics 3 First off, what is morphotactics? The internal patterns according to which a language’s complex word forms are defined constitute its morphotactics. In the morpheme-based approaches to morphology that emerged in the twentieth century, a language’s morphotactic principles are constraints on the concatenation of morphemes (a perspective still held by many linguists). In rule-based conceptions of morphology, by contrast, a language’s morphotactic principles are constraints on the interaction of its rules of morphology in the definition of a word form. 7-10-17 Morphotactics 4 First off, what is morphotactics? The internal patterns according to which a language’s complex word forms are defined constitute its morphotactics. In the morpheme-based approaches to morphology that emerged in the twentieth century, a language’s morphotactic principles are constraints on the concatenation of morphemes (a perspective still held by many linguists). In rule-based conceptions of morphology, by contrast, a language’s morphotactic principles are constraints on the interaction of its rules of morphology in the definition of a word form. 7-10-17 Morphotactics 5 First off, what is morphotactics? The internal patterns according to which a language’s complex word forms are defined constitute its morphotactics. In the morpheme-based approaches to morphology that emerged in the twentieth century, a language’s morphotactic principles are constraints on the concatenation of morphemes (a perspective still held by many linguists). -
Outlines of a Grammar of the Susu Language, West Africa, Compiled
Indian Institute, Oxford. l^rmAv tfjCk/y/cfrH. &nei4^tj}(c*-' OUTLINES OF A GRAMMAR OF THE SITSU LANGUAGE (WEST AFRICA). " Compiled, with the assistance of THE REV. J. H. DUPORT, of the West Indian Mission to the Powjas, By r. r. LONDON: Snttttg for promoting Christian JtooMtbgi. SOLD AT THB DEPOSITORIES, 77 GBEAT QUEEN STREET, LINCOLN'S INN FIELDS ; 4 ROYAL EXCHANGE ; 48 PICCADILLY ; AND BY ALL BOOKSELLERS. OUTLINES- OF A GRAMMAR OF THE SUSU LANGUAGE. There are two dialects of the language, differing chiefly in pronunciation, and in words of foreign origin : the one, the Solima Susu, spoken in the interior ; the other, the Kise-kise Susu, spoken near the coast. It is to the latter dialect that this Gram mar refers. It is much used in commerce along the coast between the Gambia and Sierra Leone. The Susu has many words in common with the Mandenga, and a few with the Tene. Most of its religious terms, as is generally the case with the West African languages, are borrowed from the Arabic. In its accidence and syntax it differs very much from the Mandenga. B 4 SUSU GRAMMAR. ORTHOGRAPHY. The following letters and notation appear to ex press conveniently the sounds which occur in the Susu language : — . a pronounced as a short in man, or a long in father. 6 ey in they. e » e in men. ( ee in see. i i in mint. 6 o in bone. 0 » o in hot. u oo in moon, or nearly o in do. u >i u in full. ai >j aye. -
Ideologies of Honorific Language
Pragmatics2:3.25 l -262 InternationalPrasmatics Association IDEOLOGIES OF HONORIFIC LANGUAGE Judith T. Irvine 1. Introductionr All sociolinguisticsystems, presumably, provide some meansof expressingrespect (or disrespect);but only some systems have grammaticalized honorifics. This paper comparesseveral languages - Javanese,Wolof, and Zulu, plus a glance at ChiBemba - with regard to honorific expressionsand the social and cultural frameworks relevant thereto.2The main questionto be exploredis whether one can identiff any special cultural concomitants of linguistic systems in which the expression of respect is grammaticalized. Javanese"language levels" are a classicand well-describedexample of a system for the expressionof respect. In the sensein which I shall define "grammaticalized honorifics,"Javanese provides an apt illustration.Wolof, on the other hand, does not. Of course,Javanese is only one of several Asian languageswell known for honorific constructions,while Wolof, spokenin Senegal,comes from another part of the globe. But the presence or absence of honorifics is not an area characteristic of Asian languagesas opposed to African languages.As we shall see, Zulu has a system of lexicalalternates bearing a certain typological resemblanceto the Javanesesystem. Moreover,many other Bantu languages(such as ChiBemba) also have grammaticalized honorifics,but in the morphology rather than in the lexicon. Focusing on social structure instead of on geographical area, one might hypothesizethat grammaticalized honorifics occur where there are royal courts (Wenger1982) and in societieswhose traditions emphasize social rank and precedence. Honorificswould be a linguisticmeans of expressingconventionalized differences of rank.The languagesI shall comparewill make it evident,however, that a hypothesis causallylinking honorifics with court life or with entrenchedclass differences cannot be 1 An earlierversion of this paperwas presentedat a sessionon "Languageldeology" at the 1991annual meeting of the AmericanAnthropological Association. -
