A Sketch of Mandinka
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Escaping the Tyranny of Writing: West African Regimes of Writing As A
Lüpke, Friederike. In press. Escaping the tyranny of writing: West African regimes of writing as a model for multilingual literacy In: Juffermans, Kasper & Constanze Weth (eds.) The tyranny of writing: Ideologies of the written word. London: Bloomsbury: 203-231. Escaping the tyranny of writing: West African regimes of writing as a model for multilingual literacy Friederike Lüpke SOAS, University of London 1 Setting the scene orthography is a social practice, and orthographic systems rarely evolve into the perfect phonemic systems that language technologists (e.g.: linguists and missionaries) envisage. (Mc Laughlin forthcoming). The standard orthographies devised for West African languages by missionaries and linguists are barely used. Yet, other regimes of writing are thriving in the area: some of them have exploded with the advent of social media and mobile phones, and some of them have long predated colonial times. Taking inspiration from these unrecognized regimes, I argue in favour of abandoning a standard language culture for (most of) West African writing and for using actually occurring literacy practices as a model. These regimes offer a culturally anchored way of writing that is better adapted to the fluid multilingual contexts of this region than a regime relying on establishing and maintaining several monolingual standard language cultures in one of the most densely multilingual areas of the world. In West Africa, every individual speaks at least two different named languages, and many speakers command very complex repertoires (Lüpke & Storch 2013 for an overview). Languages express social, historical, religious and political identities at best partly instantiated in prescriptive writing; they have no clear reference to and no direct manifestation in actual speech, which makes the use of languages or codes less than ideal to describe oral linguistic repertoires. -
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. -
Multi-Lingual Digital Library for West African Sources
Multi-lingual Digital Library for West African Sources Description of the Project Research teams at Michigan State University (MSU), including H-Net: Humanities and Social Sciences OnLine, the African Studies Center, and the MSU Library, and in Dakar, Senegal at the Institut Fondemental d'Afrique Noire (IFAN) and the West African Research Center (WARC), seek to develop a multi-media digital library of West African sources in multiple languages. This Multi-lingual Digital Library for West African Sources (MDL-WAS) will benefit scholars and students conducting research and teaching about West Africa as well as teachers and students of African languages in both the United States and West Africa. It also will provide a valuable model for creating and distributing a diverse array of materials in a region with very limited electronic connectivity. This project will select a full range of materials that encompass diverse formats as a testbed to develop and test systems that require solutions to problems such as digitization and searching multi- lingual oral materials and texts, copyright and economic rights across national boundaries, and distribution of digital library materials in a Third World regions where there is limited connectivity. The number of collections and items selected from them will be restricted deliberately in this early phase of the project. Funding will be sought from other sources to expand upon this research project and build a large online multi-media collection. In addition to providing salary for researchers and administrators of this project, IFAN is applying to the International Development Research Centre of Canada through its Senegalese office to fund the African portion of this project. -
The Senegalese Speech Community
1 Studies in the Linguistic Sciences Volume 29, Number 1 (Spring 1999) A SOCIOLINGUISTIC PROFILE OF THE SENEGALESE SPEECH COMMUNITY Fallou Ngom University of Illinois at Urbana-Champaign [email protected] The object of this study is to provide a linguistic profile of the Senegalese speech community and of the speakers' attitudes toward the various languages spoken in that country. After giving the geo- graphical location of Senegal and a brief historical account of the im- pact of the French colonial linguistic policies in the country (which partly explains the present sociolinguistic situation in Senegal), the linguistic characteristics of the Senegalese speech community are de- scribed and the attitudes of speakers towards their own and other languages are discussed. 1. Geographical location: The country and the people th th Senegal is located in West Africa between the 1 and the 17 parallels west and th th 12 and the 16 parallels north (see the map in Figure 1). The country spreads 400 kilometers from north to south, and 600 kilometers from east to west, covering a surface of about 200,000 square kilometers. It borders Mauritania in the north. Mali in the east, Guinea-Conakry in the southeast, and Guinea-Bissau in the south. The Republic of the Gambia is wedged into the south of Senegal, dividing the latter into two parts. In the west, Senegal borders the Atlantic Ocean with about 500 kilometers of coastline (Dialo 1983:4). The country is divided into 10 administrative counties: Rufisque, where Dakar (the national capital) is located, Thies, Kaolack, Diourbel, Saint-Louis, Ziguinchor, Tambacounda, Louga, Fatick, and Kolda. -
