Sociolingo’s African Linguistics

Archive for December, 2007

African orthography: Berber & Tifinagh

Posted by sociolingo on December 29, 2007

Source: Ancient Scripts

From the website:

The “Berber” script has a very interesting story behind it. Ancient Berber is thought to have sprung off the Punic script roughly around the 6th century BC. It was used throughout North Africa until the 3rd century AD. Strangely though, the inscriptions remain unread, as linguists cannot link the written language to any of the dozen modern Berber languages spoken in North Africa. However, it is widely accepted by scholars that it was a Berber language given the continuity of the population.

Ancient Berber disappeared after the 3rd century AD, first supplanted by the Roman alphabet, and then later by the Arabic alphabet brought by Islam. But by some strange miracle, it is preserved, and still used today mainly by women in Tuareg society. The modern form is called Tifinagh, which scholars believe to mean “Phoenician/Punic letters”. Tifinagh is not used widely for literature or history, but instead for recreation (like for composing letters).

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Posted in AFRICA, African languages, African orthography, Afro-Asiatic, Berber, LINGUISTICS, Proto-Sinaitic/Phoenician/Aramaic | 1 Comment »

African orthography: Tifinagh script

Posted by sociolingo on December 29, 2007

Source: Omniglot

Tifinagh    Tifinagh

Origin

The Tifinagh alphabet is thought to have derived from the ancient Berber script. The name Tifinagh possibly means ‘the Phoenician letters’, or possibly from the phrase tifin negh, which means ‘our invention’.

Since September 2003, the Tifinagh alphabet children in Moroccan primary schools have been taught to write Tamazight with the Tifinagh alphabet. It is also used by the Tuareg, particularly the women, for private notes, love letters and in decoration. For public purposes, the Arabic alphabet is normally used.

Notable features

  • Type of writing system: alphabet.
  • Direction of writing: left to right in horizontal lines.

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Posted in AFRICA, African languages, African orthography, Afro-Asiatic, Berber, LINGUISTICS, Proto-Sinaitic/Phoenician/Aramaic | 1 Comment »

Senegal: Wolof orthography

Posted by sociolingo on December 26, 2007

Janga wolof writes about Wolof orthography in a recent article. That set me off searching for other material on Wolof orthography.

See also:

Omniglot has an orthographic table.

Posted in AFRICA, AFRICAN COUNTRIES, African languages, African orthography, LINGUISTICS, Senegal | 1 Comment »

Nigeria: Communication and human development

Posted by sociolingo on December 26, 2007

Source: The Tide News

Communication and human development
• Sunday, Dec 23, 2007

Educationally, the quest for mass literacy even to the grassroots in the 21st century as propagated by the National Education Policy of the Federal Government of Nigeria for a total emancipation of human development from the shackles of ignorance, social injustice and psychological effect of illiteracy for a virile society cannot be over emphasised. The point here is how this dream would be achieved appropriately. At this juncture, the electronic medium would enhance the spread of the programme for effective language communication.

In the human society, language communication plays a vital role for human development. Close observation has indicated that in the African context since the advent of civilization from the Northern region, lots of human development has been affected on language communication.
The period of primitivity and uncivilisation has become a thing of the past. However, in tern areas, the issue of adequate language communication is not dawn despite several medium of communication machineries in the form of science and technology.

Language communication is being periscoped in different dimensions by philosophers. Simply put language is Power. It is a medium of passing relevant information and knowledge required of the people. In a scholarly assertion, Professor A. S. Hornby and his cohorts had mirrored language as “human and non-instinctive method of communicating ideas, feelings and desires by means of a system of sounds and sound symbols.” Language was further described as a form used by a group, as well as manner of using words.

Taking a look into yesteryears during the era of the old Rivers State dispensation, there were four local languages that were prominently featured in news casting and utilization of other programmes earmarked to reach and educate rural dwellers on certain norms and policies of both ethnic nationalities and government at various facets.

These ethnic languages include: Ikwerre, Kalabari, Khana and Kolokuma respectively. Overtime, the issue of decentralization policy was given top priority and some other ethnic languages were considered and incorporated in the service of the Rivers State Broadcasting Corporation (RSBC), which include the following: Ndoni, Ogba, Engenni, Ekpeye, Abua, Andoni, Ogbia, Epie, Itari and others.