Multilingual Texting in Senegal
Names U ma puce: multilingual texting in Senegal Kristin Vold Lexander, University of Oslo [email protected] Working paper presented to the Media Anthropology Network e-seminar European Association of Social Anthropologists (EASA) 17-31 May 2011 http://www.media-anthropology.net/ Abstract Multilingualism is an important aspect of African urban life, also of the lives of students in Dakar. While the students usually write monolingual texts, mainly in French, their text messages involve the use of African languages too, in particular of the majority language Wolof, as well as Arabic and English, often mixed in one and the same message. With the rapid rise in the use of mobile phones, texting is becoming increasingly central as a means of communication for the students, and the social network with whom they text is growing. This working paper investigates texting as literacy practices (cf. Barton & Hamilton 1998), putting the accent on language choices: what role do they play in constructing these new practices? What are the motivations and the functions of the students’ languages choices? The analysis is based on six months of fieldwork in Dakar, during which I collected 496 SMS and interviewed and observed the 15 students who had sent and received the messages. I will focus on the practices of three of the students: Baba Yaro, a Fula-speaker born outside Dakar who has come to the Senegalese capital to undertake his studies, Christine, a Joola-speaker born in Dakar, and the Wolof-speaker Ousmane, from the suburb. I argue that in order to manage relationships and express different aspects of their identity, the students both exploit and challenge dominant language attitudes in their texting. -
Wolof Informational Report
Rhode Island College M.Ed. In TESL Program Language Group Specific Informational Reports Produced by Graduate Students in the M.Ed. In TESL Program In the Feinstein School of Education and Human Development Language Group: Wolof Author: Amanda Roy Program Contact Person: Nancy Cloud ([email protected]) Wolof Informational Report By: Amanda Roy TESL 539 Fall 2011 Where is Wolof Spoken? The language of Wolof belongs to the Atlantic branch of the Niger-Congo language family. It totals approximately 7 million speakers within the following countries. Senegal Gambia Mauritania France Guinea Guinea-Bissau Mali www.everyculture.com/Sa-Th/Senegal.html Writing System Wolof was first written in Wolofal which is a version of Arabic script. This is still used by some of the older male population in Senegal. http://www.omniglot.com/writing/wolof.htm Writing System Continued In 1974, the Wolof orthography using the Latin alphabet was standardized and became the official script in Senegal for Wolof. A a B b C c D d E e Ë ë F f G g I I J j K k L l M m N n Ñ ñŊŋ O o Pp Q q R r S s T t U u W w X x Y y Assane Faye, a Senegalese artist, also created an alphabet for Wolof in 1961. It goes from right to left and has some similarities to the Arabic script. Sometimes Wolof is written with this alphabet. http://www.omniglot.com/writing/wolof.htm What does Wolof sound like? Doomiaadamayéppdanuyjuddu, yam citawfeexci sag aksañ-sañ. -
Annex H. Summary of the Early Grade Reading Materials Survey in Senegal
Annex H. Summary of the Early Grade Reading Materials Survey in Senegal Geography and Demographics 196,722 square Size: kilometers (km2) Population: 14 million (2015) Capital: Dakar Urban: 44% (2015) Administrative 14 regions Divisions: Religion: 95% Muslim 4% Christian 1% Traditional Source: Central Intelligence Agency (2015). Note: Population and percentages are rounded. Literacy Projected 2013 Primary School 2015 Age Population (aged 2.2 million Literacy a a 7–12 years): Rates: Overall Male Female Adult (aged 2013 Primary School 56% 68% 44% 84%, up from 65% in 1999 >15 years) GER:a Youth (aged 2013 Pre-primary School 70% 76% 64% 15%,up from 3% in 1999 15–24 years) GER:a Language: French Mean: 18.4 correct words per minute When: 2009 Oral Reading Fluency: Standard deviation: 20.6 Sample EGRA Where: 11 regions 18% zero scores Resultsb 11% reading with ≥60% Reading comprehension Who: 687 P3 students Comprehension: 52% zero scores Note: EGRA = Early Grade Reading Assessment; GER = Gross Enrollment Rate; P3 = Primary Grade 3. Percentages are rounded. a Source: UNESCO (2015). b Source: Pouezevara et al. (2010). Language Number of Living Languages:a 210 Major Languagesb Estimated Populationc Government Recognized Statusd 202 DERP in Africa—Reading Materials Survey Final Report 47,000 (L1) (2015) French “Official” language 3.9 million (L2) (2013) “National” language Wolof 5.2 million (L1) (2015) de facto largest LWC Pulaar 3.5 million (L1) (2015) “National” language Serer-Sine 1.4 million (L1) (2015) “National” language Maninkakan (i.e., Malinké) 1.3 million (L1) (2015) “National” language Soninke 281,000 (L1) (2015) “National” language Jola-Fonyi (i.e., Diola) 340,000 (L1) “National” language Balant, Bayot, Guñuun, Hassanya, Jalunga, Kanjaad, Laalaa, Mandinka, Manjaaku, “National” languages Mankaañ, Mënik, Ndut, Noon, __ Oniyan, Paloor, and Saafi- Saafi Note: L1 = first language; L2 = second language; LWC = language of wider communication. -