Bamana Texts in Arabic Characters: Some Leaves from Mali
Tal Tamari Bamana Texts in Arabic Characters: Some Leaves from Mali Abstract: This study analyses five Bamana-language texts composed in the ear- lier twentieth century by Amadou Jomworo Bary, a Fulbe scholar from the Masina (Mali), that were hand copied in 1972 by the Fulbe scholar and researcher Al- mamy Maliki Yattara. The writing system, which uses modified Arabic characters to note phonemes specific to Bamana, is compared to other West African adapta- tions of Arabic script. The article also examines the doctrinal positions developed and world view implicit in the texts, which concern water rites in San (Mali), Is- lamic belief and practice, and healing. Attention is drawn as to how knowledge of local cultural contexts can contribute to a better understanding of these manu- scripts. 1 Introduction In 1994, I published a study of five short texts (totalling five and a half pages), written in Arabic characters in the Bamana language. These texts had been cop- ied by Almamy Maliki Yattara, a Muslim scholar then employed by the Institut des Sciences Humaines in Bamako, from originals held by a friend of his, Abou- bacar (commonly known as Bory) Bary, in 1972 in San (Mali). Research conducted in the intervening twenty years has confirmed the analysis of the writing system, and has led to few changes in the transliteration (Arabic to Latin characters), transcription (reconstitution of the Bamana discourse) and translations of these texts. On the other hand, personal fieldwork undertaken in the interval, as well as general progress in the understanding of West African writing practices, makes it possible to place these texts in much sharper historical and cultural per- spective. -
Sociolinguistic Legacies in West Africa: the Politics of Linguistic Imperialism and Resistance in Senegal (2017)
Seattle University ScholarWorks @ SeattleU International Studies Undergraduate Honors Theses International Studies 2017 Sociolinguistic Legacies in West Africa: the Politics of Linguistic Imperialism and Resistance in Senegal (2017) Olivia Meija-Martinez Seattle University Follow this and additional works at: https://scholarworks.seattleu.edu/intl-std-theses Recommended Citation Meija-Martinez, Olivia, "Sociolinguistic Legacies in West Africa: the Politics of Linguistic Imperialism and Resistance in Senegal (2017)" (2017). International Studies Undergraduate Honors Theses. 19. https://scholarworks.seattleu.edu/intl-std-theses/19 This Africa is brought to you for free and open access by the International Studies at ScholarWorks @ SeattleU. It has been accepted for inclusion in International Studies Undergraduate Honors Theses by an authorized administrator of ScholarWorks @ SeattleU. Colonialism and Sociolinguistics in Senegal 3 Abstract This research paper is for the completion of the International Studies Honors Program at Seattle University. This research traces the social and political legacies of French colonial linguistic assimilation policies in West Africa since the late 19th century to present, with a case study examining the sociolinguistic history, trends and tensions in Senegal. The research explores colonial policies’ implications on education, ideological movements, and cultural- national identity. This research relies on history of colonialism to understand how linguistic policies were used as part of a broader imperial project, and to what extent those policies reshaped social classes, political organization and public education, which were modeled after French systems. An examination of Senegal’s historical and current cultural, national, and linguistic identities is necessary in order to discern how French colonization shaped those identities and movements. Ultimately, the language of all European colonial powers undermined the legitimacy of indigenous African languages. -
On Souleymane Kanté's Translation of the Quran Into the Maninka Language
