Concentration in Language Development (DSM)
The philosophy behind the concentration on language development falls right in
with the philosophy of the major part of the Development programme. Language
development comprises: descriptive linguistics, mother-tongue education for adults
and children (multi-lingual education), anthropological descriptions and language
survey methods, focuses on the development of a community through development
of language. Education is the beginning of all development in a community. It often
has to start with learning to read in a local language that is the heart-language of the
people.
The emphasis of the concentration of language and culture development enables
local communities to have access to education, information and choices without
their having to go through a less familiar second language.
Another compelling aspect of language development is its relationship to freedom
and empowerment. Amartya Sen, a Nobel Prize-winning economist, has described
development as freedomi (Sen, 1999): not just access to clean water and adequate
food, but agency. Sen defines agency as the capacity to act and to change one's own
world, as the freedom to make choices. The links between language and educational
opportunities, gender imbalance and justice issues have been clearly shown ii
(UNESCO, 2005). Lack of access to choice and agency is a linguistic issue, as well as a
political and a social one. Language development provides people with the capacity
for agency, as they are enabled to make spiritual choices, career choices, economic
choices and so on.
Use of the mother tongue in formal schooling contexts also enhances people's
familiarity with, and use of, the written mother tongue. Research has shown that the
presence of multilingual education programs in a language community results in
greater linguistic understanding and broader use of the language by community
members.iii(Trudell, 2005) Hence, in addition to the positive impact of language
development on the capacity for mother-tongue education, mother-tongue
education programs provide context for enhanced language development.
(Trudell, 2006)
Goals of the programme
i. Cooperatively work with language communities to ascertain the viability of their
language, and work with the community to determine appropriate language
development goals. Within the scope of their skills will be to accurately
document an unwritten language, give guidance in the development of materials
in that language, facilitate training of teachers to use those materials.
2.6 Modes of programme delivery
This four year programme will be delivered in various modes. There will be Fulltime
Day Classes (at the Main Campus), Evening Classes, Distance/School-Based Classes
as well as e-Learning. These will be offered on semester basis in different campuses
at the county levels in an effort to make the programme more easily accessible and
affordable to the students. Similarly, admission of students will also be on semester
basis. In any case, the standard requirements of teacher-student contact hours will
be maintained. Courses for the minor will be offered through the Institute for the
Development of Languages and Translation in Africa (i-DELTA) in cooperation with
AIU. I-DELTA courses are offered in eight-week intensive blocks once per year.
Concentration and/or Elective Courses
Concentration Core Courses
Introduction to Language Development
Language and Society
Phonetics and Introduction to Phonology
Phonology
Introduction to Morphosyntax
Orthography Development
Philosophy of Education
Introduction to Translation
Credits
3
3
3
3
3
3
2
2
19
Electives (Choose 12 credits/4 courses)
Principles of Language Survey
Survey 2
3
3
Morphosyntax 2
Lexicography and Data Analysis
Discourse
Advanced Phonology and Tone
3
3
3
3
Literacy 1
Literacy 2
Multi-lingual Education
Language Development and Language
Planning
3
3
3
Introduction to Anthropology
Ethnographic Methods
3
2
3
or Introduction to
Grammar
31
1.11 Programme Structure (updated to reflect Language
Development concentration and change to semester system)
Year
1
Semester One
Code
One UC110
UC112
UC111
UC113
DS111
UC122
UC121
IDELTA
Title
Semester Two
Hrs Com
Code
Foundations for Life
2
DS131
Library Research and
Information
Competence
Bible Interpretation
and Study Methods
Essentials of ICT
2
GS132
2
UC133
2
UC135
Introduction to
2
Sustainable
Development
Introduction to Human 2
Behaviour
English Writing and
2
Composition
DS122
Phonetics and Intro to
Phonology
Total
3
Hrs Com
Principles and
Practicis of Community
Development
College Algebra
2
Personal Spiritual
Development
Biblical Study Survey
2
Theories of
Development
2
2
2
Theology of
Development
DS123 Community
Development
Strategies and
Approaches
IDELTA Language in Society
2
DS133
2
DS121
17
i-DELTA Syllabus for June/July 2015
Language in Society
Phonetics and Intro to Phonology
Principles of Language Survey
Literacy 1
Introduction to Anthropology
Introduction to Morphosyntax
Title
Introduction to
Counseling Psychology
2
3
19 36
3
3
3
3
3
3
Year
2
Code
Two DS211
Semester One
Title
Hrs Com
Semester Two
Code
MMGD and Kenya’s
Vision 2030
2
UCC221
GS213
Introduction to Statistics
2
DS225
GS134
2
DS226
IDELTA
African and World
Civilizations
Introduction to
Entrepreneurship
Community Health and
Development
Elective
UC225
EN111
GS214
2
DS224
Title
Hrs Com
Environment,
Development and
Stewardship
Strategic Development
and Stewardship
Intro to Urban
Development
Social Statistics
2
2
2
2
2
2
DS234
3
GS232
Disaster Preparedness
and Management
Leadership
Basic Bible Doctrines
2
IDELTA
Phonology
3
Introduction to Language
Development (elearning)
3
IDELTA
Introduction to Grammar
or
Morphosyntax 1
3
18
18 36
i- DELTA courses offered in June/July 2016
Phonology
Introduction to Grammar
Language Survey 2
Morphosyntax 2
Literacy 2
Lexicography
2
3
3
3
3
3
3
Year
3
Code
3
DS234
Semester One
Title
Hrs Com
Participatory Community
Development
Social Policy and
Administration
Development
Communication
Elective
Gender and Affirmative
Action in Development
Socioeconomic Analysis
and Wealth Creation
2
DS321
Management of CBOs
2
DS325
Local Resource
Mobilization and
Management
Human Communities and
Conflicts
Introduction to
Translation
Total
2
DS311
DS301
IDELTA
DS312
DS313
DS322
L
i-DELTA Courses June/July 2017
Orthography Development
Discourse Analysis
Advanced Phonology and
Tone
Multi-lingual Education
Language Development and
Planning
2
2
Semester Two
Code
Title
EN332
Technology and
innovation
IDELTA Introduction to
Anthropology
ED
Philosophy of Education
3
2
DS326
2
DS333
Elective
ICT in Development
Hrs Com
2
2
2
3
2
Participatory Monitoring
and Evaluation of
Community Projects
GS321 Research Designs and
or
Methods
DS370
Action Research Designs
and methods
BA331 Human Resource
Management
2
DS331
2
2
2
2
2
18
3
3
3
3
3
Project Planning and
Management
18 36
Year
4
4
Code
GS412
DS 411
DS415
DS413
GS460
DS422
IDELTA
DS425
Semester One
Semester Two
Title
Hrs Com Code
Title
Hrs Com
Project
2
DS427 Project Proposal Writing
2
and Fundraising
Governance and Politics of 2
DS436 Trends and Implications of 2
Development
Rural-Urban Migrations
Social Entrepreneurship
2
DS434 Adult Education in
2
Development
Personhood, Human
2
DS435 Techniques of Report
2
Rights and National
Writing
Development
Internship (Field
2
DS327 Social Integration of the
2
Project/Practicum
Physically Challenged
Rural Development and
2
Elective
3
Sociology
Elective
3
Elective
2
Training and Facilitation
2
DS351 Legal and Ethical Issues in
2
skills for Capacity Building
Development
17
18 35
Total of 143 credit hours
Syllabi:
UNIT TITLE:
UNIT CODE:
UNIT HOURS:
PRE-REQUISITE:
LANGUAGE AND SOCIETY
3 HOURS
Description of the Module
This module aims to increase awareness of the way that language is actually used by
individuals and groups. Students will look closely at how language functions both to
separate communities and to unite them. As students explore language use patterns,
language choices, and language attitudes, they will apply their growing knowledge
of language structure and their recognition that in a multilingual society, speakers
will necessarily have varying degrees of linguistic and communicative competence
in different languages. Examples drawn from many different societies, languages
and language varieties will illustrate how language is used in complex multilingual
situations.
