Chapter 8. Travelling Terms
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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. -
Finding Cognates in “South Atlantic”
1 Michael Schulze Linguistic Colloquium, 29/06/2021 PhD student Seminar für Afrikawissenschaften Humboldt-Universität zu Berlin Humboldt-Universität zu Berlin Finding cognates in “South Atlantic” 1 Introduction 1.1 Background of this study PhD project: - historical-comparative reconstruction of the nominal classification systems in the Mel languages1 - dissertation embedded in the project “Noun classification systems in Africa between gender and nominal declension” at Humboldt Universität zu Berlin, funded by the “Deutsche Forschungsgemeinschaft” and headed by Tom Güldemann (see Güldemann 2016) 1.2 The Mel languages within “South Atlantic” 1.2.1 “South Atlantic” Countries: Sierra Leone, Guinea, Liberia (see Eberhard et al. 2021) Traditional classification (adapted from Sapir 1971: 49): Niger-Congo Atlantic South Atlantic A. Sua B. Mel (including Gola) C. Limba Figure 1: External and internal classification of “South Atlantic” 1 Funding of the dissertation project: ‘Elsa-Neumann-Stipendium des Landes Berlin’ and ‘Deutsche Universitätsstiftung (Gerda-Henkel-Stipendium)’ 2 1.2.2 Mel - internal classification of Mel: two Branches (Northern Mel and Southern Mel), excluding Gola (adapted from Hammarström et al. 2021) Northern Mel Baga Koba Baga Manduri Baga Sitemu Landuma Temne Southern Mel Bullom Northern Bullom Bom-Kim (with Krim as a dialect) Bullom So (aka Mani, see Childs 2011) Sherbro Kisi Northern Kisi Southern Kisi Figure 2: Internal classification of the Mel languages 1.3 Goals and methods of this talk - The identification of cognate -
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. -
The Evolution of Linguistic Diversity
The Evolution of Linguistic Diversity Daniel Nettle Thesis submitted for the degree of PhD University College London 1996 ProQuest Number: 10044366 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 complete 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 10044366 Published by ProQuest LLC(2016). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. Microform Edition © ProQuest LLC. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 ABSTRACT This thesis examines the causes and consequences of diversity in human language. It is divided into three sections, each of which addresses a different aspect of the topic. The first section uses computer simulations to examine various mechanisms which may produce diversity in language: imperfect learning, geographical isolation, selection on the basis of social affiliation, and functional selection amongst linguistic variants. It is concluded that social and functional selection by speakers provide the main motive forces for the divergence of languages. The second section examines the factors influencing the geographical distribution of languages in the world. By far the most important is the ecological regime in which people live. Seasonal climates produce large ethnolinguistic groups because people form large networks of exchange to mitigate the subsistence risk to which they are exposed. -
The Place of African Traditional Religion in Interreligious Encounters in Sierra Leone Since the Advent of Islam and Christianity
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Unisa Institutional Repository THE PLACE OF AFRICAN TRADITIONAL RELIGION IN INTERRELIGIOUS ENCOUNTERS IN SIERRA LEONE SINCE THE ADVENT OF ISLAM AND CHRISTIANITY by PRINCE SORIE CONTEH submitted in accordance with the requirements for the degree of DOCTOR OF LITERATURE AND PHILOSOPHY In the subject RELIGIOUS STUDIES at the UNIVERSITY OF SOUTH AFRICA PROMOTER: PROF G J A LUBBE APRIL 2008 i TABLE OF CONTENTS SIGNED DECLARATION ix ACKNOWLEDGEMENTS x SUMMARY xi KEY WORDS AND PHRASES xv CHAPTER 1 Introduction 1 1.1 Objectives 3 1.2 Methodological Approach 4 1.2.1 Field work 6 1.3 Past and Present Academic Context 9 1.4 Literature Review 10 1.5 Socio-History of Sierra Leone 20 1.6 Outline 21 CHAPTER 2 Fundamental Tenets and Practices of Sierra Leone Indigenous Religion (SLIR) and Culture 25 2.1 Introduction 25 2.2 Meeting our Subjects 26 2.2.1 The Mende 26 2.2.2 The Temne 27 2.2.3 The Limba 28 2.2.4 The Kono 29 2.2.5 The Krio 30 2.2.6 Common Cultural Straits 31 ii 2.3 Sources of SLIR 34 2.3.1 Oral Tradition 34 2.3.2 Forms of Art 35 2.4 Components of SLIR 37 2.3.1 The Supreme Being 37 2.3.1.1 Names of God 38 2.3.1.2 God Lives Above 41 2.3.1.3 God’s Intrinsic Attributes 43 2.3.1.3.1 Omnipotence 43 2.3.1.3.2 Omnipresence 45 2.3.1.3.3 Omniscience 45 2.3.1.3.4 All-seeing God 46 2.3.1.4 Activities of God 46 2.3.1.4.1 Creator 46 2.3.1.4.2 God as Ruler 48 2.3.1.5 The Worship of God 49 2.3.2 Lesser Gods/Deities 50 2.3.3 Angels 52 2.3.4 Ancestral Spirits 53 2.3.4.1 -
