Ghana and Accra: a Multilingual Setting
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A Study of Ghanaian Kindergarten Teachers' Use of Bilingual and Translanguaging Practices Joyce Esi Bronteng University of South Florida, [email protected]
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School June 2018 A Study of Ghanaian Kindergarten Teachers' Use of Bilingual and Translanguaging Practices Joyce Esi Bronteng University of South Florida, [email protected] Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Pre- Elementary, Early Childhood, Kindergarten Teacher Education Commons Scholar Commons Citation Bronteng, Joyce Esi, "A Study of Ghanaian Kindergarten Teachers' Use of Bilingual and Translanguaging Practices" (2018). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/7668 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. A Study of Ghanaian Kindergarten Teachers’ Use of Bilingual and Translanguaging Practices by Joyce Esi Bronteng A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction with a concentration in Early Childhood Education Department of Teaching and Learning College of Education University of South Florida Major Professor: Ilene Berson, Ph.D. Michael Berson, Ph.D. Sophia Han, Ph.D. Lisa Lopez, Ph.D. Date of Approval: April 25, 2018 Keywords: Bilingual Education, Classroom Displays, Iconic Signs, Mother Tongue-Based Bilingual Medium of Instruction, Paralanguage, Symbolic Sign, Translanguaging Copyright © 2018, Joyce Esi Bronteng DEDICATION This dissertation is dedicated to the following: My late grandparents Papa Ekow Gyan and Maame Bɔlɔ Twema (a.k.a. -
F1670f971852070d152bd696607
International Journal of Language, Translation and Intercultural Communication Vol. 1, 2012 English in Ghana: Growth, Tensions, and Trends Adika Gordon University of Ghana https://doi.org/10.12681/ijltic.17 Copyright © 2012 To cite this article: Adika, G. (2012). English in Ghana: Growth, Tensions, and Trends. International Journal of Language, Translation and Intercultural Communication, 1, 151-166. doi:https://doi.org/10.12681/ijltic.17 http://epublishing.ekt.gr | e-Publisher: EKT | Downloaded at 01/11/2020 19:10:06 | IJLTIC 2012 1 (1), 151-166 English in Ghana: Growth, Tensions, and Trends Gordon Senanu Kwame Adika, University of Ghana Abstract his paper provides snapshots of the growth of English in Ghana by reviewing T the debates that have characterised its usage, recapitulating the distinctive features of Ghanaian English (GhaE), and examining current directions of its growth. From its fi rst implantation in Ghana, then the Gold Coast, in the early part of the 16th century to date, English in Ghana, like in other West African countries has shown formidable resilience as the language of formal education, and a medium for cross-ethnic communication in a predominantly multilingual environment. The tensions attendant upon which language to use as a medium of instruction at the lower levels of education appear to be yielding to the logic of complementarities and bilingualism within the local language ecology. English in Ghana, as an outer circle phenomenon, has been travelling the delicate expansionist path of innovation, adaptation, and maintenance of standards over the years. The distinctive Ghanaian linguistic and cultural colouration continues to permeate the English language on all levels, including vocabulary, idiomatic usage, and pronunciation. -
Some Endangered Languages of Ghana
American Journal of Linguistics 2012, 1(2): 10-18 DOI: 10.5923/j.linguistics.20120102.01 Some Endangered Languages of Ghana Jonas N. Akpanglo-Narte y1,*, Rebecca A. Akpanglo-Narte y2 1Office of the Vice-President (Academic), Regent University College of Science & Technology, Accra, Ghana 2Department of Applied Linguistics, University of Education, Winneba, Ghana Abstract The phenomenon of language endangerment and, ultimately, language loss is considered in regard to indigenous Ghanaian languages. It is established that two languages, namely, Ghanaian English (GhE) and Akan, especially the Twi dialect, and to a small degree, Ewe, are slowly killing off the smaller Ghanaian languages. For instance, in 1970 almost all Winneba natives spoke Efutu (Ewutu) as their first language. By 2010, 40 years later, only approximately 50% of children born to the Winneba natives speak Efutu as a first language. About 30% of these children speak no Efutu at all. Interestingly, medium-sized languages such as Ga, Dangme and Nzema are also slowly losing grounds to the three languages cited. Meanwhile there are some dozen Ghanaian languages that have less than 1000 estimated speakers each but which have held their own for a century. It is concluded that the closer a language community is to the major urban centers, the more likely it is to be endangered. It is further concluded that the language policy of the Ghana Government is contributing to the loss of Ghanaian languages. Ke ywo rds Endangered, Languages, Language Loss, Ghana, Ghanaian, Ga, Dangme, GaDangme the world’s top 10, namely, Standard Chinese, English, 1. Introduction Spanish, Bengali, Hindi, Portuguese, Russian, Arabic, Japanese, and German. -
Shadow Colony: Refugees and the Pursuit of the Liberian
