Articles, Conference and Workshop Papers Collection

Permanent URI for this collectionhttp://10.10.97.169:4000/handle/123456789/1334

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Understanding teachers' and students' perceptions on the re-entry of teen mother-students in public secondary schools of Dodoma City
(International Journal of Research Studies in Education, 2024-06-20) Laurencio, Deus Lweyemamu; Gervas, Imelda; Nyinondi, Onesmo S.
This research study adopted a Concurrent Triangulation Design based on a mixed approach to investigate the perceptions of teachers and students regarding the re-entry of mother-students into public secondary schools in Dodoma City. The study involved a sample of 489 students and 104 teachers from ordinary secondary schools, eight teachers, and seven mother-students from secondary school centers. Systematic, simple random, purposive, and stratified sampling techniques were used to draw the categorical samples from the population. Data were analyzed using descriptive through counts and frequencies and thematic procedures were adopted for qualitative data analysis. The demographic analysis of school students and teachers revealed that the teaching profession in Dodoma City is predominantly female, which may influence the support provided to teen mother-students upon re-entry. The findings showed different perceptions towards the re-entry of mother-students. However, both teachers and students recognize the importance of providing educational opportunities to these young mothers. Alternatively, concerns regarding stigmatization, financial barriers, and parental attitudes were also identified. To foster a supportive and inclusive learning environment. The study recommended organizing workshops for teachers to sensitize them about the challenges faced by mother-students, developing comprehensive support programs, involving parents in the re-entry process, and providing targeted financial assistance. Addressing these issues can empower teen mother-students to pursue their education and contribute to breaking the cycle of poverty while promoting gender equality. By implementing the proposed recommendations, educational policymakers and stakeholders can create a conducive environment for the successful reintegration of mother students into the formal education system.
Trends in communication strategies through traditional medicine: responding to the COVID-19 pandemic in Tanzania
(East African Journal of Education and Social Sciences, 2024) Nyinondi, Onesmo S.
This study sought to establish trends in communication strategies through traditional medicine in Tanzania. The study employed the descriptive content analysis design as it was crucial for gaining insights into how language and communication strategies impact the utilization of traditional medicine in the context of COVID-19 management in Tanzania. The study involved a comprehensive documentary review of COVID-19 communication materials used in Tanzania to establish how language and communication strategies impact the utilization of traditional medicine in the context of COVID-19 management in Tanzania. Data was analyzed through the qualitative content analysis approach.The study concludes that COVID-19 communication materials made commendable efforts to reach the diverse linguistic communities in Tanzania, taking into account the country's linguistic diversity. Kiswahili and English emerged as the dominant languages, which aligns with the linguistic distribution of the population. This approach promotes inclusivity and ensures access to information. The materials demonstrated effective translation and interpretation, highlighting a commitment to accurate translation and cultural sensitivity. It is advisable to incorporate multiple languages, including local languages, to make the campaigns more accessible and relatable to linguistically diverse communities in Tanzania. Secondly, it is imperative to maintain clear communication strategies that empower individuals with varying levels of health literacy. Furthermore, when discussing traditional remedies, adopting an objective approach and stressing the significance of consulting healthcare providers for well-informed decision-making is essential. Moreover, the strategic use of visual elements should be employed to ensure a consistent and well-structured presentation of crucial information
Teachers’ and students’ level of awareness regarding re-entry of mother-students in public secondary schools in Dodoma city
(East African Journal of Education and Social Sciences (EAJESS), 2024) Laurencio, Deus Lweyemamu; Gervas, Imelda; Nyinondi, Onesmo S.