In their exploration of language in its social and cultural environment, students will
explore concepts such as regional and social dialect variation, multilingualism, codeswitching, language attitudes and ideologies, pidgins and creoles, language
standardisation, and language spread, shift and death. They will also apply
theoretical concepts to case studies and research exercises.
Objectives of the Module
At the end of the module, students will be able to:
1. Describe how languages are used by different groups.
2. Demonstrate familiarity with concepts and basic research findings in the
area of language use, and ability to use the relevant terminology where
appropriate.
3. Think analytically about language as social behaviour and express their
thoughts in a clear and scientific way.
4. Carry out small-scale linguistic research and make observations about the
way people use language to communicate with each other.
5. Grow in respect for linguistic diversity and in appreciation for living in a
multilingual world.
6. Identify and discuss the factors influencing the long-term maintenance
and/or shift of language(s) in society.
7. Identify and discuss the effects of language choice, language attitudes, and
domains of language use on possible language development programmes in a
minority language community.
8. Engage, as appropriate, in community-level advocacy for language
development programmes and national language policy.
9. Find relevant resources for further sociolinguistic research, both primary
and secondary.
Outline of the Module
Subject
Lecture
Introduction, research methodology
Language Variation
(social, geographical, temporal)
Bilingual and Multilingual Individuals
Bilingual and Multilingual Societies
Language Contact, Creolistics
Language Shift and Language Death;
Language Spread, Language
Maintenance
Language, Culture and Gender
Sign Language
Language Standardization
Total hours:
120
Assessment criteria
Analysis Assignments:
Final Exam
1
12
Homework &
exercises
12
20
5
5
3
5
10
10
5
8
3
3
3
40
5
5
5
80
30%
70%
Teaching Methodologies
Readings, lectures, participatory learning activities, class discussion, peer teaching
Textbooks (in addition to handouts)
Coulmas, Florian. 2005. Sociolinguistics: The study of speakers' choices. Cambridge
University Press.
Gumperz, John J. and Dell Hymes. 1972.Directions in Sociolinguistics. Holt, Rinehart
and Winston.
Trudgill, Peter. 1983. Sociolinguistics, An introduction to language and society.
Penguin Books.
Wendland, Ernst R. 1985. Language, Society, and Bible Translation. United Bible
Society of South Africa.
Further Reading
UNIT TITLE:
UNIT CODE:
UNIT HOURS:
PRE-REQUISITE:
INTRODUCTION TO LANGUAGE DEVELOPMENT
3 HOURS
LANGUAGE AND SOCIETY
Course purpose
The purpose of this course is to give learners a "big picture" of language
development, including its place within the wider context of community
development, its theological/philosophical foundations, and its relationship to
activities such as Bible translation, research, literacy, and education.
Expected learning outcomes
At the end of this course, a student will be able to:
. Explain what sustainable language development entails, how it fits into the wider
picture of community development, and the benefits it brings to minority
language communities
. Assess a minority language community’s current language vitality status using an
appropriate tool (such as EGIDS) and when given the community’s vision for their
desired future, evaluate relevant factors and make appropriate
recommendations using an appropriate model (such as the Sustainable Use
Model)
Courses content
What: Sustainable language development
 Social functions of language, societal and individual multilingualism, domains
of language use
 Language vitality and endangerment
 Levels of sustainable language use
• Social conditions supporting language vitality
• Understand what “language development” is, and that it is situated in the wider
field of development
 Know the factors that contributet o sustainable use of a language at various
levels of vitality
Why: Theological/philosophical foundations for language development
 Holistic development as blessing the nations and social justice
 Language development as part of holistic development
• Language development as ministry to the poor and marginalized
• empathize with minority language communities and understand that their
minority status frequently results in marginalization and poverty
 know the theological and/or philosophical foundations and motivations for
language development
Who: Partnerships
•
•
•
•
Language communities as the owners of language development
The emerging church as stakeholder
Multiple networks of stakeholders
be convinced that community ownership and participation is essential to lasting
change
• identify a wide range of potential stakeholders and their possible involvement,
including the church, community organizations, governments, and
development agencies
• value community capacity as being crucial to each of the major activities that
are typically part of language development (including linguistic analysis,
translation, and literacy work)
• understand that language development programs are greatly influenced by
their contexts
• understand how major activities in a language development program
contribute to each other and to overall program goals
How: Community capacity for language development
• Principles of community development
• National and church language policy
• Advocacy, resource linking, and capacity develpment
• Translation, linguistic and anthropological analysis, literacy, oral materials
development, and other activities in language program context
Modes of delivery
E-learning
Instructional materials/Equipment
Grading: 70% examination, 30% Assignments
Text books
Lewis, M. Paul and Gary F. Simons. forthcoming. Sustaining Language Use: Perspectives
on Community-Based Language Development. Dallas, TX: SIL International.
Books and materials for further reading
Grove, Carl. 2008. Language and Development in Ethnolinguistic Minority Communities:
A Biblical Rationale.
UNIT TITLE:
UNIT CODE:
UNIT HOURS:
PRE-REQUISITE:
PHONETICS AND INTRODUCTION TO PHONOLOGY
3 HOURS
Course Description
This course is a practical course teaching the interrelated skills of recognition,
production and transcription of a large variety of speech sounds. These skills are
helpful in learning to understand and speak any language and provide the essential
linguistic foundation for an adequate orthography (writing system) for an unwritten
language.
The course includes two weeks of phonology in order to give the students the basic
notions they need to know in order to start a phonological analysis.
Course Objectives
At the end of the phonetics part (6 weeks) the students will be able to:
1. Identify and produce a broad range of the phonetic sounds observable in the
world's languages.
2. Transcribe sample data from various languages using the International Phonetic
Alphabet.
3. Demonstrate a basic knowledge of the articulatory system and its operation
during the production of various speech sounds.
4. Demonstrate a familiarity with the technical descriptions of speech sounds.
5. Understand the need to look at each language on its own merits.
6. Start to hear and transcribe pitch accurately.
At the end of the phonology part (2 weeks), the students will be able to
demonstrate:
7. An understanding of the basic concepts of contrast, variation and distribution,
including complementary distribution.
8. An understanding of the some basic procedures used in phonemic analysis.
Course Requirements
There will be homework and lab-sessions and, if needed, individual tutorials for
practice in production and transcription of sounds.
