Relevant bibliographies by topics / Bemba language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Bemba language'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Bemba language"

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Siame, Pethias. "Potholes in the Teaching of Zambian Languages in Secondary Schools: A Case of Bemba Language." EduLine: Journal of Education and Learning Innovation 2, no. 4 (December 31, 2022): 548–60. http://dx.doi.org/10.35877/454ri.eduline1460.

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This paper presents the potholes in the teaching of Bemba language which is spoken in Zambia. Potholes in this context are hindrances. Bemba is classified as M42. As a regional official language, Bemba is taught in five provinces, namely, Central, Copperbelt, Luapula, Muchinga and Northern. The study used qualitative approach, interviews and document analysis methods. Cummins’ threshold hypothesis theory guided the research. The study shows that potholes exist in the teaching and learning of Bemba in secondary schools. At the center of common critical potholes is negative attitude by administrators, teachers, pupils as well as parents. There are inadequate teaching and learning materials for effective teaching of the subject. The second pothole is that there is limited time allocated to Bemba. The other pothole is language barrier. The study also shows that there is lack of motivation to teachers of Zambian languages in secondary schools. It is further envisaged that lack of qualified and experienced teachers to teach senior classes is yet another pothole in the teaching of Zambian languages. The above common potholes have contributed to poor academic performance among the Grade Nine and Twelve learners in Bemba in secondary schools in Zambia.
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Hamann, Silke, and Nancy C. Kula. "Bemba." Journal of the International Phonetic Association 45, no. 1 (March 30, 2015): 61–69. http://dx.doi.org/10.1017/s0025100314000371.

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Bemba (also called Cibemba or Icibemba; ISO 639-3 codebem) is a Niger-Congo language belonging to the Central Narrow Bantu branch (Zone M in Guthrie's 1948, 1967–71 classification). Bemba is spoken in Zambia (mainly in the Northern, Luapula and Copperbelt provinces) and the Southern Democratic Republic of Congo by approximately 3.3 million speakers (Lewis, Simons & Fennig 2013). Our data are based on Bemba spoken in Zambia.
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Madej, Małgorzata. "Poznanie języka jako fundament pracy misyjnej. Prace ojców białych nad gramatyką języka bemba." Annales Missiologici Posnanienses 26 (December 30, 2021): 61–75. http://dx.doi.org/10.14746/amp.2021.26.4.

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It was always important for the Church, that a communication between the preacher and the listener was the best; the former must be understood in such a way that the latter is moved by the words of the Gospel. Before the arrival of Europeans in Central Africa (in late nineteenth century), the Bemba people did not know any written form, and their language only had a spoken form. It was with the arrival of Europeans on the Bemba lands that the era of learning, writing, studying and classifying the language of this ethnic group began. The first Europeans to reach the Bemba area were the missionaries, the White Fathers, and it was they who, after beginning their missionary activity, began to study the Bemba language. This article presents the achievements of the White Fathers in this field and tries to explain how the process of learning the Bemba language by the White Fathers was carried out.
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Marten, Lutz, and Nancy C. Kula. "Benefactive and substitutive applicatives in Bemba." Journal of African Languages and Linguistics 35, no. 1 (January 1, 2014): 1–44. http://dx.doi.org/10.1515/jall-2014-0001.

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Kula, Nancy C., and Joseph Mwansa. "Learning literacy in a familiar language: comparing reading and comprehension competence in Bemba in two contrasting settings in Northern Zambia." Journal of the British Academy 10s4 (2022): 97–124. http://dx.doi.org/10.5871/jba/010s4.097.

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The latest language in education policy in Zambia is to use a �familiar� language in the initial stages of education before transitioning into a regional and later foreign language medium. Investigating the use of a familiar language�Namwanga�in Northern Zambia, in the context of a regional language�Bemba�the article shows that learning of literacy in the regional language is better supported by classrooms that allow free use of the �home� language or mother tongue. Results from a reading and comprehension task show no hindrance to the achievement of reading fluency in a regional language when a familiar language is encouraged in the classroom. The article provides support for multi-literacies developed through languages that learners are exposed to in their environment rather than a foreign language.
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Kula, Nancy C. "On the Representation of NC Clusters in Bemba." Linguistics in the Netherlands 16 (October 15, 1999): 135–48. http://dx.doi.org/10.1075/avt.16.13kul.

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Spitulnik, Debra. "The Language of the City: Town Bemba as Urban Hybridity." Journal of Linguistic Anthropology 8, no. 1 (June 1998): 30–59. http://dx.doi.org/10.1525/jlin.1998.8.1.30.

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Kula, Nancy C. "Reduction in remoteness distinctions and reconfiguration in the Bemba past tense." Transactions of the Philological Society 115, no. 1 (March 17, 2016): 27–57. http://dx.doi.org/10.1111/1467-968x.12084.

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Kula, Nancy C. "Developing an Areal View of Intonation in Eastern Bantu." Journal of Law and Social Sciences 3, no. 1 (September 30, 2020): 1–39. http://dx.doi.org/10.53974/unza.jlss.3.1.446.