Background: This study investigates the awareness levels among teachers and students regarding the re-entry policy for mother students in public secondary schools in Dodoma City, Tanzania. The re-entry policy, implemented in 2021, emphasises the readmission of teen mothers to the regular school system. Study Design: Employing a Concurrent Triangulation Design, the study gathered comprehensive information by incorporating diverse research methods. Population and Sampling: A sample of 489 students and 104 teachers from ordinal secondary schools in Dodoma City was selected using random, systematic, and stratified techniques. Instruments/Sources of Data: Data collection utilised questionnaires, interviews, and Focus Group Discussions (FGD). Validity and Reliability: Validity was ensured through a literature review, expert consultation, and supervisor input. Reliability was confirmed via a test-retest method, yielding a Cronbach’s Alpha of 0.705. Statistical Treatment of Data: SPSS version 25 facilitated descriptive and inferential statistical analyses, employing counts, percentages, and tables for data condensation. The Chi-square test explored associations between variables. Ethical Considerations: Following ethical guidelines, the study prioritized participant confidentiality and informed consent. Key Findings: The study identified that 55% of students and 69% of teachers possessed adequate awareness of re-entry guidelines. Significant associations were noted between awareness levels and socio-demographic attributes, including teachers’ and students’ sex, students’ class, and the education level of students’ mothers. Recommendation: The study recommends that the Tanzanian government reinforce and implement existing re-entry guidelines. This is crucial to prevent the exclusion of girls from the education arena and foster inclusivity and equal educational opportunities.
Competence based curriculum in practice: english curriculum implementation prospects and challenges in Mtama district secondary schools in Tanzania
(International Journal of Research Studies in Education, 2024-05-15) Issa, Zamda; Mwakapina, Job; Nyinondi, Onesmo
This study, conducted in Mtama District, Tanzania, addresses the challenges and highlights prospects associated with implementing the Competence-Based Curriculum (CBC) in English language education in secondary schools. The research, prompted by the district's observed poor performance in English subjects and a lack of prior research, used a mixed-methods approach involving random and purposeful sampling. The study focused on 21 English teachers and 380 students, employing a complementary research design that integrated qualitative methods such as interviews with quantitative techniques like Likert scale questionnaires. The findings highlight the optimistic prospects of CBC implementation, as perceived by both students and teachers. The curriculum is acknowledged for emphasizing skill development, critical thinking, and real-world application. However, the study identified significant challenges English teachers face, with external pressures and a shortage of teaching resources standing out. External pressures, often driven by political and educational authorities, hinder effective CBC adoption, leading to rushed syllabus coverage. Additionally, a scarcity of materials impedes the curriculum’s delivery and effectiveness. In conclusion, the study underscores the need for comprehensive efforts to address these challenges. It is recommended to prioritise in-service training for English teachers, providing adequate teaching materials, reducing class sizes, implementing language support programs, and fostering a positive learning environment. By addressing these challenges, Mtama District can enhance the quality of English language education, better prepare students for real-world challenges, and contribute to the successful implementation of CBC
Assessing speakers' tolerance for swahili-translated, university-related neologisms in Tanzania
(Taylor & Francis Group, 2024-07-31) Nichodumus Robinson
In this chapter, the author assesses speakers’ tolerance for Swahili-translated university-related neologisms from English in Tanzania. Swahili has recently gained prominence in Tanzanian universities, becoming the language of research. Also, the names of various academic units and programmes are named in Swahili as well. However, what requires further assessment is how much speakers prefer to descriptively use Swahili-translated words. The study is guided by Optimality Theory (OT) and is supplemented by Keller’s (1994) concept of hypermaxim, suggesting that speakers generally opt for simple forms so that they do not expend superfluous energy. In this regard, the simpler the translated word is, the more tolerance it yields. Data were collected through observation, documentary review, interviews and questionnaires. The findings reveal that the university speech community under investigation displays a notably low tolerance against Swahili-translated neologisms. This is evident in speakers’ preference for English neologisms and their outright resistance and/or dissatisfaction against Swahili-translated neologisms. Speakers’ low tolerance for Swahili-translated neologisms is influenced by factors such as the historical dominance of English and the techniques used in translation. Given that this study has highlighted the impact of translation techniques on speakers’ tolerance, it recommends further investigation into the realm of translation professionalism.
