Pub Date : 2020-05-03DOI: 10.1080/10228195.2020.1746386
Abraham Bisilki, K. Yakpo
Abstract Likpakpaln is a little-described Mabia (Gur) language of northern Ghana. Drawing on primary data, this first study of adjectives in Likpakpaln concludes that the language has a small, closed adjective class of about 20 members that shares grammatical properties with nouns and verbs to varying degrees. Contrary to what is the case in other Mabia languages, Likpakpaln adjectives lack inherent class markers. We identify three types of adjectives, distinguishable from nouns and verbs on morpho-syntactic and semantic grounds. Type 1 items lean towards nouns and never function as predicates of verbal clauses. Type 2 consists of one item, possibly a loan, and appears in a predicate adjective construction typical of languages with large adjective classes. Type 3 adjectives lean towards verbs and may form the predicate of verbal clauses. An understanding of Likpakpaln adjectives can contribute to refining our current knowledge of the genetic and typological position of Likpakpaln in the Mabia family.
{"title":"Adjectives in Likpakpaln (Konkomba): Structural and Areal-Typological Aspects","authors":"Abraham Bisilki, K. Yakpo","doi":"10.1080/10228195.2020.1746386","DOIUrl":"https://doi.org/10.1080/10228195.2020.1746386","url":null,"abstract":"Abstract Likpakpaln is a little-described Mabia (Gur) language of northern Ghana. Drawing on primary data, this first study of adjectives in Likpakpaln concludes that the language has a small, closed adjective class of about 20 members that shares grammatical properties with nouns and verbs to varying degrees. Contrary to what is the case in other Mabia languages, Likpakpaln adjectives lack inherent class markers. We identify three types of adjectives, distinguishable from nouns and verbs on morpho-syntactic and semantic grounds. Type 1 items lean towards nouns and never function as predicates of verbal clauses. Type 2 consists of one item, possibly a loan, and appears in a predicate adjective construction typical of languages with large adjective classes. Type 3 adjectives lean towards verbs and may form the predicate of verbal clauses. An understanding of Likpakpaln adjectives can contribute to refining our current knowledge of the genetic and typological position of Likpakpaln in the Mabia family.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"51 1","pages":"24 - 3"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2020.1746386","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47691834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-03DOI: 10.1080/10228195.2020.1740298
A. Isiaka
Abstract The Nigerian youth language phenomenon has often been labelled, albeit reductively, as Pidgin or Pidgin-based—to the exclusion of other varieties which co-constitute the ecology of youth argots in the country. Drawing on the notion of indexicality, this article presents a range of Pidgin and non-Pidgin exemplars and illuminates their linguistic as well as discursive strategies. Though ostensibly diverse and sphere-specific, they consist of syntax drawn from the informal varieties of existing languages and the insertion of mainly lexical features, including slang, neologism, borrowing, relexicalisation, and metaphorisation. Rather than labelling them, this article defines them as a cluster of linguistic (and paralinguistic) practices with indexical links to youthfulness, conviviality, in-groupness, camaraderie, etc., and draws attention to the changing demographics of their user communities.