© COPYRIGHT by Micah M. Trapp 2011 ALL RIGHTS RESERVED SHADOW COLONY: REFUGEES AND THE PURSUIT OF THE LIBERIAN- AMERICAN DREAM BY Micah M. Trapp ABSTRACT This dissertation is about the people living at the Buduburam Liberian refugee camp in Ghana and how they navigate their position within a social hierarchy that is negotiated on a global terrain. The lives of refugees living in Ghana are constituted through vast and complex social relations that span across the camp, Ghana, West Africa and nations further afield such as the United States, Canada and Australia. The conditions under which these relations have developed and continue to unfold are mediated by structural forces of nation-state policies, the United Nations High Commissioner for Refugees (UNHCR), the international governing body for refugees, and the global political economy. Situated within the broader politics of protracted refugee situations and the question of why people stay in long-term camps, this research is a case study of one refugee camp and how its people access resources, build livelihoods and struggle with power. In particular, this dissertation uses concepts of the Liberian-American dream and the shadow colony to explore the historic and contemporary terms and circumstances ii through which Liberian refugees experience and evaluate migratory prospects and restrictions. iii ACKNOWLEDGMENTS The production of this dissertation has been an outcome of many places and people. In Washington, DC my committee members, Dolores Koenig, Geoffry Burkhart, and David Vine have provided patient support and provocative feedback throughout the entire process. Thank you for asking the right questions and reading so many pages. -
The Teaching and Learning of the English Language in Ghana: Problems and Implications
Imperial Journal of Interdisciplinary Research (IJIR) Vol-2, Issue-5, 2016 ISSN: 2454-1362, http://www.onlinejournal.in The Teaching and Learning of the English Language in Ghana: Problems and Implications Asangba Reginald Taluah Department of Interdisciplinary Studies, University of Education, Winneba, College of Agriculture Education P. O. Box 40, Ashanti Mampong Abstract : The teaching and learning of the English has grown to serve as the national and official language in Ghana and Anglophone countries in language of the country. The assertion that Ghana has Africa for that matter has been a subject of a wide variety of languages and dialects for that unflinching debate in quite recent times. Many matter is no news. Throughout the African continent, opinions point to the assertion that the teaching and many languages abound; thus crediting Africa as the learning of the English language is centered on continent with the most languages in the world reading comprehension, summary, grammar, spelling [Naden, 1998]. Adika [2012] summarizes the growth and writing skills and other such related areas to the of the English language from its early stages in the disregard of oral communication skills. Many 16th century to the present time and examines the researchers have found the neglect of oral debates that follow in relation to its use in the communication skills in the school curriculum as the educational sectors. major problem in the leaning of the English language. A survey of trends in the teaching and In the quite recent past, many debates have learning of the English language however reveals arisen on the need for African countries to adopt an that the contention is much on the teaching of the indigenous language as their official as well as their English language as compared to its learning as national language. -
On Language and Development in Africa: the Case of Ghana* ADAMS B
Nordic Journal of African Studies 5(2): 31-51 (1996) On Language and Development in Africa: The Case of Ghana* ADAMS B. BODOMO Norwegian University of Science and Technology, Norway ABSTRACT In their search for solutions to the development problems of Africa, students of African development have often ignored linguistic and other socio-cultural resources (Prah 1993). When linguistic issues are addressed at all, the fact that there is a multiplicity of languages in African countries is often seen as a hindrance to the development of the continent. This paper focuses on the relationship between language and development and offers a specific proposal for addressing issues of language policy and planning in Africa. Taking the language situation in Ghana as a case study, a model of development communication and education termed localized trilingualism is proposed; a model, it is believed, will enable Africa to harness its multilingual resources for accelerated and sustainable socio-cultural, economic and technological development in the 21st century. INTRODUCTION The theme of this paper is better highlighted by the story of some young agricultural extension officers and their experiences on one of their first field trips. These young African experts graduated from one of the universities in Africa and were ready to impart new farming technologies to rural farmers in various areas of their country. On the very first day of their jobs they came to terms with one issue which had apparently been neglected in the course of their training: language, that most important tool of communication. In spite of all the academic theorizing about sharing new technologies with the indigenous people, apparently nobody ever thought that these scholars were going to start working with people, the majority of whom did not communicate in their language of education, in the language in which all the wonderful theories of agricultural extension were propounded. -