The compromised tense-aspect distinction in bantu languages: the case of Nyakyusa
(International Journal of Current Research in the Humanities (IJCRH), 2023) Robinson, Nichodamus
This article examined the compromised tense-aspect distinction in Bantu languages, using Nyakyusa as a case study. The review of scholarly works indicates that, in Bantu languages, the changing nature of tense-aspect systems remains to be the source of the problem for tense-aspect distinction. The paper investigates the source of the problem and a way in which Nyakyusa can describe tense-aspect distinction. The study was conducted in Kyela District in Mbeya Region where many native speakers live. Data were collected through narrative stories, interviews and written texts. The findings reveal that although the -ile suffix is the source of the compromised tense-aspect distinction as it assumes different roles; it remains a good candidate for testing tense-aspect distinction. When the - ile suffix co-occurs with the pre-root formative, -a- it marks the past tense whereas the suffix -ile occurring alone marks aspect categories. Also, when the negative marker -ka- is introduced the -ile suffix disappears for aspect and remains for tense.
Morpho-syntactic analysis of sex-related euphemisms and the stretch of dysphemism in Swahili
(JULACE: Journal of the University of Namibia Language Centre, 2024-03-26) Robinson, Nichodamus
This paper analysed the morpho-syntax of sex-related euphemisms and their role in stretching dysphemism in Swahili. Euphemism formation mechanisms are reliant upon societal cultural values, which are not universal. Data were collected in Morogoro through observations, interviews, and Informal Focus Group Discussions (IFGDs). Findings indicate that the morpho-syntax of the noun and verb determines the formation of sex-related euphemisms and the extent of dysphemism. In terms of noun morphosyntax, sex-related euphemisms do not belong to the same class as taboos, amounting to 14 for male and 12 for female sexual body parts. Additionally, the class 9 agreement property -i is intentionally used to form sex-related euphemisms, which can create humour but also stretch dysphemism when uttered unintentionally. Regarding the morphosyntax of verbs, 40.9% of those tested signify sex-related euphemisms in Swahili, depending on speakers' morpho- syntactic manipulations. In conclusion, ignorance of Swahili morpho-syntactic structures may contribute significantly to sex-related dysphemism. Therefore, this paper recommends further study into how Swahili learners' morpho-syntactic structures may lead to sex-related dysphemism
English language teaching methods and their influence on pupils’ academic performance of the subject:
(Journal of Education and Development (JED)., 2023) Robinson, Nichodamus; Mpalanzi, Jacob Stephan
This article underscores the English language Teaching methods and their influence on the academic performance of the subject among public primary school pupils in Kilolo District in Tanzania. Using the descriptive research design, the study was conducted at Ukumbi Primary School, Kilolo, Iringa region to standards four and seven. The secondary data were collected using the documentary reviews from the Standard Four and Standard Seven national examinations results of English language subjects requested from the head teacher, whereas the primary data were collected using questionnaires, interviews, and introspection techniques which were purposefully administered to the Standard Four and Standard Seven classes to check onto the methods of teaching English language to public primary schools and their influences on the pupils’ subject academic performance which seems to promote or deteriorate the learners’ interests in English as the medium of instruction. The target sample sizes in Standard Four and Standard Seven were randomly selected for an unbiased information search. The data collected were summarized, organized, recorded- and presented using a variety of tools such as tables, charts, distribution and graphs with the help of Excel and MS Word features which helped the interpretation of the findings to get the relevant information of this article. The findings show that most of the pupils have problems with oral communication, and pronunciation including sound, stress, and intonation as the English Language teaching methods used hardly care about their learning. The article recommends that primary school teachers should be given special training on the English language teaching methods that favour the development of communicative abilities in primary school pupils.
A grammatical description of Nyakyusa phonology
(Journal of Linguistics and Language in Education, 2023) Robinson, Nichodamus
This paper offers a grammatical description of the phonology of Nyakyusa (M31), as an integral part of grammar. The literature review suggests that, in many Bantu languages, phonological description has received little attention since many scholarly works in Bantu linguistics primarily focus on morphology. Data for this study were collected in Kyela District, where many native speakers of Nyakyusa reside. Data collection techniques included reviewing available written texts, recording narrative stories, observing speakers’ conversations, and interviewing native speakers to assess the acceptability of certain constructions. The findings reveal that Nyakyusa has 14 pure consonants, 4 pre-nasalized stops, and seven vowels. Additionally, the study indicates that the contact between consonants and vowels gives rise to various phonological processes aimed at speech simplification. Such phonological processes are gliding, deletion, homorganic nasal assimilation, continuant stopping, consonant alternation, consonant mutation, voicing, vowel coalescence, and vowel harmony. In conclusion, the paper asserts that, despite some phonological aspects being common in Bantu languages according to the literature, the environments enabling them to occur to a large extent remain language-specific for Nyakyusa. Consequently, the paper recommends a systematic comparative phonological description across Bantu languages.
