Saturday, April 15, 2017

Second most spoken languages in Africa, part 3

A couple of years ago, I wrote a couple of posts about a map of second languages in Africa, within a set of similar maps for all continents, that came out of Olivet Nazarene University (ONU). Well there's another version by Max Holloway on MoveHub that actually dates to 2014, which is making the rounds again now thanks to Digg.

Here's the Africa map, snipped from the set (click to enlarge), and with the legend modified slightly to make the image narrow enough to fit here in a larger view:





































What are we talking about?


I actually think that it's great that people try to produce such different ways of looking at facts we sometimes take for granted. Not meaning "alternative facts" here, but maybe alternative ways of looking at facts - different angles which help understand a complex whole.  And I especially appreciate the effort that has gone into doing this with regard to languages. Also, it is worth noting that the map of Africa above covers more countries than the ONU map - no small effort in either case, but kudos to Max Holloway and MoveHub for taking it further.

All that said, the first issue with this effort is the same as with the other one: Is it "second most common first language" (L1) or "most common second language" (L2)? I think it's intended to be the first, but that's muddied by mention "second language." Or is it really something like the second most commonly spoken language (L1+L2)? It would help to begin such efforts by mentioning these alternatives, and making it clear what one is and and which ones aren't being referred to.

What counts as first most spoken?


Second, there are questions about assumptions made and data used. Is the assumption here - like in the ONU map - that the "official language" (a legal or sometimes constitutional category) is the most spoken (first) language? That cannot be assumed to be the case, especially in African countries where official languages generally are those inherited from the colonial period. So for example, as I discussed previously (in "part 1"), Bambara would not be the second most spoken language in Mali, but rather the first (L1+L2, and probably L1 only), with the official French probably being second (counting L1+L2 speakers, but definitely not first or second counting L1 only).

Similar issues arise in many countries. I won't go into all of them (having done so previously, in "part 2"), but will note the interesting case of Ethiopia. The two most spoken languages there are Amharic and Oromo, and figures vary on their respective numbers of speakers. The ONU map showed Oromo as the second language, but in the accompanying article cited figures that Oromo was spoken by more of the population. The map above from MoveHub reflects the latter (Amharic as second). The figures in Ethnologue are very close, with about 100k more Amharic speakers (L1+L2) than speakers of all varieties of Oromo (which are generally taken together, thought that couold be another discussion), However it looks like a larger percentage of Oromo speakers are L1 speakers, there being a significant number of L2 speakers of Amharic. I go into all this as an indication of the kinds of complexities one gets into when trying to make a simple declaration of which language is the second in the country - as well as the need mentioned above to be very clear what criteria one is using.

Data and interpretation


But what about the data on which the map is based - where did the information used come from? Perhaps from a list something like this one from InfoPlease? Many of the labels on this map look like the languages listed in second position for various countries, including "Sudanic" for Burkina Faso and "Bantu" for Angola, which are language families and not languages (and Sudanic is not currently used as a linguistic classification). So a major issue is the quality of data relied on, and its interpretation on the map.

On the topic of language groupings, Fon in Benin is a Gbe language, like Ewe in Togo and southeast Ghana. In all three of these countries (among many, as noted above) the rankings of languages should be reviewed - although it is interesting to imagine the unexplored implications of three states in West Africa having major numbers of Gbe language speakers.

Again, I won't review this in detail, as much is similar to the ONU map already reviewed, though with some differences that are interesting (such as Mende probably correctly the second most spoken language in Sierra Leone after Krio) or puzzling (such as Kiunguja, a dialect of Swahili in Zanzibar, for Tanzania).

Three maps


Where to go with all this, and why spend three blog posts on it? On the latter question, I think that this map concept is a useful way to look at languages in Africa - and the world (remembering that both the ONU and MoveHub efforts covered all continents). However, nice graphics have a way of circulating and if the information in them is not accurate, or otherwise presents a confusing picture, they don't serve the purpose they were created for.