{"title":"A Tale of Many Tongues: Towards Conceptualising Nigerian Youth Languages","authors":"A. Isiaka","doi":"10.1080/10228195.2020.1740298","DOIUrl":"https://doi.org/10.1080/10228195.2020.1740298","url":null,"abstract":"Abstract The Nigerian youth language phenomenon has often been labelled, albeit reductively, as Pidgin or Pidgin-based—to the exclusion of other varieties which co-constitute the ecology of youth argots in the country. Drawing on the notion of indexicality, this article presents a range of Pidgin and non-Pidgin exemplars and illuminates their linguistic as well as discursive strategies. Though ostensibly diverse and sphere-specific, they consist of syntax drawn from the informal varieties of existing languages and the insertion of mainly lexical features, including slang, neologism, borrowing, relexicalisation, and metaphorisation. Rather than labelling them, this article defines them as a cluster of linguistic (and paralinguistic) practices with indexical links to youthfulness, conviviality, in-groupness, camaraderie, etc., and draws attention to the changing demographics of their user communities.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"51 1","pages":"68 - 89"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2020.1740298","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43277221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/10228195.2019.1701266
A. Engelbrecht
Abstract South Africa is home to the world’s largest population of rhinoceroses. Over the past decade there has been a dramatic increase in the number of rhinos poached for their horns. These horns are smuggled out of South Africa and sold on the black markets of Southeast Asia, either as a party drug or as traditional medicine. The aim of this article is to analyse news reports on rhino poaching by using appraisal theory in order to establish whether emotive language is present in reporting on rhino poaching. Two corpus management tools, Sketch Engine and NewsBank, were used to select news reports on rhino poaching for analysis. The results of the analysis indicate that emotive language is present in the news reports. The article speculates that emotive language is used to influence the way in which readers perceive rhino poaching, in order to change their behaviour and involve them in the conservation effort.
{"title":"An Appraisal Theory Approach to News Reports on Rhino Poaching in South Africa","authors":"A. Engelbrecht","doi":"10.1080/10228195.2019.1701266","DOIUrl":"https://doi.org/10.1080/10228195.2019.1701266","url":null,"abstract":"Abstract South Africa is home to the world’s largest population of rhinoceroses. Over the past decade there has been a dramatic increase in the number of rhinos poached for their horns. These horns are smuggled out of South Africa and sold on the black markets of Southeast Asia, either as a party drug or as traditional medicine. The aim of this article is to analyse news reports on rhino poaching by using appraisal theory in order to establish whether emotive language is present in reporting on rhino poaching. Two corpus management tools, Sketch Engine and NewsBank, were used to select news reports on rhino poaching for analysis. The results of the analysis indicate that emotive language is present in the news reports. The article speculates that emotive language is used to influence the way in which readers perceive rhino poaching, in order to change their behaviour and involve them in the conservation effort.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"51 1","pages":"112 - 86"},"PeriodicalIF":0.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2019.1701266","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48696891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/10228195.2020.1738533
E. Sithole
Abstract The article presents a netnographic study in the area of language and media studies. The purpose of the study was to identify challenges faced by Ndau users on the Rekete ChiNdau—Leave a Legacy Facebook page. Using an ethnolinguistic vitality model to explore speaker-writers’ motivations for online civic engagement, the article provides evidence that the group encounters several orthographic, lexicological (terminological), and language choice dilemmas that often militate against Ndau identity construction and assertion in Zimbabwe. To boost Ndau speaker-writers’ resistance to Shona and English’s cultural and linguistic hegemony, a number of practical interventions are proposed to enhance their online participation and strengthen their overall group vitality. Implementing the proposed intervention measures would not only mobilise linguistic and ethnic solidarity, but also support mother-tongue speakers’ efforts to document, develop and standardise Ndau in Zimbabwe.
摘要本文介绍了语言和媒体研究领域的网络志研究。这项研究的目的是确定Ndau用户在Rekete ChiNdau——Leave a Legacy Facebook页面上面临的挑战。文章使用民族语言活力模型来探索演讲者作家参与在线公民活动的动机，提供了证据，证明该群体在拼写、词典学（术语学）和语言选择方面遇到了一些困境，这些困境往往阻碍了津巴布韦的恩道身份建构和断言。为了增强以恩道语为母语的作家对肖纳语和英语文化和语言霸权的抵抗，提出了一些切实可行的干预措施，以提高他们的在线参与度，增强他们的整体群体活力。实施拟议的干预措施不仅将动员语言和种族团结，还将支持母语使用者记录、发展和标准化津巴布韦恩道语的努力。
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Pub Date : 2020-01-02DOI: 10.1080/10228195.2020.1711533
Thembelihle Makhanya, Sibonsile Zibane
Abstract South Africa is a country with 11 official languages. However, teaching and learning in South African universities continue to be dominated by a language that was imposed by colonialism. Drawing on a broader doctoral study which explores students’ experiences of (de)coloniality in post-apartheid education, this article reports on how access to education is hindered by the absence of indigenous languages as languages of learning and teaching. This article is based on data that was collected through in-depth individual interviews with 10 social work graduates. In a setting dominated by English, graduates spoke of their hardships in accessing education. Framed within the Afrocentric paradigm and anti-colonial theory, the article calls for the advancement of African indigenous languages in South African universities as part of the transformation agenda. The article draws attention to a need for the university community to commit to the formulation and implementation of language policies that promote translanguaging.