A systematic description of imbrication in Nyakyusa
(Journal of the Institute of Kiswahili Studies University of Dar es Salaam, 2023) Robinson, Nichodamus
This paper offers a systematic description of imbrication in Nyakyusa (M31). The review of the literature indicates that, in Nyakyusa, imbrication, a phonological change involving the opaque difference between the input and output forms in the -ile suffix, has not been systematically described. Hence, the paper offers this description by identifying triggering conditions and reconstructing the phonological processes shaping imbrication. Data for this paper were collected in Kyela district through a review of written texts, narrative stories, observation and interviews. The findings indicate that the syllable structure of the verb is the main determinant of imbrication in Nyakyusa. Quite obviously, the process of imbrication involves the deletion of the consonant in the -ile, followed by metathesis whereby the last consonant of the stem fills the empty slot caused by the deletion of [l]. Then, various adjustments that follow, i.e., vowel coalescence, vowel deletion, vowel rising, leftward spread of vowel, and vowel lengthening, are meant to resolve hiatus. The paper concludes that, based on the review of literature, although imbrication is common in some Bantu languages, we noted some conditions and phonological processes shaping imbrication to be language specific. In this view, this paper recommends a systematic comparative description of imbrication in other Bantu languages
Historical evolution of the -ile suffix and language genetic relationship in the Nyasa-Tanganyika Corridor
(Routledge Taylor & francis Group), 2023-12-22) Robinson Nichodamus
This article examines the extent to which the changing morphological and phonological properties of the -ile suffix illuminates change in the genetic language relationships among four languages in the Nyasa-Tanganyika corridor. Scholarly works indicate that based on lexical similarity, Nyiha, Malila, Nyakyusa and Ndali are so closely related genetically that one may regard these pairs of languages as dialects and not distinct languages. Beyond lexical similarity, this article contributes to the existing knowledge on genetic classification by comparing changes in the -ile suffix in Nyiha, Malila, Nyakyusa and Ndali. Data collection techniques involved a review of written texts, narrative stories and interviews. The analysis in this article considered two major aspects, namely the Nyiha-Malila and Nyakyusa-Ndali genetic relationships. The findings indicate that although Nyiha and Malila demonstrate striking lexical similarity, we have noted significant differences between the two languages on the change involving the -ile suffix. Also, Nyakyusa and Ndali demonstrate differences caused by the change involving the -ile suffix. Therefore, this article concludes that the morphological and phonological evolution of the -ile suffix illuminates change in the genetic relationship of Nyakyusa, Ndali, Nyiha and Malila. The languages develop distinctive features which made them depart from their Proto-Bantu, and among themselves.
Emotional and relationship dynamics between HIV serodiscordance and concordance couples: a narrative literature review and theoretical framework
(ARC, 2017-05-25) Mwakalapuka, Amani; Mwampagatwa, Ipyana; Bali, Theodora; Kibusi, Stephen; Mwashambwa, Masumbuko
Tanzania is among the countries with high prevalence of HIV prevalence in the World. Despite the fact that the epidemic has been, and still is a threat to persons of all ages, recent studies have suggested that most new infections occur among couples in stable relationships. Infected couples are categorised into two: the positive concordant, where both the partners are HIV positive; and sero-discordant couples, where one partner is HIV positive while the other is negative. Recently, researchers and many other stake-holders working on the HIV/AIDS epidemic have given a remarkable attention to this astonishing reality. For instance one study in East and Southern Africa indicates that there are great variations of discordancy varying from 36% to 85%, with an overall rate of 49%. HIV couple sero-discordancy is responsible for varied levels of psychological distress including heightened levels of anxiety, poor emotional adaptation and increased or excessive substance use, most often coupled with exclusion and social isolation within family and in the neighbourhood. However, to date the influence of sero-discordancy on family and couple relationship functioning and how it differs from that among concordant couples remains elusive. Discordancy have been associated with more difficulties as compared to the seroconverted couples, these include relationship and emotional disturbances, sexual contact distancing, marital separation and disruptions. The Lazarus and Folkman’s (1984)'s Transactional Model can be helpful in understanding individuals with HIV discordancy on their emotional response, coping strategies and the ultimate decisions towards their marital relationships fate.