Without hesitation, the languages took off precisely with two programmes each, according to the directive on REQUEST, where greetings were sent across to relations and well wishers on CHIT -CHAT, as the Artiste - the Coordinator enlightens and educates his kinsmen on cultural and traditional ethics and other information relevant to the people. Pertinently, these programmes shortlived for only three months - April to June 1981 and was proscribed unceremoniously with a lame assumption that it might over load the singled AM Radio Station in operation then.

In view of socio-economic and human development, the Rivers State Government conceived a vision of establishing additional electronic industry, hence the birth of the Frequency Modulation (FM) Radio Station in 1986.

In the same vein, the television unit of the electronic media was also enhanced from channel 10 to channel 22 as bonafide properties of the State. Of course, these were developmental steps taken in the right direction to address the issue of reaching out to the rural areas with necessary communication in news casting and other related programme requirements.

Furthermore and precisely, October 1, 1996 the Ijaw speaking ethnic nationalities were carved out of the former Rivers State as autonomous sovereign State known as Bayelsa by the military administration of late General Sani Abacha. Invariably, the creation of Bayelsa State has actually lifted some socio-economic and political burdens off the neck of Rivers people and of course, a sigh of relief was heaved.

Retrospectively, it behoves one to posit: what has been the outcome of these social developments for the past 20 years of a ’sovereign State?
There is a biblical outcry that states “my people are destroyed for lack of knowledge…” as propounded in the book of Prophet Hosea 4 v 6 first part. It does not necessarily mean that one has to attend a educational institution before certain things could be learnt.
Therefore, it is imperative that the entire citizenry need to be reached either academically and or traditionally to balance the equation of eradicating illiteracy and ignorance in the society with particular reference to the rural dwellers. Without mincing words, ignorance is a chronic ailment which could be cured only with adequate and appropriate enlightenment, entertainment and positive educational communication programmes through the electronic media.

For instance, there are indiscriminate deaths which are not natural in several ethnic groups in the world due to lack of knowledge as people bent on invocation and enchantment of evil spirits and consultation with devilish shrines at odd times.

Realistically, when the local languages are re-introduced into Radio programmes, certain norms and ethics would be corrected and the people would realize the value of self, fellow human beings and readdress the fetish characteristics that have beclouded the mind and relationship and communication shall be cordial.

In a television programme on Channel 6 of Friday, 27th November 1981 at 9.30p.m., the importance of language communication was lauded by Hon. Gabriel Okara thus: “Language is a part of culture because it transcends from one to another.” Similarly, in the Nigerian Star No.22387, during the 15th West African Languages Congress held at the University of Port Harcourt on 4th to 10th April, 1982, Professor Kay Williamson commented that “Our languages are important.”

Nevertheless, the two Radio stations owned by the Rivers State Government are more than enough to adequately accommodate the languages for local programmes in order to reach the rural dwellers.
In as much as the Broadcasting Corporation is going international in the electronic industry, it should not loose sight of educating and enlightening its people at the grassroots.

With all pleasure, Rivers State is socially and economically identified as the treasure base of the nation whereas a good percentage of the citizenry are kept in the darkness of ignorance and it has become arduous to express some pressing socio-economic problems as mineral producing areas.

Herein the rural communities should be acquainted and fully connected with Government decentralisation policies to enhance the living standards of the rural society. The denial of these policies is in deed, a developmental setback in a democratic system of administration in our modem dispensation. The broadcasting industry is not supposed to be engulfed with the Western activities.

Without hesitation, an example could be lent from the Ibo speaking areas where the citizens are always kept abreast of government’s programmes through the use of local languages for better understanding the local ethics to enhance the Western ethics alike. These programmes are intertwined and not to be lope sided.

Frankly, common customary exhibitions are eluding the people with greater concern to the younger generation as a result of the decline from the natural behaviours and enlightenment by the custodians. For instance, a greeting in some local dialects is becoming burdensome to the average sons and daughters of the modem age. The imperativeness of incorporating the local languages to return the people to the status quo cannot be over stressed.

Ominyanwa, a public affairs analyst resides in Port Harcourt.

http://www.thetidenews.com/article.aspx?qrDate=12/23/2007&qrTitle=Communication%20and%20human%20development&qrColumn=OPINION

Posted in AFRICA, AFRICAN COUNTRIES, African language policy, African linguistic diversity, Nigeria, SOCIOLINGUISTICS | No Comments »

Academic paper: Standardization of national languages

Posted by sociolingo on December 26, 2007

 The following UNESCO paper (pdf doc) has several African papers which may be of interest. You will need Adobe Reader to access it. (Download it here.)