{"title":"Students’ Voices on How Indigenous Languages Are Disfavoured in South African Higher Education","authors":"Thembelihle Makhanya, Sibonsile Zibane","doi":"10.1080/10228195.2020.1711533","DOIUrl":"https://doi.org/10.1080/10228195.2020.1711533","url":null,"abstract":"Abstract South Africa is a country with 11 official languages. However, teaching and learning in South African universities continue to be dominated by a language that was imposed by colonialism. Drawing on a broader doctoral study which explores students’ experiences of (de)coloniality in post-apartheid education, this article reports on how access to education is hindered by the absence of indigenous languages as languages of learning and teaching. This article is based on data that was collected through in-depth individual interviews with 10 social work graduates. In a setting dominated by English, graduates spoke of their hardships in accessing education. Framed within the Afrocentric paradigm and anti-colonial theory, the article calls for the advancement of African indigenous languages in South African universities as part of the transformation agenda. The article draws attention to a need for the university community to commit to the formulation and implementation of language policies that promote translanguaging.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"51 1","pages":"22 - 37"},"PeriodicalIF":0.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2020.1711533","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44015296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/10228195.2019.1657488
Lenore van den Berg, N. Klapwijk
Abstract Vocabulary development is positively associated with reading development, reading comprehension and academic achievement. This article explores how integrating storybook reading with explicit, interactive vocabulary instruction affects Grade 1 second-language vocabulary acquisition. The study participants comprised 69 Grade 1 English second- language learners from three classes in two schools. Using the Peabody Picture Vocabulary Test (PPVT) as pre- and post-test, an intervention—consisting of 30-minute storybook reading sessions accompanied by interactive vocabulary instruction—was administered twice a week for two school terms. The PPVT results show that second-language storybook reading, accompanied by explicit, interactive vocabulary instruction, has a positive impact on Grade 1 vocabulary acquisition.
{"title":"The Impact of Second-Language Storybook Reading on the Vocabulary Acquisition of Grade 1 Learners","authors":"Lenore van den Berg, N. Klapwijk","doi":"10.1080/10228195.2019.1657488","DOIUrl":"https://doi.org/10.1080/10228195.2019.1657488","url":null,"abstract":"Abstract Vocabulary development is positively associated with reading development, reading comprehension and academic achievement. This article explores how integrating storybook reading with explicit, interactive vocabulary instruction affects Grade 1 second-language vocabulary acquisition. The study participants comprised 69 Grade 1 English second- language learners from three classes in two schools. Using the Peabody Picture Vocabulary Test (PPVT) as pre- and post-test, an intervention—consisting of 30-minute storybook reading sessions accompanied by interactive vocabulary instruction—was administered twice a week for two school terms. The PPVT results show that second-language storybook reading, accompanied by explicit, interactive vocabulary instruction, has a positive impact on Grade 1 vocabulary acquisition.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"51 1","pages":"63 - 85"},"PeriodicalIF":0.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2019.1657488","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59961009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/10228195.2020.1717587
Medadi E. Ssentanda, Allen Asiimwe
Abstract Literacy in the early years is crucial but attained amidst various challenges, especially in the Global South. Based on fieldwork conducted in October 2018 in four primary schools in Gulu district, Acoli region, northern Uganda, this study investigates school characteristics and facilities available to learners and teachers to scaffold the acquisition of literacy in the early years of schooling. These are discussed within the framework of Uganda’s mother-tongue education programme with a focus on the challenges of literacy acquisition. Data were collected from four schools by means of questionnaires, classroom interactions, and interviews, and were analysed through triangulation. The findings suggest that there are difficulties to attaining literacy within the MT education programme. Some of the challenges relate to teachers’ attitudes and practices, lack of school materials, poor school conditions, and large learner numbers per class. The implications of the observed challenges to literacy acquisition are discussed.