Assessment criteria
Production/transcription quizzes and a theory quiz
Final phonetics exam including production, transcription and theory
1 Assignment in Phonology
1 Exam in Phonology
Teaching Methodology
This course will be taught through class-work, assignments and tutorial
20%
50%
10 %
20 %
instruction. Part of the class-work will involve producing speech sounds from
various languages and transcribing them from dictation.
Textbooks and Further Reading (in addition to handouts)
International Phonetic Association (1999). Handbook of the International Phonetic
Association. Cambridge: Cambridge University Press.
Ladefoged, Peter and Maddieson, Ian (1996). The Sounds of the World's Languages.
Oxford: Blackwell.
Ladefoged, Peter. (2005). Vowels and Consonants. Wiley-Blackwell.
Moeschler, Jacques & Auchlin, Antoine (2009). Introduction à la linguistique
contemporaine. 3e édition, Armand Colin.
Munot, Philippe et Nève, François-Xavier (2002). Une Introduction à la Phonétique.
Liège: Editions du Céfal.
Pullum, Geoffrey K. and Ladusaw, William A. [1986] (1996). Phonetic Symbol Guide.
Chicago: The University of Chicago Press.
UNIT TITLE:
UNIT CODE:
UNIT HOURS:
PRE-REQUISITE:
INTRODUCTION TO GRAMMAR
3 HOURS
NONE
Course purpose
The primary goal of this module is to give an introduction to grammatical analysis,
to enable students to understand the grammar of their language. and to enable
students to benefit from simple linguistic descriptions written by others. These skill
will help prepare the students for translation, language assessment, and literacy
work.
Expected learning outcomes
By the end of the course students know:
1. Sentence and clause structure
2. Phrase and word structure
3. Basic ideas of morphology
4. Tense, aspect, mood and voice
5. Case, gender, class and number marking
The students will do the following
Make a write of their grammar consisting
1. Sentence structure, clause structure, phrase structure, word structure
2. Tense, aspect, mood, voice
3. Case, gender, class and number marking if applicable
Courses content
o
Introduction
o
Word Structure: affixation, morphemes.
o
Phrase Structure: word classes, nominal phrases, verb phrases.
o
Clause Structure: clauses, concord, non-verbal clauses.
o
Structure of the simple sentence.
o
Morphology - including roots and stems, inflection and derivation.
o
Tense, Aspect, Mood.
o
Clause structure - including clause types and serial verb constructions
o
Sentence structure - including coordinate and subordinate clauses.
Modes of delivery
Each topic will be introduced in a lecture, using examples from French or English
and African languages. This is followed by practice in analysis in class, and takehome problems for individual practice. There will be further practice by applying
the grammatical terms and the analytical procedures to data provided by students
from their own languages. Each student will maintain a notebook of data and
analysis of their own language.
Instructional materials/Equipment
Power point, video presentations, ICT
Assessment criteria
Analysis Assignments:
Final Exam
30%
70%
Text books
Bickford, J. Albert (1998). Tools for Analyzing the World’s Languages: Morphology
and Syntax. Dallas: SIL.
Books and materials for further reading
Bendor-Samuel, John (ed.) (1989). The Niger-Congo Languages. Lanham: University
Press of America.
Brown, Keith and Jim Miller (1991). Syntax: A Linguistic Introduction to Sentence
Structure. London: Harper Collins Academic.
Crystal, David (1991). A Dictionary of Linguistics and Phonetics. Oxford: Blackwell.
Elson, Benjamin and Velma Pickett. (1988). An Introduction to Morphology and
Syntax. Dallas: SIL.
Fromkin, Victoria A. (Ed) (2000) Linguistics, an Introduction to Linguistic Theory,
Oxford: Blackwells
Heine, Bernd (ed.) (2000). African Languages: An Introduction. Cambridge: Cambridge
University Press.
Jackson, Howard (1985). Discovering Grammar. Oxford: Pergamon Institute of
English.
Welmers, William (1973). African Language Structures. Berkeley: University of
California Press.
UNIT TITLE:
PHONOLOGY
UNIT CODE:
UNIT HOURS:
3 HOURS
PRE-REQUISITE: PHONETICS AND INTRODUCTION TO PHONOLOGY
Course Description
This course introduces the techniques of analyzing phonetic data to discover the
phonological system of a language with the goal of eventually producing an
adequate orthography (writing system). As such, the course covers the basic steps
of phonological analysis. Teaching proceeds through presentations of the theory to
the analysis of real data drawn from a number of various languages.
Course Objectives
The overall aim of the course is to prepare students to undertake a phonological
analysis.
After this course, a student will be able to demonstrate:
1. An understanding of the difference between the concerns of phonetics and
phonology.
2. A thorough understanding of the basic principles of phonemics.
3. An ability to apply the various phonemic procedures to phonetic data, and draw
conclusions which he or she can defend.
4. A good understanding of phonological processes and of basic phonological rulewriting.
5. An understanding of the basics of Generative Phonology.
6. An ability to apply distinctive features in phonological analysis.
7. Proficiency in using PTEST and/or Dekereke in phonological analysis and report
writing.
8. A conviction of the need for careful evaluation of data and conclusions during the
process of analysis.
9. A conviction of the necessity for good phonological analysis as a basis to
orthography development.
Course Requirements
There will be class sessions and assignments. Data from several languages will be
discussed, enabling the student to work on an analysis of a language, covering all the
steps taught. For each hour of class time, two hours of personal study should be
applied.
Assessment criteria
Assignments in phonology 30 %
3 exams in phonology
70 %
Teaching Methodologies
This course will be taught through lectures, class-work, exercises and assignments.
Textbook
Burquest, Donald A. (2001). Phonological Analysis: A Functional Approach.
(2nd edition Revised) Dallas: SIL International.
Further Reading
Clements, G.N. (2001/2004). "Phonologie" (traduit de l'anglais). In: Les langues
africaines, éd. Bernd Heine et Derek Nurse, traduit et édité en français par
Henry Tourneux et Jeanne Zerner, (2004), pp. 149-192. Paris: Karthala.
Creissels, Denis (1994). Aperçu sur les structures phonologiques des langues négroafricaines, 2ème édition. Grenoble: ELLUG.
Katamba, Francis X. (1990). An Introduction to Phonology. London: Longman.
Lass, R. (1984). Phonology: An Introduction to Basic Concepts. Cambridge: Cambridge
University Press.
UNIT TITLE:
LITERACY 1
UNIT CODE:
UNIT HOURS:
3 HOURS
PRE-REQUISITE:
Literacy I (Introduction and overview)
Course Description
Participants will be introduced to pertinent aspects of literacy work in local
languages. They will gain knowledge and practical experience in how to work
effectively in a mother tongue literacy program.
Course Objectives
Upon completion of this course, students will be able to:
a. explain in detail the profile of illiteracy in the world today
b. explain in detail the inter-relationship between illiteracy, poverty, politics,
and environment
c. list the issues and factors involved in the development of an appropriate
writing system for an unwritten language
d. describe strategies for testing and evaluating orthography proposals
e. outline the major components of reading theory
f. explain, model and teach the principles of adult education
g. explain, describe, and critique two different instructional strategies for
teaching reading
h. design instructional materials from two different strategies for teaching
reading
i. design a complete literacy program
j. explain alternative strategies for designing and managing a literacy program
k. discuss factors in seeking external funding for a literacy program.
l. explain briefly the major issues involved in developing a multilingual
education program
m. train teachers for an adult literacy program
n. develop materials for transitional literacy programs
o. explain the need for post-literacy materials and how to develop these.
p. facilitate the transfer of the knowledge, skills, and attitudes entailed in all of
the above objectives to national and expatriate counterparts.
