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- Oggetto:
African Linguistics
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African Linguistics
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Anno accademico 2022/2023
- Codice dell'attività didattica
- STU0616
- Docente
- Alexander Andrason (Titolare del corso)
- Corso di studi
- laurea magistrale in Lingue e civiltà dell'Asia e dell'Africa
- Anno
- 2° anno
- Periodo didattico
- Secondo semestre
- Tipologia
- Affine o integrativo
- Crediti/Valenza
- 6
- SSD dell'attività didattica
- L-OR/09 - lingue e letterature dell'africa
- Modalità di erogazione
- Tradizionale
- Lingua di insegnamento
- Inglese
- Modalità di frequenza
- Obbligatoria
- Tipologia d'esame
- Scritto ed orale
- Prerequisiti
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Inserire qui il testo in inglese (massimo 4000 caratteri). Non eliminare l’indicazione “English” tra le parentesi quadre; è necessaria per la creazione dell’etichetta di visualizzazione del testo in inglese. Una volta inseriti i testi eliminare queste indicazioni in modo che non risultino visibili agli studenti.
Inserire qui il testo in italiano (massimo 4000 caratteri). Non eliminare l’indicazione “Italiano” tra le parentesi quadre; è necessaria per la creazione dell’etichetta di visualizzazione del testo in italiano. Una volta inseriti i testi eliminare queste indicazioni in modo che non risultino visibili agli studenti. - Oggetto:
Sommario insegnamento
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Obiettivi formativi
Course objectives
Although I still don’t know you, I would like to propose the following objectives for our course. Of course, given the pedagogical philosophy I espouse, we will discuss these objectives together and modify them, if necessary:
- Being aware of the complexity and messiness of the linguistic reality of Africa
- Being able to deal with this messiness by consciously selecting theoretical/methodological tools
- Understanding the basic characteristics of African and Bantu languages with regard to their typology, phylogenetics, and contact
- Understanding the typological, phylogenetic, and areal position of isiXhosa within African and Bantu languages
- Understanding of the properties of click consonants in African languages and isiXhosa
- Being familiar with the main aspects of the isiXhosa language structure (lexicon, phonetics, morphology, syntax, and multimodality)
- Being able to formulate basic sentences in isiXhosa
- Being able to identify similarities and divergences between Southern (Bantu), Nguni or isiXhosa and the language(s) you speak or know.
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Risultati dell'apprendimento attesi
Inserire qui il testo in inglese (massimo 4000 caratteri). Non eliminare l’indicazione “English” tra le parentesi quadre; è necessaria per la creazione dell’etichetta di visualizzazione del testo in inglese. Una volta inseriti i testi eliminare queste indicazioni in modo che non risultino visibili agli studenti.
Inserire qui il testo in italiano (massimo 4000 caratteri). Non eliminare l’indicazione “Italiano” tra le parentesi quadre; è necessaria per la creazione dell’etichetta di visualizzazione del testo in italiano. Una volta inseriti i testi eliminare queste indicazioni in modo che non risultino visibili agli studenti.
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Modalità di insegnamento
Lecture structure
I propose that we start our joinery by adopting the class structure specified below. We will of course modify it and adjust it to our needs and preferences once we know each other.
Seminar times
All seminars are on MONDAYS, TUESDAYS, and WEDNESDAYS at 10:00 -12:00.
Class structure
Each class will consist of a "lecture" dedicated to a particular linguistic topic. This part will take approx. 60 minutes and will have the form of guided (semi-structured) discussion. It will be followed by conversations during which students will be introduced to practical knowledge of isiXhosa.
Class participation
Students (just like the lecturer) are expected to be an active participant in this course. Seminars will rarely take a typical lecture format where students are passive listeners and the teacher the only authoritative speaker. We will try to disrupt this knowledge production scheme by aiming to learn together and collaboratively from our shared experiences as scholars and researchers in language science and related fields.
Class preparation
For each meeting, I will provide you with handouts (PDFs) that will guide the discussion related to the lecture’s topic. In some cases, you will be asked to read (excerpts from) articles. Please don’t worry – they are short and although may sometimes seem difficult and technical, we will explain everything carefully during our meetings. Remember that not understanding is part of leaning. Therefore, I will ask you to prepare questions emerging from your handouts and readings before each seminar. In fact, I expect you might be a little confused at the beginning of each class - we will use our meeting to (try to) clarify any doubts and confusions.
