JULACE: Journal of the University of Namibia Language Centre

Omayityo nomunyolelo gwokatungithi ‘Bantu’ mOshiwambo

2024-06-21T11:53:17+02:00

Abstract

This paper examines the meanings of the morpheme ‘Bantu’ and the reasons why authors write it differently in the Oshiwambo language. The paper further analyses the morphological and phonological changes that occur during borrowing the morpheme ‘Bantu’, investigates noun classes in which it is found, as well as its orthography in the Oshiwambo language. The study adopts the Natural Generative Phonology (NGP) theory, as proposed by Hooper (1976), along with Word Formation theory and the Use Theory of Meaning (UTM), as its theoretical framework. This study adopted a qualitative approach, and data were collected through documented texts, text analysis, daily texts and utterances. After the analysis and interpretation of data, it has become evident that the morpheme ‘Bantu’ is a polysemic word in the Oshiwambo language. Data reveals that the author’s level of education, knowledge of other languages, geographical location, meaning and the noun class in which the author allocates the morpheme ‘Bantu’ are the reasons authors write it differently in Oshiwambo. The finding reveals that the morpheme ‘Bantu’ undergoes various morphological and phonological changes such as prefixation, nasalisation, free variation and modern trend to be integrated into the Oshiwambo speech system. Furthermore, it has been found that the orthography of the morpheme ‘Bantu’ in the Oshiwambo language is: Mbantu, Mbanhu, Banhu, Bantu, Aambantu, Ovambanhu, Aambanhu/Aabanhu, Aabantu, or Ovabantu, and Oshimbantu, Oshimbanhu, Otshimbanhu, Otshibanhu, or Oshibantu. These words are in Oshiwambo noun class 1.a., 2 and 7 respectively (cf. Oshiwambo 18 noun classes). Teachers, lecturers, learners, students, authors, journalists, and lexicographers could utilise knowledge acquired through this study.

Engongo

Ombapila ndjika oya lalakanene okwiilonga omayityo gokatungithi ‘Bantu’ nokukonakona omatompelo kutya omolwashike aanyoli haye ka nyola sha yooloka mElaka lyOshiwambo. Ombapila oya sinasina wo omalunduluko gopamofolohi nopafonolohi ngoka ga holoka mokuhehela okatungithi ‘Bantu’ mElaka lyOshiwambo, oya konakona wo oongundutyadhina dhOshiwambo moka taka adhika nomunyolelo gwako gwomondjila mElaka mOshiwambo. Oshinyolwakonakono oshi iwega kOmadhiladhiloyukitho gOpafonolohi yElaka ngoka ga andjaganekwa nokuyambulwa po kuHooper (1976), Omadhiladhiloyukitho gEndulukopo lyIitya nosho wo Omadhiladhiloyukitho gEyityo lyOshitya mokundjandjukununa uuyelele. Oshinyolwa shika osha longitha omukalo gwomadhiladhilo gomuule nuuyelele owa gongelwa okupitila mokulesha iinyolwa ya nyanyangidhwa, okusinasina iinyolwa, omishangwa dhakehe esiku nosho wo omatumbulo ga popiwa. Konima yokusinasina nokundjandjukununa uuyelele wa gongelwa, osha kolekwa kutya okatungithi ‘Bantu’ oshipolisemitya mOshiwambo.Uuyelele otawu ulike kutya okatunguthi ‘Bantu’ ohaka pangwa sha yooloka pamofolohi nopafonolohi ngaashi momukalo: gwokunkotseka ko oshitetekeli, gwokukwamayupaleka, gwokupingenapo okanyolo/uunyolo nokanyolo/nuunyolo uukwawo nogwopashinanena okutambiwa ko momutumbulilo gwOshiwambo. Kakele kaashono, okwa monika wo kutya omunyolelo gwokatungithi ‘Bantu’ mOshiwambo ogwo: Mbantu, Mbanhu, Banhu, Bantu, Aambantu, Ovambanhu, Aambanhu, Aabanhu, Aabantu, nenge Ovabantu, nosho wo Oshimbantu, Oshimbanhu, Otshimbanhu, Otshibanhu, nenge Oshibantu. Iitya mbyoka otayi adhika mongundutyadhina 1.a., 2, nosho wo 7 yOshiwambo (cf. [mekwatathano] noongundutyadhina 18 dhOshiwambo). Aalongisikola, aalongiputudhilolongo, aanasikola, aalongwaputudhilolongo, aanyoli, aatolinkundana naanyolimambwiitya otaya vulu okulongitha uunongo wa gongelwa okupitila moshinyolwakonakono shika. Hugunina, oshinyolwasinasino shika otashi thaneke kutya oompata dha li pokati komulongi gwOshindonga nomulongi gwoshilongwa shOmayilongo gOnkalathano osho dha yi pehulilo.