The influence of language of instruction on students’ academic outcomes: the experience of secondary schools in Morogoro, Tanzania
(SUA, 2014) Mwakapina, Job Wilson; Mhandeni, Abdulkarim Shaban
Many have ascribed the poor performance that secondary school students in Tanzania have suffered in various school subjects in the national examinations to the students’ weakness in English, the Language of Instruction (LoI). This brief paper seeks to determine the influence of LoI on students’ academic success in secondary schools. An English Language Proficiency Test (ELPT) and students’ academic archival reports provided the data and a Statistical Package for Software System (SPSS) facilitated data analysis. Analysis brought to light the finding that proficiency in LoI affects performance only to a slight extent. Non-ELP factors exert a stronger influence on performance in subjects other than English while – not surprisingly – English proficiency does indeed exercise much influence on English achievement. The study concludes that academic performance is a function of several variables and that ELP plays a role in performance but not the major role. The study recommends that the government (1) emphasize the improvement of ELP, since the greater the improvement, the more a positive influence may be anticipated; and (2) consider using ELP as an additional eligibility criterion for admission into higher education.
Upgrading Students communication competence:Refrections from Universities in Tanzania
(SUA, 2022) Mwakapina, Job W
In many countries, including Tanzania, Communication Skills (CSs) courses have been taught for many years to help students improve their ability to communicate in English while doing academic activities at college/university. However, in such countries, there are complaints that the courses do not bear the expected results because many students still manifest deficiencies in communication even after having undergone the training. Based on this, this chapter assesses the contribution of a CSs course in upgrading tertiary students’ communicative competence by reflecting on universities in Tanzania. The chapter in the discussion of the contribution adopts Daniel Stufflebeam’s Context, Input, Process and Product (CIPP) evaluation model. The chapter indicates that the CSs course taught in the selected universities is effective, but not very effective because of negative factors, which prevail during the conduct of the course. These negative factors are such as large-class size, instructors’ heavy teaching load, low students’ autonomous learning, low motivation, students’ failure to transfer the skills, lack of enough practices, learning English in the Kiswahili context, low English Language Proficiency (ELP), and minimal use of English language in the university business or environment, to mention a few. The chapter concludes that the course is not very effective in producing desired results in upgrading students’ CSs mainly because of the negative factors. Therefore, addressing these negative factors will make the course accentuate more positive results in enhancing or upgrading students’ communicative competence.