As for the practical component, you will receive PDFs with short dialogues illustrating the use of isiXhosa in basic situations. Parts of these dialogues will be recorded and you will have access to these audio(-video) files before the class. Before each meeting, you will also receive Abafana comic strips in isiXhosa.
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Modalità di verifica dell'apprendimento
Instead of exams and quantitative evaluation (i.e., marks) I believe in a continuous (yet stress-free) qualitative assessment that is collaboratively designed and monitored by both the teacher and the student. I hope that the type of assessment that we will agree upon, will inspire you to excel. For now, I propose the following assessment structure:
Class participation Continuous
Participation in class discussions means asking questions and being active. It does not mean knowing the answers. It should count 20% of the final mark.
Dialogue 5/6 June
A one-to-one conversation with the lecturer about selected topics studied in the course: 30-45 minutes and 20% of the mark.
Written output 7 June
This written output may have the form of an essay, commentary, review, science-communication press article, fieldwork guidelines, or database. It will concern a topic jointly agreed upon by the student and lecturer: 60% of the mark.
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Programma
Please consult the course outline that specifies the dates of all the menaings as well as their content. The course outline can be downloaded here:
Testi consigliati e bibliografia
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Readings
Gowelet, D. 2003. Zone S. In D. Nurse & G. Philippson (eds.) The Bantu Languages. New York: Routledge, 609-638.
Güldemann, T. 2018. Historical linguistics and genealogical language classification in Africa. In T. Güldemann (ed.) The Languages and Linguistics of Africa. Berlin: De Gruyter Mouton, 58-444.
Heine, B. 2006. Africa as a linguistic area. In K. Brown (ed.) Encyclopedia of Language & Linguistics. Boston: Elsevier, 90-94.
Maddieson & B. Sands. 2019. In M. Van de Velde, K. Bostoen, D. Nurse & G. Philippson (eds.) The Bantu Languages. 2nd edition. New York: Routledge, 97-107.
Marten, L. 2020. Bantu and Bantoid. In R. Vossen & G. Dimmendaal (eds.) The Oxford Handbook of African Languages. Oxford: OUP, 205-219.
Mous 2019. Language contact. In M. Van de Velde, K. Bostoen, D. Nurse & G. Philippson (eds.) The Bantu Languages. 2nd edition. New York: Routledge, 355-380.
Sand, B. 2020. Click consonants: An Introduction. In B. Sands (ed.) Click Consonants. Leiden: Brill, 1-73.
Vossen, R. 2020. African language types. In R. Vossen & G. Dimmendaal (eds.) The Oxford Handbook of African Languages. Oxford: OUP, 91-103.
Recommended reference texts
- Güldemann, T. (ed.) 2018. The Languages and Linguistics of Africa. Berlin: De Gruyter Mouton.
- Nurse, D. & G. Philippson (eds.) 2003. The Bantu Languages. New York: Routledge.
- Sands, B. (ed.) 2020. Click Consonants. Leiden: Brill .
- Van de Velde, M. K. Bostoen, D. Nurse & G. Philippson (eds.) 2019. The Bantu Languages. 2nd edition. New York: Routledge .
- Vossen, R. & G. Dimmendaal (eds.) 2020. The Oxford Handbook of African Languages. Oxford: OUP .
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Note
Inserire qui il testo in inglese (massimo 4000 caratteri). Non eliminare l’indicazione “English” tra le parentesi quadre; è necessaria per la creazione dell’etichetta di visualizzazione del testo in inglese. Una volta inseriti i testi eliminare queste indicazioni in modo che non risultino visibili agli studenti.
Inserire qui il testo in italiano (massimo 4000 caratteri). Non eliminare l’indicazione “Italiano” tra le parentesi quadre; è necessaria per la creazione dell’etichetta di visualizzazione del testo in italiano. Una volta inseriti i testi eliminare queste indicazioni in modo che non risultino visibili agli studenti.
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