Expounding the Nama - Herero genocide of 1904-1908: A cognitive metaphor approach

2024-08-31T18:05:18+02:00

This study examined four Namibian Nama-Herero literary texts about the genocide in Namibia through the application of the cognitive stylistics theory as a framework for analysis. These are, namely, Lauri Kubuitsile’s The Scattering (2016), Jaspar D. Utley’s Lie of the Land (2017), Rukee Tjingaete’s The Weeping Graves of our Ancestors (2017) and Zirk van den Berg’s Parts Unknown (2018). The four novels were chosen because they present the Nama-Herero genocide, which took place from 1904-1908, where over 65,000 Ovaherero and 10,000 Nama people died in what is known as the first genocide of the twentieth century. The study promotes new discourses on cognitive stylistics studies of Namibian literary works. The study is significant to researchers and readers as it is a useful reference tool for students, politicians and researchers conducting studies in the field of cognitive stylistics. Cognitive linguistics argues that a particular situation in a literary text can be interpreted in different ways. Observations from nuanced readings of the texts indicated that themes in the selected texts largely centre on the natives’ experiences of the genocide during this period of colonial occupation and encounter. This was achieved through the examination of literary creativity through the use of cognitive metaphor, genocidal trauma, and mental and physical oppression. It was concluded that reading, analysing and schematising genocidal fictional works can reflect a negative past for current world citizens to understand and adopt ways that can be used to prevent genocide.

Examining the complications encountered by Grade 10-11 Oshikwanyama teachers and learners in conducting research projects (Paper 4) within the revised NSSCO Curriculum

2024-10-29T16:29:30+02:00

This study critically examines the complexities encountered by Grade 10–11 Oshikwanyama teachers and learners in executing research projects (Paper 4) within the NSSCO Revised Curriculum. The impetus for this research stems from the continuous decline in learner performance in Paper 4, despite curriculum enhancements introduced five years ago. Employing robust constructivist and ethnographic research frameworks, this study investigates the multifaceted challenges faced by teachers and learners. A qualitative research methodology was adopted, with purposive sampling selecting participants actively involved in Oshikwanyama research in 2024. Data were meticulously gathered through semi-structured interviews and comprehensive document analysis. Content analysis was utilised to distil and interpret the data, identifying prominent themes and patterns. The findings elucidate several critical issues. Teachers grapple with inadequate training in research methodologies, insufficient parental involvement, and logistical constraints. Learners confront challenges such as limited access to reliable cultural information, prohibitive transportation costs, and a lack of intrinsic motivation. Furthermore, the abstract nature of research concepts and inadequate resources significantly impede the research process. To address these robust challenges, the study recommends strategic interventions, including enhanced awareness programs for parents, targeted professional development workshops for teachers, and practical support such as funding for research-related expenses. Additionally, it advocates for a re-evaluation of the Paper 4 component to boost engagement and mitigate academic dishonesty. By addressing these challenges, the study aims to inform educational stakeholders and develop strategies to improve the pedagogy and practice of Oshikwanyama research. This, in turn, will contribute to enhanced educational outcomes and support the preservation and archiving of Oshikwanyama culture, aligning with the aspirations of Vision 2030.

Lexical Loss and Replacement in Kinga

2024-04-10T15:12:00+02:00

Lexical loss and replacement in Kinga are among the impacts of lexical change in language. Language contact acts as a main mediator in linguistic change. In this case, the recipient language may be affected in language systems, especially lexical loss and replacement, leading to lexical change. Kinga has been in contact with Swahili and other nearby languages for a long time. Some of the Kinga words have been lost permanently, and others have been replaced. This paper traces the way Kinga is losing some of its lexical items while others are being replaced by items from different languages, mainly from Swahili. The data analysis processes are based on a qualitative approach. This study is guided by the Cultural Transmission Theory developed by Kenny Smith in 2003. The findings of this paper reveal that Kinga has experienced lexical change because it incorporates words from other nearby languages into its lexicon. Kiswahili seems to have many words in Kinga. The study also postulates that there are changes experienced in phonology, syntax, morphology, and semantics in Kinga. Generally, the results of this paper show that many Swahili words have penetrated into Kinga in the contact situation, whereby some of Kinga’s lexical items have been lost while others have been replaced. Language and culture are two things that are intertwined. Elders have to use the language according to their linguistic backgrounds, whereas the new generation learns it as it is used in the natural context. This situation makes the vitality of Kinga as one of the Ethnic Community Languages in Tanzania.

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A book review of the work, metaphor: A practical introduction

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This work is a review of the book, Metaphor: A Practical Introduction.