The language of the public spaces in Tanzanian universities during the covid-19 Pandemic
(Sciendo, 2021) Lusekelo, Amani; Alphonce, Chrispina; Nyinondi, Onesmo Simon
The state of bilingualism in the education system in Tanzania is reported to involve the utility of Kiswahili even in environments in which English is expected (Puja 2003; Lema 2021). The presence of English is narrowed down to involve formal settings, mainly classroom teaching (Lema 2021). But even during classroom teaching, code- switching is the norm of the day (Shartiely 2016). To understand the way information is communicated to the public by the universities' administrations, we investigate the language used in the signposts and notice boards placed for public consumption during the outbreak of COVID-19 in the country. The linguistic landscape of the education institutions in Tanzania represents a bilingual situation. The primary usage of Kiswahili in regular conversations outnumbers the use of English, even though English is the medium of instruction (Legére, Rosendal 2019; Lusekelo, Mdukula 2021; Mdukula 2018). This is a common phenomenon reported in the studies of linguistic landscape in urban centres in the country (Lusekelo, Alphonce 2018; Peterson 2014). However, the prevalence of COVID-19 altered the socialisation in universities worldwide, and consequently, the communication structure changed (Basch et al. 2021; Mohlman, Basch 2021; Uwiyezimana 2021). Therefore, the current investigation assumes that the language of public space in universities in Tanzania, which was reported in Mdukula (2018) and Legére, Rosendal (2019), has changed due to COVID-19 protocols. This article makes a representation of the linguistic landscape in universities during the COVID-19 crisis in the country. his investigation focused on four public universities located in three places in the country, namely, the University of Dar es Salaam and the Muhimbili University of Health and Allied Sciences in the ancient commercial city of the country 1 , the University of Dodoma in the centre of the country, and the Sokoine University of Agriculture in Morogoro region. Images about COVID-19, which are shared by the university authorities with the public, had been photographed by the authors. Based on the analytical procedures in linguistic landscape (Backhaus 2007; Huebner 2006), we focused on three aspects, namely, (i) the language choice in the COVID-19 banners, signposts, and public notices; (ii) the lining and font choices for the deliverance of the intended messages, and (iii) extra-linguistic information embedded in the signposts of COVID-19.
Efficacy of communication skills teaching methods and learning strategies: enhancing tertiary students’ communicative competence in Tanzania
(Journal of Linguistics and language in Education, 2020) Mwakapina, Job W
This study evaluates the efficacy of the methods and strategies used in Communication Skills (CS) course teaching and learning in Tanzania. Specifically, it identifies the methods and strategies used, and examines the appropriateness of the same in upgrading students’ CS. The study involved 596 respondents, and data were collected through questionnaires, interviews, and group discussions. It is indicated that instructors use varied methods, but questions and answers, web browsing, and library research are perceived the most appropriate. Besides, students also use multiple strategies but group discussions, web browsing, and listening to English conversations are considered the most appropriate. Therefore, instructors are urged to spend some time during students’ entry to university to study the incoming students, particularly on how they learn / behave during the learning process, to accommodate the students’ learning differences, difficulties, and preferences when selecting teaching methods. Also, establishing a strict filtering mechanism as an option to improve students’ CS, proposed by Rugemalira (2017), is a good proposal. However, currently, it can result in filtering all applicants because many have low language proficiency. Instead, what we need to do meanwhile, is stressing on formalising the use of modern mobile technologies in teaching since have been revealed to be appropriate.
Whatsapp platform a remedy for covid-19 classroom learning restrictions: Students’, teachers’, and parents’ perspectives in Tanzania
(G-Card, 2023) Nyinondi, Onesmo S; Mwakapina, Job W
This paper investigates the use of WhatsApp as an alternative platform for classroom learning during the Covid-19 pandemic in Tanzania. In particular, it examines the effectiveness of using WhatsApp as a platform for classroom learning and surveys parents’, students’, and teachers’ perceptions of its use. The paper is based on a survey of 125 volunteered parents, students, and teachers from four schools in Tanzania. Data were collected through telephone interviews, online group discussions, and an online questionnaire. The results revealed that most participants found WhatsApp an effective platform for classroom learning. However, there were some concerns about the security of the platform and potential distractions for students. Also, the majority of participants felt that the use of WhatsApp enabled them to stay connected to their school community during the pandemic, although there were some concerns about privacy and data-sharing. Generally, the study found that the Covid- 19-adopted remedy was effective in several ways, including increasing parents’ participation in students’ learning, improving students’ inquiry and searching skills, and mastering the subject matter. The study concludes that WhatsApp effectively creates a collaborative community learning environment as an alternative platform. Thus, WhatsApp is recommended first to be mainstreamed through the curriculum as an online mobile learning tool and, second, to be combined with other digital platforms during teaching and learning to ensure a comprehensive learning experience as a way to student-directed learning in schools.