Comparing Causal-Noncausal Alternation in Three West-African Families in Contact: Atlantic, Mel and Mande Stéphane Robert, Sylvie Voisin
Comparing causal-noncausal alternation in three West-African families in contact: Atlantic, Mel and Mande Stéphane Robert, Sylvie Voisin To cite this version: Stéphane Robert, Sylvie Voisin. Comparing causal-noncausal alternation in three West-African fami- lies in contact: Atlantic, Mel and Mande. 2019. hal-02095862v2 HAL Id: hal-02095862 https://hal.archives-ouvertes.fr/hal-02095862v2 Preprint submitted on 12 Mar 2020 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Comparing causal-noncausal alternation in three West-African families in contact: Atlantic, Mel and Mande Stéphane Robert and Sylvie Voisin LLACAN, CNRS & INALCO and Aix-Marseille University & DDL [email protected] and [email protected] Abstract: This paper investigates the coding of causal-noncausal alternation in three West- African families of languages, studying divergence and convergence within and between these families. Atlantic, Mande and Mel languages belong to the same Niger-Congo phylum but display quite different typological profiles and have long lasting historical contacts in Senegal and the surrounding areas. In order to evaluate the correlation between typological profile and valence orientation and to identify contact-induced changes, the same eighteen verb-pair meanings have been analysed for all the documented Atlantic languages, and for the Mande and Mel languages in contact with them. -
The West Indian Mission to West Africa: the Rio Pongas Mission, 1850-1963
The West Indian Mission to West Africa: The Rio Pongas Mission, 1850-1963 by Bakary Gibba A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of History University of Toronto © Copyright by Bakary Gibba (2011) The West Indian Mission to West Africa: The Rio Pongas Mission, 1850-1963 Doctor of Philosophy, 2011 Bakary Gibba Department of History, University of Toronto Abstract This thesis investigates the efforts of the West Indian Church to establish and run a fascinating Mission in an area of West Africa already influenced by Islam or traditional religion. It focuses mainly on the Pongas Mission’s efforts to spread the Gospel but also discusses its missionary hierarchy during the formative years in the Pongas Country between 1855 and 1863, and the period between 1863 and 1873, when efforts were made to consolidate the Mission under black control and supervision. Between 1873 and 1900 when additional Sierra Leonean assistants were hired, relations between them and African-descended West Indian missionaries, as well as between these missionaries and their Eurafrican host chiefs, deteriorated. More efforts were made to consolidate the Pongas Mission amidst greater financial difficulties and increased French influence and restrictive measures against it between 1860 and 1935. These followed an earlier prejudiced policy in the Mission that was strongly influenced by the hierarchical nature of nineteenth-century Barbadian society, which was abandoned only after successive deaths -
Focus in Atlantic Languages Stéphane Robert
Focus in Atlantic languages Stéphane Robert To cite this version: Stéphane Robert. Focus in Atlantic languages. Ines Fiedler and Anne Schwarz. The Expression of Information Structure. A documentation of its diversity across Africa., John Benjamins, pp.233-260, 2010, Typological Studies in Language 91, 10.1075/tsl.91.09rob. halshs-00724855 HAL Id: halshs-00724855 https://halshs.archives-ouvertes.fr/halshs-00724855 Submitted on 2 Mar 2021 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. 1 In Fiedler, Ines and Anne Schwarz (eds.), 2010, The Expression of Information Structure. A documentation of its diversity across Africa. Amsterdam: John Benjamins: 233-260 [Typological Studies in Language 91]. https://doi.org/10.1075/tsl.91.09rob Prefinal version Focus in Atlantic languages Stéphane ROBERT LLACAN, INALCO, CNRS stephane.robert@ cnrs.fr Abstract: This paper presents an overview of the formal markings characteristic of focus in Atlantic languages and reflection on some problematic uses of focused forms. A common (but not universal) feature of these languages is the use of verb morphology (in various ways) to express focus. What is most remarkable in several Atlantic languages (and apparently specific to this group) is that (1) verb forms indicate the syntactic status of the focused constituent; (2) these verb forms often merge focus, aspect, and voice features. -
1 Chapter 1 Introduction 1.1 Overview of the West Atlantic Languages As Wolof Has Not Been Widely Studied in the Generative Trad