African Studies African Studies
Center for AFRAFRICAICANN STUDIESSTUDIES RESEARCH REPORT 2014–2015 THE CENTER WOULD LIKE TO THANK Jessica Horwood for coordinating this project, the students and faculty who contributed reports and photographs, and Luca Brunozzi for the design and layout of this report. Cover photos by Erik Timmons and Abdoulaye Kane. TABLE OF CONTENTS About the Center..........................................................................................................................................................................................4 From the DireCtor.......................................................................................................................................................................................5 CAS At FiFty: the FirSt 25 yeArS................................................................................................................................................6 FACulty reportS SHARON AbRAmOWITz – Culture and Humanitarian Response to the W. African Ebola Epidemic...................................................9 CHARLES bWENgE – Linguistic Identity in a Globalizing Urbanscape: Three Swahili Cities...................................................................10 bRIAN CHILD – Economics and Governance of Wildlife and Conservation in southern Africa.................................................................11 ELIzAbETH DeVOS – Improving Emergency Medical Services in Africa.....................................................................................................12 gORAN -
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. -
A Corpus-Based Description of Kakabe, a Western Mande Language: Prosody in Grammar Alexandra Vydrina
A corpus-based description of Kakabe, a Western Mande language: prosody in grammar Alexandra Vydrina To cite this version: Alexandra Vydrina. A corpus-based description of Kakabe, a Western Mande language: prosody in grammar. Linguistics. Institut National des Langues et Civilisations Orientales, 2017. English. tel-03203594 HAL Id: tel-03203594 https://halshs.archives-ouvertes.fr/tel-03203594 Submitted on 20 Apr 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. Institut National des Langues et Civilisations Orientales École doctorale N°265 Langues, littératures et sociétés du monde LLACAN (UMR8135) THÈSE présentée par Alexandra VYDRINA soutenue le 15 Septembre 2017 pour obtenir le grade de Docteur de l’INALCO Discipline : Sciences du Langage : linguistique et didactique des langues A corpus‐based description of Kakabe, a Western Mande language: prosody in grammar Volume I Thèse dirigée par : Mme Martine VANHOVE Directrice de recherche, LLACAN, CNRS M. Dmitry IDIATOV Chargé de recherche, LLACAN, CNRS RAPPORTEURS : M. Denis CREISSELS Professeur émérite, Université Lyon 2 M. Lolke VAN DER VEEN Professeur, Université Lyon 2 MEMBRES DU JURY : Mme Martine VANHOVE Directrice de recherche, LLACAN, CNRS M. Dmitry IDIATOV Chargé de recherche, LLACAN, CNRS M. -
Phonological Cues to Gender in Sex-Typed and Unisex Names [PDF]
PHONOLOGICAL CUES TO GENDER IN SEX-TYPED AND UNISEX NAMES ANNE FREDRICKSON SWARTHMORE COLLEGE A growing body of literature suggests that phonological features of English names may provide cues to gender (Slater & Feinman 1985; Cutler et al. 1990; Barry & Harper 1995; Cassidy et al. 1999; Whissell 2001): women’s names tend to have a larger number of syllables, end in a vowel, and display non-initial stress, while men’s names are shorter, end in a consonant, and have primary initial stress. Prior to these studies the sex-typing of names in Anglophone culture was thought to occur only through convention; if phonological cues are in fact exploited by English speakers – that is, if they are meaningful - they challenge both the principle of arbitrariness (Saussure 1959) and the argument that names are pure referencing expressions (Coates 2006). In a series of small trials, this paper explores both the social conventions and linguistic strategies of sex typing; the Phonetic Gender Score (Barry & Harper 1995), a quantitative analysis that predicts the gender of name based on its phonology, is used to evaluate both conventional, sex- typed names and unconventional, gender-ambiguous ones. Surprisingly, many of the phonological features of English female names are present in unisex names as well, which provides a linguistic explanation for the instability such names often experience. The Phonetic Gender Scale is also used to generate novel unisex names, from which English speakers attempt to infer gender. Taken together, these three studies suggest a certain inability (or aversion) on the part of speakers to conceive of subjects apart from their sex.