Legitimization discourse to COVID-19 vaccination in Tanzania: a discursive analysis of public speech and comments on social media
(Journal of University of Namibia Language Centre, 2021) Robinson, Nichodamus; Masatu, Julius Malima
The year 2019 Tanzania experienced the eruption of COVID-19 pandemic disease from which different health measures were needed against the pandemic. However, Tanzania had a divided ideological positioning regarding the legitimization of COVID-19 vaccination. This is because the 5th phase government regime did not favour the legitimization of COVID-19 vaccination contrary to the next 6th government regime. This divided ideology has brought dividing tensions among the public leading to different public reactions to the legitimization processes of COVID-19 vaccination in 2021. Therefore, the study aimed at assessing the legitimization discourse of COVID-19 vaccination in Tanzania and different reactions from YouTube online users upon its legitimization. The transcribed data were collected using a documentary review. The units of analysis were the current head of the state and YouTube online followers. Purposive sampling was used to select the head of the state’s COVID-19 vaccination speech. Systematic sampling was used to select 160 YouTube online followers. Descriptive and thematic analysis was used to analyse the data. Critical Discourse Analysis (CDA) was used to guide the analysis and discussions of the findings. The findings showed that the head of the state has used a range of legitimization processes relating to positive self-presentations to win the public a positive face. They include linguistic strategies like emotion, the voice of expertise, rationality, hypothetical features and altruism. YouTube online followers had found to use exclusive linguistic strategies linked to negative self-presentations for de-legitimization purposes. They include nominations, predictions and rationality. It was recommended that legitimization discourse be characterized by using inclusive linguistic strategies that employ positive emotional, hypothetical features, rationality, the voice of expertise and altruism linguistic strategies to win the public a positive face
Tako or takwa la Katiba? A description of verb-to-noun derivation in Bantu languages: the case of Kiswahili
(Journal of Linguistics and Language in Education, 2022) Robinson, Nichodamus; Mwaipape, Joshua Andilile
This paper describes verb-to-noun derivation in Kiswahili, a process in which nouns are formed from verbs. It places the derivational process squarely on the question of whether it is ‘tako’ or ‘takwa’, with their plural forms ‘matako’ or ‘matakwa’. The guiding question for this description is “how come the verb ‘taka’ changes to ‘takwa’ as opposed to ‘tako’ while similar verbs change to nouns by -o suffixation?” Data were collected through observation, document review, and interviews. The findings justify the theoretical statement that derivation is less productive. Hence, applying a particular rule too broadly to other entities is relatively hard. In this view, derivation by -o suffixation, as well as by other processes, is limited to some verbs. Since derivation is less productive, Kiswahili has many verb-to-noun derivational processes as presented in this paper under four categories, namely verb-to-noun derivation Type 1 (suffixation of vowels -i, -o, -u, and -e), Type 2 (noun class prefixes), Type 3 (infinitive ku-) and Type 4 (miscellaneous nouns). Hence, the paper concludes that ‘tako la katiba’ with its plural ‘matako ya katiba’ is inappropriate, whereas ‘takwa la katiba’ with its plural ‘matakwa ya katiba’ is appropriate in Kiswahili.
The morphological evolution of the -ile suffix across Bantu languages in the Nyasa-Tanganyika corridor
(Journal of University of Namibia Language Centre, 2021) Mallya, Aurelia; Robinson, Nichodamus
This paper describes the morphological evolution of -ile suffix across four Bantu languages selected from the Nyasa-Tanganyika corridor. The suffix -ile which is traditionally an aspect (perfective) marker is changing and becoming amenable to different roles across Bantu languages. This poses a challenge in specifying its roles as a tense and/or an aspect marker unless attention is paid to an individual language. The findings presented in this paper indicate that in the languages under study, the suffix -ile functions as both a tense and an aspect marker. It co-occurs with pre-root formatives to mark different past tenses. In Nyakyusa, in particular, the suffix marks different categories of aspect, namely anterior, non-progressive and indefinite conditional aspect. However, in Ndali, Malila and Nyiha, the suffix -ile marks only the non-progressive aspect. In this view, this paper concludes that the -ile suffix is gradually vanishing in the forms for aspect meanwhile it extends its roles into marking different tense categories.

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