Yet in the case of Africa, at least, this is a complicated subject based on often imperfect data that can be interpreted variously. So anyone's map of a clearly defined "second (most spoken) (first) (first & second) languages" by country could be critiqued on details.

What I would propose for Africa is a set of three maps, based on a bonafide source, showing for each country:

  • the most spoken language (L1+L2),
  • the second most spoken language, and
  • the third most spoken (inspired on the latter by an interesting map of third most-spoken languages by state in the US). 

Put these three side-by-side with the standard map showing official language(s) by country and you have the basis for some interesting discussions.

* "Second most spoken languages in Africa" (1 May 2015) discusses the problems with the ONU map, while "Second most spoken languages in Africa, part 2" (8 May 2015) comments country by country. See also, "How many people speak what in Africa?" (7 May 2015).

Saturday, April 08, 2017

Epilanguages & sesquilingualism in Africa

A quick return to (English) terminology about languages in Africa. Earlier posts have considered why it is that a multilingual African is "bilingual" only if they speak two Europhone languages,1 and the mixed messages in using the term "local language" for any African language.2 Here I'll look briefly at two terms few have heard of and fewer ever use - epilanguage and sesquilingual. - and how they might fill out English vocabulary for understanding multilingualism in Africa.

Africa has hundreds or thousands of languages - the exact number depends on how you count them, since many fall in groups of more or less interintelligible languages - and many Africans are polyglots, or at least speak a little of several languages. But African multilingualism is complex beyond numbers - who speaks what, when, and where; what is changing in terms of which languages are used and how they are used; and of course the technological dimensions. Could these terms be used to help enrich linguistic analyses and language planning in Africa (and elsewhere)?

Epilanguage


The term epilanguage is a recent one (the earliest uses I've found go back only 10-15 years), which seems to have two general meanings:
  • a language used above others for certain kinds of communication (an example being writing in Latin in Europe during the Middle Ages); and 
  • a deeper linguistic structure involved for instance in how we learn.
Although the meaning of the prefix "epi-" is similar to one of the meanings of "meta-," epilanguage is not a synonym for "metalanguage."3

When I first encountered this term in the first sense some years ago (in a CFP), one of my thoughts was that it seemed to describe the position of Europhone official languages in Africa. It's only recently, however, that I have come back to it to do some small research on its usage and meanings. My thought is still that in considering the rather unique roles of Europhone languages in Africa, a term like epilanguage is relevant, reflecting what can be described as their "overlay" on the African linguistic terrain. It also would facilitate discussing them in terms of function (in administration, or in academic and literary production, for instance) without reference to their origin or the roles assigned to them by language policies.

Sesquilingualism

Citation of use of "sesquilingue" in 1570.4

To be sesquilingual means to speak or understand a second language only partially (the prefix "sesqui-" meaining one and a half). This phenomenon is common anywhere, but not something described often with this term, which is rarely used despite apparently being quite old.

Sesquilingualism can be on the individual or collective level. It may be the result of contact or formal learning, or be inherent to languages being closely related.

Linguist R. David Zorc distinguished these two situations in a context where formal second language learning was not involved (this was in a contribution to evaluating mutual intelligibility of certain languages of the Philippines).5 I interpret them as follows:
  • A person may understand a language from frequent exposure, having thus learned it to some level short of being able to speak it fully
  • All members of two language communities are able to understand each other's languages, even without fully speaking them (their sesquilingualism is a result of the languages being mutually intelligible)
There are also of course situations common in Africa where school leavers have only a partial command of the school language (generally Europhone, and unrelated to African first languages), and conversely cases where students may get more of the Europhone language in school and at home but little or no depth in their mother tongue (observed among some urban elites).

The ability to understand a language without being able to speak it has also been described as "passive bilingualism" or "receptive bilingualism" (among other labels; see the long thread following a question I posed on the Code-Switching Forum in 2007). This however would be only one part of the range of situations covered by "sesquilingualism."