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Pub Date : 2020-01-02DOI: 10.1080/10228195.2020.1749398
L. Barnes
Lawrie Barnes https://orcid.org/0000-0001-7555-8146 Editor University of South Africa barnela47@gmail.com Two of the titles of the articles in this issue begin with the word Challenges, reminding us that Africa faces many challenges. Yet all of them have been eclipsed and exacerbated by the threat of COVID-19. As we all prepare ourselves to face this challenge, we realise that this is a time to put aside our differences and work together. We also become acutely aware of our human limitations and our dependence on our Maker.
{"title":"Editorial","authors":"L. Barnes","doi":"10.1080/10228195.2020.1749398","DOIUrl":"https://doi.org/10.1080/10228195.2020.1749398","url":null,"abstract":"Lawrie Barnes https://orcid.org/0000-0001-7555-8146 Editor University of South Africa barnela47@gmail.com Two of the titles of the articles in this issue begin with the word Challenges, reminding us that Africa faces many challenges. Yet all of them have been eclipsed and exacerbated by the threat of COVID-19. As we all prepare ourselves to face this challenge, we realise that this is a time to put aside our differences and work together. We also become acutely aware of our human limitations and our dependence on our Maker.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"51 1","pages":"1 - 2"},"PeriodicalIF":0.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10228195.2020.1749398","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44510930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/10228195.2020.1726609
Hilde Gunnink, Bastian Persohn
While believed to be long extinct, the discovery of less than a handful of elderly rememberers of Kora led a team around the author, Menán du Plessis, to perform an “emergency documentation” (xix) of this language in late 2011 and early 2012. The data and analysis presented in the book are based on a synoptic compilation of this original fieldwork and older publications (Wuras 1920; Engelbrecht 1928; Meinhof 1930, among others) on Kora. The target audience of the book is not exclusively linguistic scholars: “we hoped to produce a book that would be accessible to all South Africans who care deeply about their history, and take a keen interest in the diverse and fascinating languages of their own country, but which at the same time would be accessible to the descendants of South Africa’s original inhabitants” (xvi).
虽然人们认为Kora早已灭绝，但由于发现了不到少数的Kora老年记忆者，围绕作者Menán du Plessis的一个团队在2011年末和2012年初对该语言进行了“紧急记录”（xix）。该书中提供的数据和分析基于对这一原始田野调查和旧出版物（Wuras 1920；Engelbrecht 1928；Meinhof 1930等）的概要汇编。这本书的目标读者不仅仅是语言学者：“我们希望出版一本书，让所有深切关心自己历史的南非人都能阅读，并对自己国家的多样性和引人入胜的语言产生浓厚兴趣，但同时也让南非原居民的后代能够阅读”（xvi）。
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Pub Date : 2019-09-02DOI: 10.1080/10228195.2019.1691634
Isaac Mumpande, L. Barnes
Abstract This article investigates the motivation behind the Tonga people’s initiation of the language revitalisation process. It is based on research conducted in the Binga District, which was the epicentre of the Tonga language revitalisation project in the Zambezi Valley. The participants in the study were purposively sampled from various stakeholders in the project, inter alia, traditional chiefs, officials from the education sector, former and serving employees of NGOs, members of the Tonga Language and Culture Committee (TOLACCO) and Chairpersons of the Zimbabwe Indigenous Languages Promotion Association (ZILPA). The article identifies a number of socio-cultural and religious factors that motivated and propelled the Tonga people to embark on a project of language revitalisation. Within the theoretical framework of Human Needs Theory, the article critically analyses how these factors motivated the Tonga community to embark upon their language revitalisation initiative.
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