STANDARDIZATION OF NATIONAL
LANGUAGES
SYMPOSIUM
ON LANGUAGE STANDARDIZATION
2-3 February 1991
edited by
Utta von Gleich and Ekkehard Wolff

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Posted in AFRICA, AFRICAN ACADEMIC, African language policy, African languages, African linguistics, African orthography, African papers reports, LINGUISTICS | No Comments »

Summary tables of tone mark data from 21 (African) countries

Posted by sociolingo on December 26, 2007

Source: http://www.bisharat.net/A12N/tones.htm

Summary tables of tone mark data from 21 countries /
Résumé en tableaux des données sur marques de ton de 21 pays
by / par Lee Pearce

African Tone Symbols for Keyboards

       Realizing that tones are not always marked for [some] African languages, we propose including them on keyboards only so that they are available for those who may want or need them.

       We put this material together for the sole purpose of determining the minimum set of symbols required for keyboards targeted at the country level.

       The data follows the format of the 21 country tables presented on the Bisharat website [A12n gateway page] and is drawn [mainly] from the Hartell study [Rhonda L. Hartell, ed. 1993. The Alphabets of Africa. Dakar: UNESCO & SIL].

       Since tone data was not available for all of the languages, some comments are added to clarify the source material.

(1)     No tone data available in Hartell study [or not a tonal language – DZO]

(2)     No orthographic material available under this language in the Rosetta Project.

 See the table

Posted in AFRICA, AFRICAN ACADEMIC, AFRICAN COUNTRIES, African languages and computers, TECHNOLOGY | 1 Comment »

2008 International Year of Languages

Posted by sociolingo on December 21, 2007

UNESCO is in the process of publishing a web site for the International Year of Languages. A draft version can be seen here 

Posted in AFRICA, African languages, LINGUISTICS | No Comments »

ACALAN: multilingual education in Africa

Posted by sociolingo on December 21, 2007

Source: UNESCO COURIER 2007 no10

For multilingual education in Africa

samassekou01_250.jpg

© UNESCO/Antonio Fiorente
Multilingual education based on the mother language must be developped.

Education should enable people to take root in their culture as well as open them up to other cultures. Africa needs schooling that integrates its languages, history and social values, according to Adama Samassekou, president of the African Academy of Languages (ACALAN).


If education were a consumer product, we would make it fairer by distributing it equitably among all the peoples of the world, so that no one would be lacking. But if education is a process of conditioning, with the aim of shaping children’s personalities so that as adults they can find their place in the society in which they live, then the educational project is linked to a societal project.

In that case, would it be fairer for everybody to practice the same education, at the risk of falling into global cultural leveling? Isn’t the diversity of educational methods the best guarantee of the cultural diversity we are so fiercely safeguarding these days? From this standpoint, to increase fairness in education, don’t we have to make sure that all the world’s peoples have the means to create their own educational systems? And shouldn’t we think about taking concerted action to make education fairer, by making access to educational means more equitable?


Universal knowledge and endogenous knowledge

samassekou02_250.jpg

The need to preserve each people’s identity and singularity doesn’t exclude the need for communication and exchange with the rest of the world. If, in every corner of the globe, we succeed in blending harmoniously a certain quantity of universal knowledge and a certain quantity of endogenous knowledge, this education enables humans to take root in their local cultures and also to become part of an international culture.

Maybe it’s a dream, but it would be good to remember the greatest projects of humanity were, for a long time, dreams. Let us recall the wise words of Brazilian Don Helder Camara: When you dream alone, it’s just a dream; but when several people have the same dream, it’s already the beginning of reality.

In my part of the world, Africa, the situation is sadly only too well-known. Who has described it better than the author of “Educate or Perish”, the late Professor Ki-Zerbo (Burkina Faso), with his highlighting of what prevails on our continent: a culturally integrating education, which for decades has not respected the right of millions of pupils to have an identity; education that impoverishes, too, because it is disconnected from production; and finally a socially violent education, because it fosters the social exclusion of the less-privileged, who are handicapped by the preceding anomalies.

We need a school that is attached to society, not torn from it. A school that would give real actors back to society, and not victims of the cognitive violence represented by the repression of the mother language.