Course Outline
Subject
Lecture
Homework
and exercises
Projects
Intro to literacy in local
languages
The context of literacy
Planning
Evaluation (of learners, teachers,
materials, programmes)
Theories and methods of
teaching and learning
Pedagogy - curriculum etc
Pré- et post-literacy
Materials development
MLE
Management and finance
Orthography
Teacher training
General
Total hours:
120
6
2
6
8
8
2½
2
2
6
12
2
6
8
3
14
2
2
2
2
7
4
1
2
80
5
½
1
4
20
20
Assessment criteria
Students will be evaluated on the following basis:
 Two (2) written exams (2 x 35%)
%
 Three (3) projects : Programme planning (10%)
Lesson materials development (10%)
Easy reading materials (5%)
70
25 %
 Teaching demonstration of a primer lesson
5%
 Class participation et homework assignments
5%
TOTAL
100 %
Textbooks and Further Reading
Malone, Susan E. 2007. Planning Community-Based Education Programs In
Minority Language Communities: Resource manual for Mother Tongue
speakers of minority languages engaged in planning and implementing
education programs in their own communities (unpublished manuscript)
Trudell, Barbara. 1998. Defining SIL’s Literacy Task in Africa Area (unpublished
manuscript)
UNESCO. 2004. La pluralité de l’alphabétisation et ses implications en termes de
politiques et programmes. Paris, UNESCO.
Veloso, Maria Térèsa, et De Craene, Robert. 1994. Techniques d’élaboration d’un
syllabaire selon la méthode analytico-synthétique, dans La conception du
matériel didactique de base pour l’alphabétisation, Julia Van Dyken et
Gabriel Mba, éds. Kenya, SIL.
Barnwell, Katharine. 1985. A Workshop Guide for Primer Construction. Jos,
Nigeria: NBTT. reprint, 1995, SIL, Dallas.
Photocopies and class handouts
UNIT TITLE:
LITERACY 2
UNIT CODE:
UNIT HOURS:
3 HOURS
PRE-REQUISITE: LITERACY 1
Literacy 2
Pre-requisite:
Literacy I
Course Description
This course is offered to those already working in a mother tongue literacy
project who have taken iDELTA course set I.
Using the program plan, recommendations from the sending branch (e.g., from
the language programs manager, the literacy coordinator or the participant’s
supervisor) and the questions that the participants bring themselves, the course
participants will take part in a series of “practical workshops” which will address
subjects relevant to their programs, such as: program management, materials
production, how to lead a writers’ workshop, community motivation, teacher and
supervisor training and evaluation.
Participants should come with a 5-year program plan and will leave the course
with at least a rough draft of a book or pedagogical material in that language
relevant to the program, a plan for a workshop in the program that they are
capable of leading, and a plan for evaluating his/her activities.
Course Objectives
Upon completion of this course, students will be able to:
a. explain alternative strategies for designing and managing a literacy
program
b. design teacher training protocols for adult literacy programs
c. develop instructional materials for transitional literacy programs
d. organize and direct a writers' workshop
e. explain the need for post-literacy materials and how to develop these
f. evaluate the need for external funding in a literacy program
g. do detailed costing for a literacy program
h. write a funding proposal for a literacy program
Courses content
week
Subject
lecture assign
1&2
Evaluation of literacy programs
10
20
Project management
of stock,
of distribution,
of personnel,
of finances…
3&4
Materials development
10
20
5&6
Workshop development
10
20
7&8
Development of portfolios with
consultant feedback, crossfertilization among participants
10
20
Total: 120 hours
40
80
Assessment criteria
Percentage of grade
Participation and final exam
70
Plan for evaluation portfolio
10
Didactic materials portfolio
10
Workshop plan portfolio
10
Total
100 %
Teaching Methodologies
This course is designed to be run as a series of mini-workshops. Formal lectures
will be integrated into the practical application and exercises of the workshops.
Textbooks and Further Reading
Bhola, H.S. (1994). A Source Book for Literacy Work: perspective from the
grassroots. UNESCO.
Malone, S. (2006). Planning Community-Based Education Programs in Minority
Language Communities: Resource manual for Mother Tongue speakers of
minority languages engaged in planning and implementing education programs
in their own communities. (unpublished manuscript).
Photocopies and Class Handouts
UNIT TITLE:
MOTHER-TONGUE BASED MULTILINGUAL EDUCATION
UNIT CODE:
UNIT HOURS:
3 HOURS
PRE-REQUISITE: LITERACY 1, Literacy 2 and co-requiste Orthography
Course Description
This course is designed as an introduction to the concepts and practice of mother
tongue-based multilingual education (MT-based MLE). Participants are expected
to have completed iDELTA Literacy I and Literacy 2 courses and to be enrolled in
the Orthography course.
Course Objectives
Upon completion of this course, students will be able to:




Give a short presentation advocating for MLE in the contexts in which
they work;
Summarize the aspects of curriculum development, materials
development and teacher training as they apply to an MLE program;
Explain the concept of a “good bridge” from mother tongue to another
language
Develop a first draft of a comprehensive program plan for the timing
and coordination of the elements necessary to implement an MLE
program
Course Outline
week
Subject
lecture
assign
1
Advocacy and Language policy:
5
10
2
3
4
5
6
7
8
Learning theories:
Curriculum development:
Materials development:
Teacher training:
L1 learning and bridging to L2:
Program planning:
Monitoring and evaluation:
Total: 120
5
5
5
5
5
5
5
40
10
10
10
10
10
10
10
80
Students will be evaluated on the following basis
Percentage
2 written exams based on practical application
of course information (24% each)
70%
Project: advocacy materials/presentation
10%
Project: graded materials development
10%
Project: program plan (timing and coordination)
10%
Total
100 %
Assessment criteria
3.Reference materials and required readings:
Advocacy Kit for Promoting Multilingual Education: Including the Excluded. Bangkok:
UNESCO Bangkok, 2007.
Baker, C. (2001). Foundations of bilingual education and bilingualism. 3rd Edition.
Clevedon, England: Multilingual Matters
Bloch, Carole: Training for Early Literacy Development in multilingual settings. TELL
Program teachers’ notes, http://www.tell.praesa.org/ <http://www.tell.praesa.org/>
Fishman, J. (Ed.). (2001). Can threatened languages be saved? Clevedon, England:
Multilingual Matters
Krashen, Stephen. (1981). Second Language Acquisition and Second Language Learning.
Pergamon Press. http://www.sdkrashen.com/SL_Acquisition_and_Learning/index.html
Malone, Susan E. (2007). Planning Community-Based Education Programs In Minority
Language Communities: Resource manual for Mother Tongue speakers of minority
languages engaged in planning and implementing education programs in their own
communities (unpublished manuscript)
Muthwii, Margaret (2001). Language Policy and Practices in Education in Kenya and
Uganda.