Within the broadly acknowledged multilingual nature of most African societies, there would seem therefore to be various possible sesquilingualisms, collectively representing a factor that might be important for understanding the quality of communication and learning in various contexts. Have we been missing something, or is this not a significant issue?

Concluding thoughts


The two concepts - epilanguage and sesquilingualism - can be used together, of course, per the example given above of school leavers.

The two terms have clear cognates in French, Portuguese, and other European languages. Another question for another time would be how to speak of these two concepts, as well as other linguistic terms, in African languages.

1. What does "bilingualism" mean in multilingual Africa? (26 Nov. 2013)
2. The problem with calling some languages "local" (3 Sep. 2014)
3. Although I understand from Coleman Donaldson that "epilinguistic" (or its French cognate) in French anthropological linguistics is the equivalent to "metalinguistic" in Anglophone academia.
4. J.F. Ossinger, 1768. Bibliotheca Augustiniana, historica, critica, et chronologica, Universitatis Bibliopolæ. p. 179.
5. R. David Zorc, 1986, "Some Historical Linguistic Contributions to Sociolinguistics," in P. Geraghty, et al, eds., FOCAL I: Papers from the Fourth International Conference on Austronesian Linguistics, 341-355. Pacific Linguistics, C-93.

Thursday, March 30, 2017

More African languages to be taught in China

The Beijing Foreign Studies University, abbreviated BFSU or BeiWai (from the Chinese 北外) recently announced addition of eleven new language offerings to its curriculum, of which six are African (links on language names below are to Wikipedia articles):
  • Comorian (Shikamori or Shimasiwa)
  • Creole (actually the Mauritian variety of what is sometimes called "Ile de France Creole," and which is known locally as Morisyen)
  • Ndebele (the isiNdebele of Zimbabwe, which is "essentially a dialect of Zulu; separate from isiNdebele of South Africa)
  • Shona (chiShona)
  • Tigrinya (ትግርኛ)
  • Tswana (Setswana)
For many years, only Swahili (Kiswahili) and Hausa (Harshen Hausa) were taught in China (see mention of this in a 2005 post on this blog). In his recent updated article on African studies in China,* Prof. LI Anshan mentioned research done in Hausa by the Chinese scholar, SUN Xiaomeng.

In recent years, however, BeiWai has instituted instruction of Afrikaans, Amharic (አማርኛ), Malagasy (Fiteny malagasy), Somali (Af-Soomaali), and Zulu (isiZulu). The Beijing Review had an article about this process last year. Apparently BeiWai is planning to continue to expand the number of African languages taught over the next few years.

Thanks to Amb. SHU Zhan for the information he shared on this topic following my questions to the Chinese in Africa/Africans in China list, and to Dr. Michael ERARD for alerting us about BeiWai's announcement via Twitter.

* Li Anshan, "African Studies in China in the 21st Century: A Historiographical Survey, " Brazilian Journal of African Studies, Vol. 1, No. 2, Jul./Dec. 2016, pp.48-88 (PDF).

Friday, March 17, 2017

An index & a count of Fulfulde words used in Kaïdara

Last year I dusted off an old sub-project idea to index words used in Amadou Hampâté Bâ's Kaidara, a Fulani initiation tale originally published in parallel Fulfulde and French text. I've brought that to a level of completion with a list of occurrences of all Fulfulde words in Kaïdara ("Kaydara" in Fulfulde), each one tagged with the "stanza" (actually just a set of 10 numbered lines) in which it appears. This is complemented by a word frequency count using an online utility designed for such work.

The original idea goes back to a project proposal in the early 1990s for a follow-on phase to an original US Department of Education materials grant to produce a lexicon for the Maasina variety of Fula. That phase would have included on the one hand field research and the other "mining" of various Fulfulde texts for vocabulary and word forms. The Kaïdara idea fit under the latter.