Mandenkan, No. 48, 2012, pp. 3-20 On Souleymane Kanté’s Translation of the Quran into the Maninka language1 Artem Davydov St. Petersburg State University, Russia The Quran was first translated from Arabic into Maninka by a Guinean self- taught scholar Souleymane Kanté (1922-1987), the inventor of the N’ko script and the founder of the N’ko literary tradition. The exact dates of the beginning and the completion of the translation are unknown. According to Oyler [2005, 92-93] whose data are based on interviews with N’ko activists, the translation of the Quran was Kanté’s first work. Therefore, his first essays of the Maninka Quran translation date back to the late 1940s or the early 1950s. There is evidence that the translation was finished not earlier than in the late 1960’s, since in his letter to a French Africanist Mauice Houis dated March 5, 1964, Kanté stated that his translation was not yet finished [Vydrine 2001]. For decades handwritten copies and, later, photocopies of Kanté’s translation circulated among readers. The first official publications appeared only after the translator’s death. As Oyler [2005, 189] indicates, there were at least three editions. The first edition took place in 1994 (1000 copies printed), the second one in 1998 (also 1000 copies). The third edition [Kùrana… 1999] was published in Saudi Arabia in 1999 (50,000 copies). In the present article I rely on the text of the latter edition. According to Ibrahima Sory Condé’s oral report (September 2011), this edition was ready to be published by 1988, but printing was delayed due to disagreements between the heirs of Souleymane Kanté and publishers in Saudi Arabia. -
Downloaded from Brill.Com10/01/2021 08:22:06PM Via Free Access
I. CONTACT AND MULTILINGUALISM AS AN OUTCOME OF SPEAKERS IN CONTACT Journal of language contact – THEMA 3 (2010) www. jlc-journal.org Downloaded from Brill.com10/01/2021 08:22:06PM via free access Journal of language contact – THEMA 3 (2010) www. jlc-journal.org Downloaded from Brill.com10/01/2021 08:22:06PM via free access THE MANDE AND ATLANTIC GROUPS OF NIGER-CONGO: PROLONGED CONTACT WITH ASYMMETRICAL CONSEQUENCES G. Tucker Childs∗ Portland State University Introduction Africa features a number of long-standing contact situations between groups speaking unrelated languages. In a broad band across the sub-Saharan region from east to west many such situations can be identified, including the Atlantic-Mande contact region of western West Africa. The interaction between speakers of Atlantic languages and speakers of Mande languages has pointed predominantly in only one direction as to (linguistic) influence, namely, from Mande to Atlantic.1 Why this is so can be explained with reference to historical and socio-cultural factors. Although there are exceptions to this directionality, the exceptions actually reinforce these explanations. This paper explores the structural consequences of the contact between Mande and Atlantic and the reasons for this mono-directionality, concentrating primarily on the affected group, speakers of Atlantic languages. In terms of Mande-Atlantic interaction, the most common practice has been for speakers of Atlantic languages to adopt the culture and language of speakers of Mande languages. The main purpose of this paper is to examine a subset of the variety of language contact situations between speakers of Mande languages and speakers of Atlantic languages (hereafter “Mande” and “Atlantic”). -
Broadcasting Change: Radio Talk Shows, Education and Women's
Broadcasting Change: Radio Talk Shows, Education and Women’s Empowerment in Senegal A dissertation presented to the faculty of The Patton College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Fanta Diamanka May 2013 © 2013 Fanta Diamanka. All Rights Reserved. 2 This dissertation titled Broadcasting Change: Radio Talk Shows, Education and Women’s Empowerment in Senegal by FANTA DIAMANKA has been approved for the Department of Educational Studies and The Patton College of Education by Francis Godwyll Associate Professor of Educational Studies Renée A. Middleton Dean, The Patton College of Education 3 Abstract DIAMANKA, FANTA, Ph.D., May 2013 Curriculum and Instruction, Cultural Studies Broadcasting Change: Talk Shows, Education and Women's Empowerment Director of Dissertation: Francis Godwyll This study examined radio talk shows as a platform for Senegalese women to debate social issues and identifies new directions and alternative avenues for their lives. Radio talk show in Senegal is a dynamic, flexible, and interactive tool for communication while highlighting the way women relate to and use this medium to voice their opinions in a broader world of information and ultimately effect social change. Utilizing a hermeneutic phenomenological approach grounded in an African centered paradigm, this study uses from forty (34) in-depth interviews, three focus groups, document analysis and more than 120 hours of participant observation. Moreover, this study integrated a mix of, paradigms and approaches to provide insights into the dialogues and listening practices that women are engaged in while seeking to understand the avenues that radio talk shows provide for women’s empowerment and education in Senegal. -
3 Beneath the Surface? Contemporary Ajami Writing in West Africa