Chapter 1 Introduction 1.1 Overview of the West Atlantic Languages As Wolof has not been widely studied in the generative tradition, this section will serve to situate it in phyletic and geographic context. Wolof is a member of the Atlantic (or “West Atlantic”) sub-branch of the Niger-Congo family. Although classification schemes differ, it is generally agreed that the Atlantic subfamily represents one of the earliest branchings within the Niger-Congo phylum (Greenberg 1963, Ruhlen 1991, Heine and Nurse 2000). In fact, as a group, the Atlantic languages are unfortunately largely understudied. With the exception of Fula, linguistic materials on the Atlantic languages are typically scarce and scattered. These range from descriptions and traditional traditional grammars to pedagogical works, word lists, and dictionaries. Within the descriptive tradition, detailed linguistic works and grammars have been written for Fula (Sylla 1992), Kissi (Childs 1995), and Noon (Soukka 2000), for example. The most widely studied Atlantic language is Fula, which has a descriptive literature and a fair number of analytical works. Note though, that it has been the phonological system of Fula that has attracted the attention of most scholars. After Fula, the number of analytical and descriptive works drops precipitously. Even Wolof, one of the national languages of Senegal, has been little investigated overall. Within the literature on Wolof, it has been the phonological system that has been the center of study, especially vowel harmony (Ka 1989, Ndiaye 1995, Sy 2003).1 Descriptive works on Wolof include Diagne 1971, Mangold 1977, Church 1981, Dialo 1981, and Ka 1981. The only extensive analytical treatments of Wolof syntax are Njie 1981 and Dunigan 1994.2 Wolof is a member of the Senegambian group of the Northern branch in Atlantic. -
Homosexuality in the Ghanaian Media: a Preliminary Survey
International Journal of Linguistics, Literature and Culture (Linqua- IJLLC) October 2014 edition Vol.1 No.2 HOMOSEXUALITY IN THE GHANAIAN MEDIA: A PRELIMINARY SURVEY Charles Quist-Adade, PhD Faith Bates Nubwa Wathanafa Kwantlen Polytechnic University Abstract This paper examines how homosexuality is represented in the Ghanaian media. More specifically, it focuses on newspaper articles from GhanaWeb for the years 2008 - 2011. This research discussesthe prevalence of negative stereotypes abouthomosexuality in the Ghanaian media, and reveals the ways in which the type of language used by the Ghanaian media stigmatizes, dehumanizes, and others the homosexual population.This paper argues that homosexual stereotypes are prevalent in Ghana, and thatthese stereotypes are reflected in the Ghanaian media. It suggests that it is essential for Ghanaian media to portrayhomosexuality in a holistic manner in order to debunk stereotypes and myths regarding homosexuality.It focused on attitudes toward homosexuality as presented in the Ghanaian media and not the media (e.g. editors’, reporters’) attitudes toward homosexuality. Keywords: Homosexuality, Ghana, media, gay, lesbian, Africa Introduction Under Ghanaian criminal law, same-sex sexual activity among males is illegal. It is uncertain whether same-sex sexual activity among females is illegal. Under the chapter 6 of the Criminal Code, 1960, as amended by The Criminal Code (Amendment) Act, 2003, homosexuality is punishable by law. In fact, the Ghanaian constitution criminalizes homosexual coital activity -
For the Mande Bala Todd G. Martin A
TOWARD A PEDAGOGY OF "PLAY" FOR THE MANDE BALA TODD G. MARTIN A DISSERTATION SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN MUSIC YORK UNIVERSITY TORONTO, ONTARIO APRIL, 2017 © Todd Martin, 2017 ABSTRACT A theoretical model is proposed that posits "play" as both the long-term goal of bala learning, and as the means through which the short-term steps toward that goal can best be achieved. Play is defined in two different ways. In the first sense it is an orchestrating of means and ends in which means are at the centre of interest. In this sense, play is a goal of bala learning. In the second sense, play is defined (using the framework of Applied Behaviour Analysis) as: activities that (a) are inherently reinforcing (and not inherently punishing), and (b) do not eventuate extinction, escape, or avoidance. In this sense, play is conceived as one possible means through which to achieve pedagogical goals. The case is made that owing to its intrinsic (musical) characteristics—in particular, the inherent scalability of pattern density—Mande bala music is especially well suited to a pedagogy of "play." Although the model proposed is supported by empirical evidence and has a strong rational underpinning, the model itself is not tested in the present study, but rather, is herein articulated (via illustrative case studies depicting the learning of various bala patterns through digitally mediated means—books, CDs, DVDs, etc.) An argument is built to support the notion that in comparison with traditional, immersion- based pedagogical modalities, the digital mediation of bala teaching eventuates a pedagogical loss, but that this pedagogical loss can be attenuated through a more "playful" pedagogical approach.