I am convinced that if we want to achieve education that is fairer in Africa, we must develop a multilingual education based on the mother language, an education in the African languages of the learner, in partnership with the European and international languages serving today as official languages in the greater majority of African states; an education that builds bridges between early schooling in the formal sector and literacy training for those who are past the age of starting school.


Education and culture are indivisible

samassekou03_250.jpg

Most African countries continue to endure an unacceptable situation: as soon as they start school, children start learning in a language they don’t speak at home. Introducing African languages in the African school systems – as a vector of learning and as a subject of study – is one of the goals of the African Academy of Languages, which I head. We decided to undertake a genuine rehabilitation process for education at continent level, by reestablishing the link between education and culture and by including our languages and our history in school curricula. It’s what I call the reestablishment of the African educational system, characterized by three essential principles, like the three stones of the African hearth: rebuilding cultural identity of the learner by taking as a base the simultaneous use of the mother language and the official language; linking school to life, by restructuring curricula and promoting professional training, entrepreneurship and active educational methods; and promoting a dynamic of partnership around and for the benefit of the school, allowing the entire educational community to contribute to a school project in which participants can recognize themselves.

Taking African languages into account as working languages in all domains of public life must start at school, the best place for building know-how and developing knowledge, before it takes its place in other social spheres. Africa is the only continent in the world where, in most countries, the person on trial doesn’t have access to justice in his or her mother language, and still has to rely on an interpretation system inherited from the colonial period. Let us remember the indignation of Mahatma Gandhi, who as a lawyer in court was obliged to express himself in English while an interpreter translated his words into his own mother language. “Isn’t this ridiculous,” he would say. “Isn’t it a sign of slavery? Must I blame the English or myself?”

Africa has decided to change the situation by creating the African Academy of Languages. It’s a continental structure concerned with all language issues, which makes it unique in the world. It aims to set up a real partnership in Africa between what I would call “Africanophony” – the condition of speaking one or several African languages – and other linguistic spheres: English-speaking, French-speaking, Spanish-speaking, Portuguese-speaking etc, with a view to intercultural civic education. In this way, the African Academy of Languages represents one of the major catalysts for the ongoing African cultural Renaissance.

This article is taken from Adama Samassekou’s talk at the session of “21st Century Dialogues” held at UNESCO on 13 September 2007 on the topic “How to make education fairer?”

Adama Samassekou, President of the African Academy of Languages, former Minister of Education of Mali (1993-2000)

Posted in AFRICA, African language and education, African language policy, SOCIOLINGUISTICS | No Comments »

African thesis: The status and use of African languages in Sudan

Posted by sociolingo on December 17, 2007

Source: AFRIKANSKA SPRÅK
The status and use of African languages in Sudan
Participant Helene Fatima Idris

The purpose of this doctoral dissertation is to describe the status and use of African languages (minority languages in numerical and functional terms) versus Arabic (the only official language). The study is based on data collected in Nyala, the capital of South Darfur State, and in Greater Khartoum, the national capital of Sudan.

Posted in AFRICA, AFRICAN ACADEMIC, AFRICAN COUNTRIES, African dissertation thesis, African language policy, African languages, LINGUISTICS, SOCIOLINGUISTICS, Sudan | No Comments »

Majority and Minority Languages in South Africa.

Posted by sociolingo on December 17, 2007

Majority and Minority Languages in South Africa.
Alexander, Neville

This paper discusses three categories of languages in post-apartheid South Africa: high-status, low-status, and endangered. The first section presents demolinguistic profiles and their representation in the media, offering data on the relative numerical importance of the main languages used in South Africa and the average and proportional allocation at three South African Broadcasting Corporation stations in 1996. The second section examines the sociolinguistic status of South Africa’s languages, noting the processes that shaped language policy and attitudes during the past 50 years. The third section discusses language in education, explaining that most educators in South Africa continue to think of the indigenous African languages as impediments to be overcome on the way to mastering the English language. The fourth section describes prospects for African languages in South Africa and its education system. The paper concludes that a series of language planning steps is necessary to ensure that the theoretically unchallengeable policy positions of the new South Africa are realized. Recommendations include large scale generalized critical language awareness campaigns, multilingual or bilingual signposts and nameboards for all government buildings and roads, and large-scale training for interpreters, translators, journalists, media practitioners, and teachers. (SM)

Posted in AFRICA, AFRICAN ACADEMIC, AFRICAN COUNTRIES, African language policy, African languages, African papers reports, LINGUISTICS, SOCIOLINGUISTICS, South Africa | No Comments »