Schroeder, Leila. (2007). Promoting Cognitive Development In Children From Minority
Language Groups: A Mother-Tongue Curriculum for Language Arts. International
Journal of Learning,Vol. 14 (7).
http://www.cgpublisher.com/works/9156/actions/1/manage_workspace
<http://www.cgpublisher.com/works/9156/actions/1/manage_workspace>
Thomas, W. & Collier, V. [(1997) Internet]. School Effectiveness for Language Minority
Children.
Other UNESCO documents, class handout
UNIT TITLE:
ORTHOGRAPHY DEVELOPMENT
UNIT CODE:
UNIT HOURS:
3 HOURS
PRE-REQUISITE: PHONOLOGY
Learning Outcomes
The overall goal of this course is to equip the learner to facilitate the
development of a new or assessment of an existing orthography by the local
community using linguistic, psycholinguistic, sociolinguistic and pedagogical
principles.
Upon completion of this course, participants shall be able to:
 define and assess different issues that arise in orthography development;
 describe how linguistic, psycholinguistic, sociolinguistic and pedagogical
factors inform orthography design;
 apply linguistic, psycholinguistic, sociolinguistic and pedagogical principles
to the development of an appropriate orthography for a given sound system;
 facilitate local community participation in the process of orthography
development
 understand the steps necessary to create a first draft of a technical
orthography description;
 create a first draft of a writers’ guide to the use of the orthography in his/her
language;
 facilitate use of the orthography by the local community;
 understand the importance of formal orthography testing and identify
appropriate test methodologies according to aims
Reference materials and required readings
Easton, C. and Wroge, D. (2002) Manual for Alphabet Design through Community
Interaction for Papua New Guinea Elementary Teacher Trainers. SIL, Papua
New Guinea.
Malone, S. (2006). Planning Community-Based Education Programs in Minority
Language Communities: Resource manual for Mother Tongue speakers of
minority languages engaged in planning and implementing education
programs in their own communities. (unpublished manuscript).
Roberts, David. (2008). L’orthographe du ton en kabiyè au banc d’essai. (Doctoral
Thesis, Institut National des Langues et Civilisations Orientales, Paris).
Schroeder, Leila. (2008). Bantu Orthography Manual. SIL epublication.
http://www.sil.org/silepubs/Pubs/50630/50630_BantuOrthographyManual
.pdf.
Snider, K. Tone Considerations. (Book – to appear)
Grading
Percentage of
grade
Projects
15
mid-term exam
15
final exam
70
Total
100 %
Course plan
week Topic
1
Linguistics of writing
Class
hours
5
2
Linguistics of writing
5
10
3
Linguistics
5
10
4
Linguistics
5
10
5
Psychology of reading
5
10
6
Sociolinguistics
5
10
7
Pedagogical issues
5
10
8
Evaluation
5
40
10
80
Total: 120 hours
Assign
hours
10
UNIT TITLE: LANGUAGE DEVELOPMENT AND LANGUAGE PLANNING
UNIT CODE:
UNIT HOURS:
3 HOURS
PRE-REQUISITE:
1. Goal:
This course is designed to draw together the different strands of the 3 years of
the i-DELTA training course to help the participants integrate their knowledge
into the larger scope of language development work as undertaken by SIL and
its partners. The intended outcome is to better equip the learners to engage
with various stakeholders, whether governmental, church, NGOs, individuals or
language community, to advocate for language development in its many forms
and to engage more effectively in planning initiatives.
By the end of this course, participants will:
-develop a working definition of: language development, language policy and
language planning
-apply those definitions to their language contexts
-design advocacy presentations or materials for 3 different stakeholders which
explain the work of SIL/partner organizations in terms of language development
and advocacy.
2. Reference materials and required readings:
Participants will be provided with a variety of articles and reading materials on
various aspects of language development, language policy and language
planning. UNESCO documents, language policy from different countries,
information on sociolinguistic theory and Multilingual Education data will be
presented as represented in current publications.
4. Grading :
Percentage of
grade
2 exams (35% each)
70%
reading journals
5%
in-class presentations and
homework assignments
5%
Project: advocacy tool
10%
Project: advocacy tool
10%
Total
100 %
3. Course plan :
Week
Subject
lecture
reading &
homework
1
terminology and context
5
10
2
language planning : status
5
10
3
language planning : corpus
5
10
4
language planning :
acquisition + exam
5
10
5
language vitality
5
10
6
EGIDS
5
10
7
FAMED, SUM
5
10
8
SFT, exam, presentations
5
10
40
80
total : 120 hours
UNIT TITLE:
ADVANCED PHONOLOGY AND TONE
UNIT CODE:
UNIT HOURS:
3 HOURS
PRE-REQUISITE: PHONOLOGY, INTRODUCTION TO
MORPHOSYNTAX 2
MORPHOSYNTAX,
Course purpose
African languages have many features in addition to consonants and vowels, such as
vowel harmony, tone and stress. This course will develop an understanding of non-linear
phonology and lexical phonology. Since the majority of African languages are tonal, the
overall goal of this course is to provide the learner with tools for the collection and
organisation of tone data, preparing the ground for the analysis of the tone system of a
language, and providing the theoretical background to basic tone analysis.
Expected learning outcomes
By the end of the course students will be able to:
1. Write phonological rules using non-linear phonology, and lexical phonology
2. Explain the differences between Autosegmental Phonology and Metrical Phonology,
3. Explain vowel harmony, stress patterns and tonal processes using a non-linear
approach,
4. Hear and accurately transcribe the tonal melodies of spoken words and short
phrases,
5. Follow a methodology for the organisation of tone data, facilitating future analysis,
6. Recognize a number of common tonal phenomena.
Courses content
Review Generative Phonology in relation to morphophonological changes, syllable
structure. Present an overview and explain the theories and the need for them.
Practice using both non-linear and lexical phonologies.
Physiology of tone, phonetics of tone (hearing and transcribing review), eliciting
and organising data, introduction to methodology, applying the methodology to a
specific language, the most common tonal phonemena (spreading, floating tone,
downstep).
Modes of delivery
There will be class sessions and assignments. Data from several languages will be
discussed, enabling the student to work on an analysis of a language, covering all the
steps taught. This course will be taught through lectures, class-work, exercises and
assignments.
Instructional materials/Equipment
Power point, video presentations, ICT
Assessment
Percentage of
grade
Participation and quiz
10
Project
20
Final exam
70
Total
100 %
Text books
Course handouts (required reading) will be provided along the way. The following are
some good basic reference works:


Burquest, Donald A. (2001) Phonological Analysis, A Functional Approach, second
edition, Dallas: SIL
Katamba, Francis. 1989. An Introduction to Phonology. London: Longman.
Books and materials for further reading








Fromkin, Victoria A. (ed.) 1978. Tone: A Linguistic Survey. New York: Academic
Press.
Goldsmith, John. 1990. Autosegmental and Metrical Phonology. Oxford: Basil
Blackwell.
Goldsmith, John A. (ed). (1995) The Handbook of Phonological Theory, Oxford:
Blackwell.
Gussenhoven, Carlos. 2004. The Phonology of Tone and Intonation.
Cambridge: Cambridge University Press.