3 BENEATH THE SURFACE? CONTEMPORARY AJAMI WRITING IN WEST AFRICA, EXEMPLIFIED THROUGH WOLOFAL Friederike Lüpke Sokhna Bao-Diop SOAS, London INALCO, Paris Université Cheikh Anta Diop, Dakar Introduction Despite being (near to) invisible to educators, language planners and development activists, a pre-colonial literacy tradition continues to be practiced throughout those areas of Africa that are in the sphere of influence of Islam. This writing tradition uses Arabic-based scripts (also called Ajami) for the writing of African languages. The historical role of the most influential Ajami scripts – e.g. for Hausa, Fula, Swahili, and Wolof – is well-documented. Their contemporary weight is less well understood, partly because of their survival in informal and religious contexts only, and partly because of dominant ideologies of missionaries, language planners and official bodies that insist on literacy in Roman scripts (see Pasch 2008 for a good overview). In this chapter, we provide an overview of the main Ajami scripts used in present-day West Africa and what functions they assume. Examples from our own fieldwork in Guinea, Cameroon and Senegal illustrate how Ajami writing becomes visible as soon as a Eurocentric perspective on reading and writing is abandoned. A case study on Wolofal (the name for the Ajami tradition for the de facto national language of Senegal, Wolof) focuses on its importance for the linguistic landscape of Senegal, especially in the religious and commercial city of Touba. In contrast to the Ajami writing of Pulaar, which is in decline in Senegal (see Humery this 1 2 AFRICAN LITERACIES volume), Wolofal continues to thrive. -
1. a Survey of African Languages Harald Hammarström
1. A survey of African languages Harald Hammarström 1.1. Introduction The African continent harbors upwards of 2,000 spoken indigenous languages – more than a fourth of the world’s total. Using ISO 639-3 language/dialect divisions and including extinct languages for which evidence exists, the tally comes to 2,169. The main criterion for the ISO 639-3 language identification is mutual intelligibil- ity, but these divisions are not infrequently conflated with sociopolitical criteria. This causes the tally to be higher than if the language/dialect division were to be based solely on intelligibility. Based solely on mutual intelligibility, the number would be approximately 85 % of the said figure (Hammarström 2015: 733), thus around 1,850 mutually unintelligible languages in Africa. A lower count of 1,441 is obtained by treating dialect chains whose endpoints are not mutually intelligible as one and the same language (Maho 2004). The amount of information available on the language situation varies across different areas of Africa, but the entire continent has been surveyed for spoken L1 languages on the surface at least once. However, so-called “hidden” languages that escaped earlier surveys continue to be discovered every year. These are all languages that are spoken by a (usually aging) fraction of a population who other- wise speak another (already known) language. The least surveyed areas of Africa include Northern Nigeria, Eastern Chad, South Sudan and various spots in the Republic of Congo, the Democratic Republic of Congo and Angola. The situation is entirely different with respect to sign languages (cf. Padden 2010: 19). -
The World Bank and Mother Tongue Literacy in Senegal and Niger
Lost in Translation: The World Bank’s Position on Mother Tongue Literacy in Senegal and Niger Lauren Aitken University Honors Spring 2012 Advisor: Professor Daryn Cambridge Mentors: Professor Elizabeth Lang Professor Richard Cambridge ABSTRACT Language-in-education planning decisions in Francophone Africa are subject to influence from a variety of stakeholders. While scholars have found that mother tongue literacy has significant cognitive, social and economic benefits, there is concern that foreign aid explicitly and implicitly promotes European language instruction. This study analyzes the position of World Bank lending on mother-tongue literacy for projects in Senegal and Niger. It also analyzes the influence of this position on the effectiveness of language planning efforts. Reflecting existing literature, the research hypothesizes that the World Bank is an influential actor that discourages mother-tongue literacy. To test this hypothesis, the research included an analysis of documents from 15 education projects, as well as Country Assistance Strategies in Senegal and Niger. The paper also examined primary and secondary interviews with high-ranking government officials and locals. The results indicate that the World Bank is actually a minor player in this debate due to its silent position on mother tongue literacy. While the World Bank is silent in an attempt to remain neutral, its history prevents effective neutrality. This paper provides policy suggestions for how the World Bank can address mother tongue literacy while respecting its mission. These policy suggestions indicate that the World Bank can sponsor an open forum on mother tongue literacy while ensuring country ownership of language-in-education planning. i Karatu, farkonka madaci, karshenka zuma.