At the time there were ASCII texts (with markup for accents and extended characters) of this and a few other texts available from an FTP site. The plan was to use a series of macros in WordPerfect to substitute characters as needed in such text, then to tag each word with the number of the line in which it appeared - tag meaning simply to affix the number in a manner similar to what I have just done with the index I'm making available. The resulting index could then be used to identify terms missing from the lexicon, and to look up how they and other words were used along with their translations in context. (Kaïdara of course is in verse, so the usage is stylized but still of interest.)

Ultimately the follow-on project was not funded, so the Fulfulde lexicon completed for the original project was further edited and slightly expanded for publication in 1993. And the idea of indexing Fulfulde texts in the manner described was shelved. In the intervening quarter century, a considerable amount of work has been done on corpus development for many languages, but not to my knowledge including Kaïdara (or other bilingual works in the "Classiques africaines" series).

In January 2016 I decided to make an index, using the digital copy of Kaïdara from WebPulaaku.net. That resource is very helpful, but I did find a number of small errors, which to me looked like scanos (these were most easily identifiable at the stage when the words were sorted alphabetically). This was a manual process, with some search & replaces: a set of 10 lines is copied (lines ending in 0-9, so numbering indicates 10s), and spaces are searched and replaced with the appropriate number and a hard return. A difference between this and the original concept is that the words are not tagged with their exact line, but rather with the set of ten lines within which they occur (still more exact than a page number would be).

At the end of that process, punctuation was stripped out of the complete list, again by search & replace, and then the list was sorted. It was at that point that the whole list had to be scanned visually for anomalies - for example several words repeating but one with a regular d instead of hooked ɗ, or what looks like a plural ending in -be when -ɓe is intended. And for single words, occasionally something doesn't look right and needs to be checked against what was printed in the book.

It is entirely possible that I (1) missed errors, or (2) introduced errors. Ideally an automated process (that could be run more than once) could do such work. But for the moment, here is a way of searching Fulfulde words in Kaïdara, and a different way to look at its contents.

Monday, February 27, 2017

About African languages on Wikipedia & on PanAfriL10n

Wikipedia logo
Am overdue for an update on Wikipedias in African languages, but in the meantime, here's a quick suggestion concerning articles in any Wikipedia editions about African languages. That is, incorporate contributions to Wikipedia as assignments in African languages and linguistics classes.

This is actually a variation on a theme previously discussed on this blog. It is prompted by an observation made by Michael Everson comparing treatment in the English Wikipedia of the Irish language and the Wolof language (as an example). The latter is not bad but has gaps, and nowhere near the detail one finds on the Irish language (which extends to other articles).

What would it take to set up an experiment in a university-level African language program - in Africa or elsewhere - where a prof would institute this idea? The experience could be shared and developed with other objects in mind, such as contributions to African language Wikipedias. In a few cases like Wolof, which has its own edition of Wikipedia, one could write more about the language in the language itself.

Information on African language orthographies


Michael's comment came in the context of what he sees as the difficulty getting "decent grammatical and orthographic information on most major African languages." This in a discussion on Facebook following a post by Charles Riley (of Yale University Library) about the "Garay script," which was invented in the 1960s as an alternative to the dominant Latin-based script and the traditional Arabic-based Wolofal or writing Wolof. (Africa is a continent of many alphabets - another topic to which I hope to return soon).

ANLoc's logo for the PanAfriL10n wiki, 2008
With regard to information on orthographies of African languages, collecting such information was one of the mandates of the PanAfrican Localisation project (2005-2008). At one point early-on, the possibility of setting up a database on character requirements for diverse African language orthographies was seriously , but the quality of available information was not deemed to be sufficient for that investment (see discussion and diagrams of evolution). Ultimately the PanAfriL10n wiki (hosted by Bisharat.net since 2015) had a pretty good coverage of what was available, language by language and by script, but unfortunately updates have been spotty.

So, another possibility might be for African language and linguistics students to also help update this resource intended as an aid for localization and other language and technology efforts.