Odden, David. 1994. Tone: African languages. In John Goldsmith (ed.) The
Handbook of Phonological Theory. Oxford: Blackwell, 444-475.
Snider, Keith (1999) The Geometry and Features of Tone. Dallas: SIL
Snider, K. Tone Considerations. (to appear).
Yip, Moira. 2002. Tone. Cambridge: Cambridge University Press.
UNIT TITLE:
MORPHOSYNTAX 2
UNIT CODE:
UNIT HOURS:
3 HOURS
PRE-REQUISITE: INTRODUCTION TO MORPHOSYNTAX
Course purpose
This module consolidates and extends the treatment of grammatical analysis
introduced in Morphosyntax 1. This course deals with an in-depth analysis of
morphology, also expanding on grammatical categories such as case, gender, class,
number, tense, aspect, voice and mood. Its major focus is on increasing analytical
skills, through contact with data from African languages, including the students'
own.
Expected learning outcomes
By the end of the course students will be able to understand
1. the basic concepts of morphology
2. the difference between case, gender, class and number marking
3. the difference between tense, aspect, mood and voice
The student will do the following:
1. identify the concept of morphology in their own language
2. identify and describe case, gender, class and number marking depending on
the language of analysis
3. identify tense, aspect, mood and voice and describe these, if applicable, with
data from their mother tongue
Courses content
The module will start with revision and then will cover the following aspects more
deeply than they were covered in Grammar 1:
o
Morphology - including roots and stems, inflection and derivation, allomorphy
and conditioning.
o
TAM.
o
Case.
o
Clause structure - including clause types and serial verb constructions
o
Embedding - at different levels in the hierarchy.
o
Sentence structure - including coordinate and subordinate clauses, complex
sentences, referential constraints and complementation.
Modes of delivery
The module will be taught by lectures and working through exercises that
illustrate the teaching points, taken from African languages. There will also be
assignments.
Instructional materials/Equipment
Power point, video presentations, ICT
Assessment criteria
Tests
10%
Assignments 20%
Final Exam 70%
Text books
Bickford, J. Albert (1998). Tools for Analyzing the World’s Languages: Morphology
and Syntax. Dallas: SIL.
Brown, Keith and Jim Miller (1991). Syntax: A Linguistic Introduction to Sentence
Structure. London: Harper Collins Academic.
Creissels, Denis (2006). Syntaxe générale, une introduction typologique. 2 vols. Paris:
Hermes.
Dixon, R. M. W. (2009) Basic Linguistic Theory. Volume 2: Grammatical Topics.
Oxford: OUP.
Feuillet, Jack (2006). Introduction à la typologie linguistique. Paris: Honoré Champion
Editeur.
Givón, T. (1990). Syntax: A Functional Typological Introduction, vol. 2. Amsterdam:
John Benjamins.
Heine, Bernd (ed.) (2000). African Languages: An Introduction. Cambridge:
Cambridge University Press.
Heine, Bernd et Derek Nurse (éds.) (2004). Les langues africaines. Paris: Karthala.
Jackson, Howard (1985). Discovering Grammar. Oxford: Pergamon Institute of
English.
Langacker, Ronald W. (1973). Language and its Structure, 2nd edition. New York:
Harcourt, Brace, Jovanovich.
Mathews, P. H. (1991). Morphology, 2nd edition. Cambridge: CUP.
Payne, Thomas E. (1997). Describing Morphosyntax: A Guide for Field Linguists.
Cambridge: Cambridge University Press.
Welmers, William (1973). African Language Structures. Berkeley: University of
California Press.
UNIT TITLE:
UNIT CODE:
UNIT HOURS:
PRE-REQUISITE:
PRINCIPLES OF LANGUAGE SURVEY
3 HOURS
Description of the Module
This module builds on a foundation of sociolinguistics (the study of languages in
their social context) to introduce students to the practicalities of designing,
implementing and reporting on language surveys. The purpose of this module is to
provide the formal training in survey principles that a person needs to begin work
as a language surveyor. It will equip students to plan a research project that will
provide an accurate description of the sociolinguistic and other factors that affect
language development. The module is structured on the assumption that the
students who go on to conduct language surveys will receive further training in
survey procedures under an experienced mentor as part of their on-field
assignment.
Objectives of the Module
By the end of this module students will be able to:
1. Describe the linguistic and sociolinguistic criteria that can be used to identify
languages and dialects and to determine the suitability of existing literature
in multilingual situations.
2. Explain the methods used in language surveys to discover ethnolinguistic
identity, assess language vitality, determine linguistic similarity, measure
inherent intelligibility, evaluate bilingual proficiency, and describe language
attitudes and patterns of language use.
3. Relate the requirements of a survey to the methods and sampling techniques
that are appropriate for it.
4. Read and evaluate language survey reports and develop the proposal and
initial plan for a language survey.
Outline of the Module
Subject
Foundational concepts
Research design
Gathering and analysing language
survey data
Planning and conducting a language
survey
Total hours:
120
Assessment criteria
Examination
Lecture
5
15
15
Homework Projects
& exercises
5
10
20
10
5
5
30
40
40
40
70%
Practicum (projects and simulations)
Term project (portfolio:
research proposal and bibliography)
10%
20%
Textbooks and Further Reading
LinguaLinks Library. (Electronic "bookshelves" on CD-ROM using Libronix software)
Photocopies and class handouts
UNIT TITLE:
LANGUAGE SURVEY 2
UNIT CODE:
UNIT HOURS:
3 HOURS
PRE-REQUISITE: PRINCIPLES OF LANGUAGE SURVEY
Description of the Module
This module and its prerequisite (offered in AC1) provide the formal training in
survey principles and procedures that a person needs to work as a language
surveyor. "Language Survey II" builds on "Introduction to Language Survey", and on
students' experience in language assessment, to orient them to the practice of
planning and reporting on language surveys. This module will equip students to
plan and evaluate a research project that will provide an accurate description of the
factors, sociolinguistic and otherwise, that affect decisions about language
development programmes, a description that reflects the perspectives both of the
language community and of development agents. The module is structured on the
assumption that the students who go on to conduct language surveys will receive
further training in survey procedures under an experienced mentor as part of their
on-field assignment.
Objectives of the Module
By the end of this module students will be able to:
1. Relate the requirements of a survey to the methods and sampling techniques
that are appropriate for it.
2. Evaluate the quality and completeness of a survey proposal or a survey
report.
3. Write an initial plan and a survey proposal for a given scenario (?) that are
realistic and that address the research questions appropriate to the language
development decision(s) to be made.
4. Explain how to analyse the results of the following research tools: structured
observation; interviews or questionnaires with closed and/or open
questions; vocabulary comparison; and tests.
5. Present the research conclusions of a language assessment project, along
with the reasons for drawing them, in a manner appropriate to the audience
of the report.
Grading: 30% project, 70% final exam
Textbooks and Further Reading
Decker, Ken and John Grummitt. 2011. Understanding Language Choices: A Guide to
Sociolinguistic Assessment. (new book in process)
LinguaLinks Library. (Electronic "bookshelves" on CD-ROM using Libronix software)
Nahhas, Ramzi W. 2006. The Steps of Language Survey. Course notes, Payap Univ.
Nahhas, Ramzi W. and others. 2007. The Steps of Recorded Text Testing. SIL.