∗ INTRODUCTION “It is [the] rule, and not the intrinsic value of the gestures that obliges one to use them.” FERNINDAD DE SAUSSURE “One is not born, but rather becomes a woman.” SIMONE DE BEAUVOIR Language is an organizational system completely contingent upon its agents. -
Last Updated: August 6 2008 Welcome Message from Our Director
AUSTRALIA Teach International Local call: 1300 55 88 90 NEW ZEALAND Teach International Free-call: 0800 832 243 HEAD OFFICE CANADA Level 2/370 George St. Teach International Brisbane, QLD 4000 Toll free: 1-866-998-3765 Australia www.teachinternational.com Last Updated: August 6 2008 Welcome Message from our Director ‘Teachers open the door. You enter by yourself.’ Chinese Proverb Welcome to Teach International’s TESOL In-Class Course! We are pleased you have chosen us to guide you through this exciting, life-changing journey! All of us at Teach International feel that the experience of teaching English overseas is one of the richest and most rewarding a person can have. With such a change, however, comes the need for careful research, preparation and information. Let us help you! Your trainers have a wealth of experience in everything that is related to the TESOL industry. Use them! Ask lots of questions, participate as much as you can and read this manual thoroughly… you will find it a valuable resource during the course, and later on in your teaching career. Remember! The more you put in, the more you will get out of it. Give us your best, and we guarantee you an unforgettable educational experience. Good luck! Adam Morehouse Director Teach International © 2008 2 Table of Contents TEACH INTERNATIONAL TESOL IN-CLASS COURSE OUTLINE ..................8 SECTION 1............................................................................................. 11 UNIT 1 – TEACHING ENGLISH OVERSEAS..............................................13 -
Baga Vocabulary 2019
BAGA TSHI-TEM DICTIONARY (GUINEA) (revised May 2019) PO-LOKULOKU PӘ TSHӘ-BAKA TSHI-TEM Frederick John Lamp (c. 3000 Baga words) FREDERICK JOHN LAMP Frederick John Lamp is retired as The Frances & Benjamin Benenson Foundation Curator of African Art at the Yale University Art Gallery, 2004-2014. From 1981 to 2003, he was a curator at The Baltimore Museum of Art. He has taught African art at Yale University, The Johns Hopkins University, the Maryland Institute College of Art, Georgetown University, George Washington University, and Catholic University of America. He holds a Ph.D. in the History of Art from Yale University, 1982. He has conducted field research in Sierra Leone and Guinea, with fellowships from the Fulbright Scholar Award, the Smithsonian Institution, National Endowment for the Humanities, and others. His publications include Ancestors in Search of Descendants: Stone Effigies of the Ancient Sapi (2018); Continuing Life Histories of African Art: The Collection of Charles B. Benenson at the Yale University Art Gallery (co-authored), 2012; Yale University Art Gallery Bulletin: African Art at Yale (ed., special issue) 2005; See the Music, Hear the Dance: Rethinking Africa at The Baltimore Museum of Art, (ed.) 2004; Art of the Baga: A Drama of Cultural Reinvention, 1996; La Guinée et ses Heritages Culturels, 1992; with contributions to several books; and articles in African Arts, The Drama Review, and The Art Bulletin, among many others. IPA ORTHOGRAPHY -- Baga Vocabulary, Frederick John Lamp -- revised May 2019 Vowels Consonants Character English sound Baga usage Character English sound Baga usage (with suggested (using available (with alternatives (using available alternatives) characters) and transformations) characters) (alphabetized together:) b but kə-ba a father kə-ba gb ---- gbaŋnε ʌ / À cat ʌ-Tshol f full faka (following Dalby's Temne dictionary, unpublished.