Tuesday, February 21, 2017

IMLD 2017 & the Linguapax Prize

The theme of this year's International Mother Language Day (IMLD) celebration is again related to the importance of languages in education: "Towards Sustainable Futures through Multilingual Education." (See also the posting on this blog about IMLD 2016.)

Held annually on February 21, this is the 18th IMLD observance. IMLD is coordinated on the international level by UNESCO, but countries, communities, and associations organize local observances around the world. There have also been initiatives online, such as the Rising Voices "Mother Language Meme Challenge."

In a letter marking IMLD 2017, the African Academy of Languages is requesting information about local observances and initiatives in Africa after they are held.

Linguapax Prize


The Linguapax Institute announces the winner of the Linguapax Prize annually on IMLD. This year's award went to Dr. Matthias Brenzinger, who is described on the Linguapax site as:
A linguist of German origin, expert in African languages, pioneer in the study of endangered languages and linguistic revitalisation who stands out both for his theoretical contributions and his commitment to the field. He is an activist and promotes the training of linguists among the speakers of endangered languages. ...
Dr. Brenzinger is currently a professor at the University of Capetown, and has there founded the Centre for African Linguistic Diversity (CALDi) and The African Language Archive (TALA). The African languages he has worked on include (certainly an incomplete list): Borana, Khwe, Nǀuu, and non-Bantu click languages in general. For more information see his bio on LinguistList and his article "African language studies on the African continent."

Tuesday, February 14, 2017

2 CFPs re African languages: Agency & the Production of Knowledge, and Disciplines & Professions (ALDP8)

Here are calls for participation (CFPs) in two more conferences, one at Columbia University in New York in March on "African Languages, Agency, and the Production of Knowledge," and the other being the 8th edition of Harvard University's African Languages in the Disciplines and Professions Conference, to be held in Conakry, Guinea in April. The deadline for both CFPs is 1 March 2017 (apologies for the late notice).

African Languages, Agency, and the Production of Knowledge

https://drive.google.com/file/d/0B40qLKz2TAkmVEQwR1hJRlA5SmM/view?usp=sharing

This "mini-conference," to be held on 24-25 March 2017, is jointly sponsored by the Department of Middle Eastern, South Asian and African Studies (MESAAS) and the Institute of African Studies (IAS) at Columbia University.

"The main objective ... is to assemble scholars from diverse disciplines and engage them in dialogue on the current  status of African languages as conveyors of knowledge, their relevance in knowledge production and sharing, and their role in the future of knowledge construction." It is also planned to publish the proceedings.

"Some relevant questions to ask include: What has Africa lost due to the disuse of African languages in education? What is the relevance of African languages in knowledge production and sharing? What has been achieved so far towards the development of African languages and indigenous knowledge? What are the future prospects for African languages? How can African languages contribute in the construction of knowledge through literature, translation, poetry, and fiction? And what is the role of African language writers, translators, researchers, and teachers?"

For further details on submissions, click on image for full text of CFP. Abstracts should be submitted by 1 March, to sms2168 (at) columbia (dot) edu.

African Languages in the Disciplines and Professions (ALDP8)


The 8th ALDP conference, to be held on 21-23 April 2017 in Conakry, is the first in the series to take place in Africa. The series is run by the African Language Program at Harvard and co-sponsored by the Department of African and African American Studies and the Harvard Committee on African Studies. This year it is being co-organized with Université Kofi Annan de Guinée.

For a general description and some background, see also last year's post on this blog about ALDP7.

The theme of this year's conference is “Progress of African Languages in Disciplines and Professions.” It is planned that the "plenary sessions will include scholars' and activists' presentations from broad areas of disciplines and professions." They are "seeking scholars to give papers and serve on panels for the conference." "The conference's languages ​​of communication are French, English and African languages."

For further details on submissions, see the ALDP page (which also has versions of the CFP in French and N'Ko). Abstracts should be submitted by 1 March, to harvardalp (at) gmail (dot) com.