Nahhas, Ramzi W. and Noel W. Mann. 2006. The Steps of Eliciting and Analysing
Word Lists. Research Paper, Payap University.
Photocopies and class handouts
UNIT TITLE: Introduction to Anthropology
UNIT CODE:
UNIT HOURS:
3 HOURS
PRE-REQUISITE: NONE
Course purpose
This module is a general introduction to the discipline of anthropology, the study
of man, especially as it relates to living human populations, wherever they are
found. The course will look at both human universals and cultural diversity as
they affect all aspects of social life in any context, but especially as they make an
impact on language development and Bible translation.
Expected learning outcomes
By the end of the course students will be able to
 Explain how the discipline of anthropology contributes to a better
understanding of and a better communication with other cultures
whether around the world or right next door
 Define the concept of culture and use its various components to
analyze and appreciate cultural scenes outside their own
experience.
 Research and analyze how different cultural populations define and
order their values based on how they observe, experience and
understand both the physical and social worlds around them.
 Reflect on how the individual sees himself apart from his culture, as
part of his culture and how he relates to the world outside his culture.
 Examine the social system of a given community to better
understand how people adapt themselves through family structure,
marriage alliances and political organization to meet the
requirements of everyday life.
 Distinguish the basic assumptions people make to explain how their
world came into being and how they should relate to it through ritual,
magic and religion.
 Explain the elements of culture change as they apply to a world of
increasing globalization.
Courses content
1. Introduction
Concepts: the nature of culture and importance of values.
2. Culture and Economics
3.
4.
5.
6.
7.
Concepts: patterns of subsistence; exchange of both material and
non-material items; money and markets.
Culture and Social Structure
Concepts: marriage and family; kinship and descent; status and
role; social groups
Culture and the Political Process
Concepts: political organization and the structure of authority,
social control and the resolution of conflict.
Culture and the Individual
Concepts: the socialization of children and the acquisition of
cultural values; the life cycle, age-sets and grades.
Culture and Religion
Concepts: worldview, cosmology and the supernatural; magic and
witchcraft, myth and ritual, symbolism.
Culture and Change
Concepts: acculturation, diffusion, syncretism, revitalization,
urbanization, globalization
Modes of delivery
Problem solving, Class interaction, Lecture, Case study, Presentations, Guest Speakers
(Reflective practitioners on the field), e-learning option
Instructional materials/Equipment
Power point, video presentations, ICT
Assessment
Assessment will be based on reading assignments, application of concepts to
contemporary or biblical case studies (summaries) and 2 exams.
Readings (5)
10%
Summaries (2)
10 %
Exam 1 (mid)
20 %
Exam 2 (final)
60%
TOTAL
100 %
Text books
Introducing Cultural Anthropology: A Christian Perspective by Brian Howell &
Jenell Williams Paris.
Books and materials for further reading
Other readings as provided throughout the course, primarily from Gary Ferraro,
Cultural Anthropology: an Applied Perspective (various editions) and James
Spradley and David McCurdy, Anthropology: the Cultural Perspective (1989)
ETHNOGRAPHIC METHODS
CODE
HOURS
2 HOURS
PREREQUISITE NONE
Course purpose
The goal of this course is to provide an orientation on cultural anthropology and
ethnographic research methods for the field linguist, with special attention to the
interaction between language and culture. This course is designed to introduce the
student to potential problems in cultural adaptation, and to acquaint him or her
with some of the social science techniques for overcoming them.
Course outcomes
 Be familiar with some basic theories and concepts of cultural anthropology
 Have developed an understanding, appreciation, and respect for people of
other cultures, as well as an ability to interact with such people.
 To have come to a better understanding of oneself and the adjustment that has
to be made in order to work effectively in a cross-cultural setting.
 To be familiar with cross-cultural field research, how to analyse data and how
to write it up.
 Be sensitive to ethical issues in data collection
 Have a basic knowledge of the relevant literature and know how to apply the
content.
Course content
At the end of the course the student should be able to know/and or do the
following:
 Know an overview of the basic theories and concepts of cultural
anthropology
 Techniques to learn how to live and work in a cross-cultural setting
 How to collect data in an actual cross-cultural field research situation
and how to analyse the data.
 Learn how to write up field notes
 How to be ethical in data collection
 Be made familiar with literature relevant to cultural anthropology
 Learn practically how to combine theory with practice
Methods of instruction
Learning opportunities will include lectures, readings, field projects, discussions,
Assessment
Continuous assessment 30%
Final Assessment
70%
Textbook and Reading
Fadiman, Anne. 2012 (2nd edition). The Spirit Catches You and You Fall Down: A
Hmong Child, Her American Doctors, and the Collision of Two Cultures. New York:
Farrar, Strauss, and Giroux.
UNIT TITLE:
LINGUISTICS ANTHROPOLOGY
UNIT CODE:
UNIT HOURS:
3 HOURS
PRE-REQUISITE: INTRODUCTION TO ANTHROPOLOGY
After completing this course students will have been introduced to major fields
within the discipline of linguistic anthropology, literature that describes how linguistics
and anthropology relate to and influence each other, how language and culture are
interrelated, and realize that one cannot be studied without using the tools of the other.
Students will have been exposed to some of the ways languages are structured in terms
of their sound system and grammars, the ways they create meaning, and some of the
ways in which they reflect the cultures of the people who speak them. Students will
become further acquainted with the International Phonetic Alphabet and issues
surrounding orthographies and identity. They will be introduced to some factors that
influence languages change, ways in which language and identity are intertwined, and
why the vast majority of the world’s languages are dying today. We will review the
history of writing, the issues of multilingual education, including the globalization of
English, and reading theories such as the Phonics-Whole language debate. Students will
also be alerted to the different forms of language used by genders in societies, and how
those forms of language both reflect and reinforce gender ideologies.
By the end of the course serious students will have learned some of the basic
theories and concepts of linguistic anthropology, developed an understanding,
appreciation and respect for people who speak other languages or varieties of a
language, and will have been exposed to some skills that can help them communicate
better with people from other speech communities. Students will also come to a better
understanding of themselves and the skills they will need in order to live and work
effectively in a globalized, increasingly multilingual world.
REQUIREMENTS:
Students are expected to attend all class sessions, to read all assigned
readings, and to hand in assignments on time. Graded work includes: quizzes over
readings, written homework, one mini-project, one field project, a mid-term exam
and a final exam. For written homework, students will be asked to answer
questions from the workbook, or to write short reaction in which they are asked to
reflect on how they observe the central idea of the articles at work in their own, or
other languages around them. These are to be handed in on the day they are due.
Each student should be sure to include their name, the date, and the specific
assignment on each piece of homework. Students will be graded according to how
well they interact with the central arguments of the articles. The mini-project will
require a student to collect a list of at least 30 words or metaphors and their
meanings from a specific domain of their choice. The field project, which must be
instructor or TA approved, will be to choose one of an approved list of scripts from
the Bible, and identify the context, who each speaker is, what specific speech
formulae they used, what ritual acts accompanied the formula, and suggest how to
go about translating these passages in a meaningful way. There will be both a midterm and a final exam for this course.