CLOTHING and ADORNMENT in the GA CULTURE: by Regina
CLOTHING AND ADORNMENT IN THE GA CULTURE: SEVENTEENTH TO TWENTY-FIRST CENTURY BY Regina Kwakye-Opong, MFA (Theatre Arts) A thesis submitted to the School of Graduate Studies Kwame Nkrumah University of Science and Technology, Kumasi, in partial fulfilment of the requirements for the degree of DOCTOR OF PHILOSOPHY IN AFRICAN ART AND CULTURE Faculty of Art College of Art and Social Sciences DECEMBER, 2011 © 2011 Department of General Art Studies i DECLARATION I hereby declare that this submission is my own work towards the PhD degree and that to the best of my knowledge, it contains no material previously published by another person nor material which has been accepted for the award of any other degree of the University, except where due acknowledgement has been made in the text. Student‟s Name Regina Kwakye-Opong ............................. .............................. Signature Date Certified by (1st Supervisor) Dr. Opamshen Osei Agyeman ............................ .............................. Signature Date Certified by (2nd Supervisor) Dr. B.K. Dogbe ............................... ................................... Signature Date Certified by (Head of Department) Mrs.Nana Afia Opoku-Asare ................................... .............................. Signature Date i ABSTRACT This thesis is on the clothing components associated with Gas in the context of their socio- cultural functions from the seventeenth to the twenty-first century. The great number of literature on Ghanaian art indicates that Ghanaians including the Ga people uphold their culture and its significance. Yet in spite of the relevance and indispensable nature of clothing and adornment in the culture, researchers and scholars have given it minimal attention. The Ga people‟s desire to combine their traditional costumes with foreign fashion has also resulted in the misuse of the former, within ceremonial and ritual contexts. -
Braj B. Kachru (Ed.) the Other• Tongue: English Across Cultures, Pergamon, 1983
https://doi.org/10.25159/0256-5986/5336 It is odd that the author, who can be so witty, can also be so humourless. To me, and probably to many other simple souls on my intellectual level, 'granny-power' as a headline term for militant old ladies is harmless and mildly amusing. But not to Mr Spiegl. Perhaps it is the Teuton in him. JAMES McCLURG Braj B. Kachru (ed.) The Other• Tongue: English across Cultures, Pergamon, 1983. 358pp. Paperback. In his Introduction, the editor of this collection of essays claims that 'this is the first attempt to integrate and address provocative issues relevant to a deeper understanding of the forms and functions of English.' The statement is questionable. None theless, the book is a useful reminder of the language problems we have been living with in South Africa since the 19th century. Much of the terminology in these essays is heavily linguistic. For instance, Jack C. Richards surveys the code-switch of indigenization in the lect shifting of English in Singapore English. Nativization results in a continuum of verbal mechanisms that can be employed for the same communicative/functional effect among Singaporeans. A morpheme addition sees the introduction of a final sentence-particle la, which probably is of Hokkien origin, into constructs such as the following: That depend on you la, if you want to take off one day, or your office give you, that up to you la. (p. 163) Peter Strevens discusses lectal choice, where such choice is made between acrolect, mesolect, and basilect, as resulting in a global fiction of English and pleads for a unitary fiction of the idolect in order to isolate INTER and INTRA types of IFE usage in a more localized form. -
Multilingualism Is the Term Used to Refer to a Speech Community Which Makes Use of Two Or More Languages
Dr. Seth Antwi Ofori (Sociolinguistics notes, 2014) MULTILINGUALISM INTRODUCTION: -- Multilingualism is the term used to refer to a speech community which makes use of two or more languages. -- Many, perhaps most, of the countries of the world are decidedly multilingual. -- Multilingualism cuts across the whole social fabric in Africa and Ghana. -- It forms a socio-political and socio-linguistic characteristic of most speech communities in Africa and in Ghana. -- Understanding what multilingualism means to a society is at the core of the sociolinguistics of society. WHO IS A MULTILINGUAL? -- A multilingual refers to a person who has the ability to speak two or more languages with an appreciable degree of proficiency. Some scholars prefer to use the term bilingual for an individual who has the ability to speak two languages, and reserve the term multilingual for those who speak more than two languages. TYPES OF MULTILINGUALISM There are two types of multilingualism: individual multilingualism ad societal multilingualism. -- Individual multilingualism: -- Individuals based on their unique social circumstances “find the need or opportunity to learn an additional language.1 Such opportunities may show up in the course of the individual’s geographical and/or social mobility, or through marriage, or through some other exposure to another language” (Amuzu 2009: 82).2 Individual multilingualism is an almost everyday phenomenon in Africa and in Ghana among adults. Individual multilingualism refers to a situation where a person speaks two or more languages. -- Societal multilingualism: is a situation where two or more languages are (functionally) used in a society because several people know all or a combination of them. -