GRADING:
Final course grades will be based on the following criteria: grades on weekly
written hand-ins (reaction papers or workbook questions) ; daily quizzes; miniproject, field project; mid-term exam (30%) final exam (70%).
REQUIRED TEXTS:
Blum, Susan D. 2009. Making Sense of Language: Readings in Culture and
Communication. New York, Oxford: Oxford University Press.
Salzmann, Zdenek, Stanislaw, James, and Adachi Nobuko. 2012. Language, Culture, and
Society: An Introduction to Linguistic Anthropology (fifth edition). Boulder, CO.:
Westview Press.
Any additional readings not taken from these books will be provided by professor.
UNIT TITLE:
LEXICOGRAPHY
UNIT CODE:
UNIT HOURS:
3 HOURS
PRE-REQUISITE: INTRODUCTION TO PHONOLOGY AND INTRODUCTION TO
MORPHOSYNTAX
Course purpose
The principles and methods necessary for the production of dictionaries, including
the use of pertinent software tools.
Expected learning outcomes
By the end of the course students will be able to
 explain the vocabulary, principles and methods of constructing a dictionary
 design a dictionary for a particular audience, whether bilingual or monolingual
 gather lexical information, using both corpus and semantic domain techniques
 organize data in a lexical database such as Fieldworks
 write good dictionary definitions
 apply the skills learned by doing a small dictionary project in their own language
 understand ethical principles of lexicography and apply them to a dictionary
project
Courses content
A dictionary is the central component of a program of language documentation,
bringing together key observations on the phonology, grammar, semantics, usage,
and history of the language. It lays a foundation for many aspects of a language
development program, including orthography development, literacy, and literature
development, as well as other tasks such as language learning and translation.
Modes of delivery
 lectures
 word studies
 group discussions
 practical exercises
 readings and reading reports
 term project
 student presentations of term project
Instructional materials/Equipment
Power point, handouts, FieldWorks software
Grading: 70% examination, 30% Assignments
Text books
Books and materials for further reading
UNIT TITLE:
DISCOURSE ANALYSIS
UNIT CODE:
UNIT HOURS:
3 HOURS
PRE-REQUISITE: INTRODUCTION TO MORPHOSYNTAX OR INTRODUCTION TO
GRAMMAR
Course purpose
This module builds on Introduction to Grammar and applies analytical techniques to
larger units of language than clauses. The analytical approach is basically structural
and taken from the work of Longacre and Levinsohn. Students describe typical
features of different types of prominence and cohesion, chart texts, analyze
discourse segmented into hierarchical units, and indicate evidence for
foregrounding and back grounding (or mainline and supportive information). The
techniques are applied to student's own and other (mostly African) languages. The
major emphasis is on narrative discourses, but later in the course procedural, and
expository texts are also studied.
Expected learning outcomes
The students will work on their own language (or another African language). At the
end of the module the students will know:
 That each language has its own distinct discourse patterns
 That each discourse has its own distinct discourse pattern
 The difference between foreground and background information within a
text and according to a specific genre
 The different participants and their tracking system including pronouns
and demonstratives
 The different ways of combining clauses
 How to identify highlighting, the functions of idiophones, interjections
and reported speech
The students will:
 Present texts in charted form and have a write-up of all the findings they
made
 Segment a text into all its discourse units (paragraphs, episodes,
conclusion etc.) according to linguistic features
 Analyse and describe the use of tense/aspect/mood in different genre
and its relationship to foreground and background information
 Analyse and describe the use of connectives in different genre
 Analyse and describe the use of development markers within a text
The students will appreciate
 The knowledge of discourse analysis for doing translation
Courses content
Unit 1 Introduction
Differences between discourse and grammatical analysis
Written and oral language
Charting of texts
Unit 2 Important concepts in discourse
Event-line and the distinction of foreground/background information
Participants/Participant tracking
Setting/staging
Paragraphs and episodes
Plot structure
The marking of peak
Unit 3 Functional relations in discourse
Connectors
Development markers
Direct, indirect, semi direct speech
Topic and Focus
Clause chaining, switch reference
Interjections, Idiophones
Modes of delivery
The teaching methods will include a mixture of lectures, discussion and practical
work on language data.
Instructional materials/Equipment
Power point, video presentations, ICT
Assessment criteria
Tests after each unit
Assignments
Term project
Final examination
5%
5%
20%
70%
Text books
Levinsohn, Stephen H. (2010). Self-instruction materials on narrative discourse
analysis. PDF. SIL International. http://www.sil.org/~levinsohns
Dooley Robert & Stephen Levinsohn (2000) Analysing Discourse: A Manual of basic
concepts. SIL International.
Longacre, Robert & Shin Hwang (2012) Holistic Discourse analysis. Dallas: SIL
International.
Books and materials for further reading
Beaugrande, R. & W. Dressler (1981). Introduction to Text Linguistics. London:
Longman.
Blakemore, Diane. 2002. Relevance and Linguistic Meaning: The semantics and
pragmatics of discourse markers. Cambridge & New York: Cambridge University
Press.
Blass, Regina. 1990. Relevance Relations in Discourse: A study with special reference to
Sissala. Cambridge & New York: Cambridge University Press.
Brown, Gillian & George Yule (1983). Discourse Analysis. Cambridge: Cambridge
University Press.
Callow, Kathleen (1974). Discourse Considerations in Translating the Word of God.
Grand Rapids, MI: Zondervan.
Chafe, Wallace. 1994. Discourse, Consciousness, and Time: The flow and displacement
of conscious experience in speaking and writing. Chicago: University of
Chicago Press.
Grimes, Joseph E. (1975). The Thread of Discourse. The Hague: Mouton.
Hatim, B. (1990). Discourse and the Translator. London: Longman.
Longacre, Robert E. (1996). The Grammar of Discourse. 2nd edition. (Topics in
Language and Linguistics.) New York and London: Plenum Press. 362 p.
______ (1990). Storyline Concerns and Word Order Typology in East and West Africa.
Los Angeles: UCLA.
Levinsohn, Stephen (2006) “Reasoning styles and types of hortatory discourse” in:
Journal of Translation. Vol.2: No 2: 1-10.
Renkema, Jan (1993). Discourse Studies: An Introductory Textbook. Amsterdam: John
Benjamins.
Schiffrin, Deborah (1994). Approaches to Discourse. Cambridge, MA: Blackwell.
______ (1987). Discourse Markers. Cambridge: CUP.
Stirling, Lesley (1993) Switch-reference and discourse representation.Cambridge:
Cambridge University Press.
Trosborg, Anna 1997. Text typology: Register, Genre and Text Type. Text Typology and
Translation: 3-23.
Van Djik, Teun (1971) “Foundation for typologies of texts.” International symposium on
Semiotic Studies: La classification des textos littere’raires”, Urbino (Italy 17-23,
1971.
i
Amartya Sen, 1999. Development as Freedom. Oxford: Oxford University Press.
ii
UNESCO, 2005. Advocacy Brief: Mother Tongue-Based teaching and Education for Girls. Bangkok:
UNESCO, pp.1-2.
iii
Barbara Trudell, 2005. The Power of the Local: Education Choices and Language Maintenance among
the Bafut, Kom and Nso' Communities of Northwest Cameroon. Unpublished PhD dissertation, University
of Edinburgh.