University of Education, Winneba
University of Education Winneba http://ir.uew.edu.gh UNIVERSITY OF EDUCATION, WINNEBA STYLE AND LITERARY DEVICES IN DANGME KLAMA SONGS ELIAS NOMO TETTEH SEPTEMBER, 2016 University of Education Winneba http://ir.uew.edu.gh UNIVERSITY OF EDUCATION, WINNEBA STYLE AND LITERARY DEVICES IN DANGME KLAMA SONGS ELIAS NOMO TETTEH A Thesis in the Department of Ga- Dangme, Faculty of Ghanaian Languages, submitted to the School of Graduate Studies, University of Education, Winneba in partial fulfilment of the requirements for the award of the Master of Philosophy (Ghanaian Language Studies- Dangme) degree. SEPTEMBER, 2016 University of Education Winneba http://ir.uew.edu.gh DECLARATION STUDENT’S DECLARATION I, ELIAS NOMO TETTEH, declare that this thesis, with the exception of quotations and references contained in published works which have all been identified and duly acknowledged, is entirely my own original work, and it has not been submitted, either in part or whole, for another degree elsewhere. SIGNATURE: ……………………………………………. DATE: ……………………………………………………. SUPERVISOR’S DECLARATION I hereby declare that the preparation and presentation of this work was supervised in accordance with the guidelines for the supervision of Thesis as laid down by the University of Education, Winneba. NAME OF SUPERVISOR: …DR. J. A. N. SAANCHI SIGNATURE: ………………………………………………… DATE: ………………………………………………………… ii University of Education Winneba http://ir.uew.edu.gh ACKNOWLEDGEMENT I am profoundly grateful to Dr. J. A. N. Saanchi, Head of the Linguistics Department of University of Ghana, for being my supervisor in this work. I am greatly indebted to him for making time out of his heavy schedule to correct my mistakes and making suggestions on this work. -
Negation in Dangme * Regina Oforiwah Caesar University of Education, Winneba
Negation in Dangme * Regina Oforiwah Caesar University of Education, Winneba 1. Introduction This paper presents a descriptive analysis of negation in Dangme. It considers the negative morpheme in Dangme, and how some of its allomorphs are used in the language. The segmental variants of the negative morpheme in Dangme are [wē] or [bé] or [-í] or [΄]. The choice of any depends largely on the shape of the verb stem. I consider the segmental [wē] allomorph as the underlying form since all the other allomorphs are derived from one another. Data for this paper was collected mainly from Dangme students of the University of Education, Winneba, and as a native speaker, I also provided some of the data for this work. The purpose of this paper is to examine these allomorphs of the negative in Dangme. This paper is organized into three sections. In the first section, I give a brief background of Dangme. I include background on the vowel system of Dangme and discuss only the verbal system of Dangme which is relevant to this study. I then briefly discuss the lexical and grammatical functions of tone in Dangme. In the second, I examine the negation strategies: morphological, syntactic, lexical and phonological. I also discuss factors affecting the choice of a negative morpheme in Dangme. The last section summarizes and concludes the paper. 1.1. Background of Dangme Dangme belon gs to the Kwa group of Niger-Congo family of languages. It is spoken in two regions of Ghana- Eastern and Greater Accra, mainly in South-Eastern Ghana. The Dangme people inhabit the coastal area of the Greater Accra Region, east of Accra, and part of the Eastern Region of Ghana. -
An Introduction to Linguistic Typology
An Introduction to Linguistic Typology An Introduction to Linguistic Typology Viveka Velupillai University of Giessen John Benjamins Publishing Company Amsterdam / Philadelphia TM The paper used in this publication meets the minimum requirements of 8 the American National Standard for Information Sciences – Permanence of Paper for Printed Library Materials, ansi z39.48-1984. Library of Congress Cataloging-in-Publication Data An introduction to linguistic typology / Viveka Velupillai. â. p cm. â Includes bibliographical references and index. 1. Typology (Linguistics) 2. Linguistic universals. I. Title. P204.V45 â 2012 415--dc23 2012020909 isbn 978 90 272 1198 9 (Hb; alk. paper) isbn 978 90 272 1199 6 (Pb; alk. paper) isbn 978 90 272 7350 5 (Eb) © 2012 – John Benjamins B.V. No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any other means, without written permission from the publisher. John Benjamins Publishing Company • P.O. Box 36224 • 1020 me Amsterdam • The Netherlands John Benjamins North America • P.O. Box 27519 • Philadelphia PA 19118-0519 • USA V. Velupillai: Introduction to Typology NON-PUBLIC VERSION: PLEASE DO NOT CITE OR DISSEMINATE!! ForFor AlTô VelaVela anchoranchor and and inspiration inspiration 2 Table of contents Acknowledgements xv Abbreviations xvii Abbreviations for sign language names xx Database acronyms xxi Languages cited in chapter 1 xxii 1. Introduction 1 1.1 Fast forward from the past to the present 1 1.2 The purpose of this book 3 1.3 Conventions 5 1.3.1 Some remarks on the languages cited in this book 5 1.3.2 Some remarks on the examples in this book 8 1.4 The structure of this book 10 1.5 Keywords 12 1.6 Exercises 12 Languages cited in chapter 2 14 2.