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This paper is an initial attempt at trying to synthesise the state-of-art in the study on intonation in Bantu languages. The goal is to specifically investigate what central features emerge in the comparison of four Bantu languages to allow us to formulate a hypothesis on areal features and variation in Eastern Bantu languages. The base language used for the comparison is Bemba, for which details of local intonational effects such as final lowering in utterances, as well as global effects, such as pitch range expansion in questions, are provided. These same questions are compared and contrasted with findings in the literature on Chichewa, Tumbuka and Shingazidja. The results show that there are a number of areas of symmetry and areas of contrast, which allow us to begin to define features where we can expect parametric variation in Eastern Bantu languages.
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Spencer, Brenda. "Culture-Based Metaphors in Traditional Bemba Narratives: Relevance for African Teaching Contexts." Language Matters 49, no. 2 (May 4, 2018): 62–79. http://dx.doi.org/10.1080/10228195.2018.1467958.

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Dissertations / Theses on the topic "Bemba language"

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Czekelius, Annette R. "Artistry and effectiveness in language use : the evaluation of ways of speaking among the Berba of Benin." Thesis, SOAS, University of London, 1999. http://eprints.soas.ac.uk/28502/.

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This study is about artful speech and the politics of language use among the Berba, a small ethnic group of northern Benin. Despite their integration into a nation state, Berba can still be regarded as an essentially segmentary society. One of the most remarkable features of Berba culture is their highly developed verbal art, not only as regards the wide range of speech genres, but also the sophistication by which local critics assess generic properties and discuss notions of quality and verbal skill. In the investigation I examine three speech genres, namely political language, storytelling and proverb speaking. The thesis addresses two central issues: firstly, similarities and intersections in terms of generic properties and evaluative criteria, and, secondly, inspired by theories of the ethnography of speaking, genre and evaluative criteria in the dynamics of political language use. The discussion in the four central chapters (2-5) makes the following points on the basis of data presented; in the indigenous theory of political language, the key parameters in order to achieve rhetorical success are thoughtfulness, clarity and indirectness. This can directly be linked to the guiding principles of Berba local politics, which is oriented towards consensus building and conflict management, and hence promotes an ideal of persuasive argumentation (thoughtfulness, clarity) and a reconciliatory mode of speech (indirectness). As a comparative investigation reveals, the same properties are valued in the traditions of storytelling and proverb speaking, although for different reasons. While clear diction is indispensable in order to achieve rhetorical success in a storytelling event, it is allusive wording and metaphorical disguise (though with an explicative intent) which is esteemed in proverb speaking. In chapter 6 the example of a political debate brings together the different strands of investigation and illustrates how a number of speech strategies, centred around thoughtfulness, clarity and indirectness, co-occur during the speech event. In terms of the politics of language use observation of cross-generic interrelations substantiates the idea that a speaker, who has acquired verbal competence in one genre or domain of speaking, may usefully draw on the same skills in order to succeed in another.
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Tsoko-Tongo, Thérèse. "Processus diachronique et synchronique d'acculturation : les emprunts français en kibeembe." Paris 7, 1988. http://www.theses.fr/1988PA070109.

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Cette étude essaie de montrer, à travers le phénomène d'interférences linguistiques, l'impact de la colonisation sous tous ses aspects : politique, socioéconomique, et culturel. La colonisation dans sa manifestation linguistique a ignoré l'existence des langues régionales. Devant cette situation de rapport de forces, les langues des peuples soumis ne pouvaient évoluer que par l'emploi massif du vocabulaire emprunté aux langues dominantes. En Afrique noire, la langue de l'ancien maître a été mythifiée. La langue officielle sous le masque de rassemblement des masses est devenue un instrument de la lutte pour le pouvoir. Cet enjeu politique pratiqué par quelques oligarchies intellectuelles, se traduit par le refus de soi-même. L'auteur met l'accent sur le comportement ostentatoire de l'africain en général et du mubeembe paraissant plus occidental que mubeembe ayant dans son carquois une flèche de la culture étrangère, ce travail lui propose un retour au passé et une présentation à l'occidental de son fonds culturel. L'esquisse linguistique (phonologie et classes nominales) a été entreprise pour démontrer l'intégration phonique et morphologique des emprunts. L'analyse phonologique porte sur l'identification (par rapprochement des unités lexicales de même catégorie grammaticale) des phonèmes et leurs combinaisons.
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Niossobantou, Dominique. "Le Théâtre congolais : critique et prospective." Paris 3, 1987. http://www.theses.fr/1987PA030045.

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Notre etude consacree a la critique et a la prospective du theatre congolais contemporain, se preoccupe de donner une image a la fois panoramique et predictive, en s'interrogeant sur ce qui existe, sur ce qui est fait et sur ce qui pourrait etre fait. Grace a l'exploitation interne de douze pieces appartenant a neuf auteurs parmi les plus celebres et les plus representatifs, la premiere partie s'efforce de decrypter ce theatre moderne de langue francaise et aborde les questions relatives a l'aspect socio-historique, thematique, specifique. La deuxieme partie constitue quant a elle une recherche et une experimentation pedagogique d'une approche dramaturgique expurgee de la tendance a la description sociale, mais tournee vers la semiologie qui s'interesse a l'espace, au temps, aux personnages, au referentiel, aux objets. . . La troisieme partie, theorique et previsionnelle, mettant en exergue le souci de ramener le theatre vers le peuple, s'efforce de preconiser une esthetique nouvelle, appropriee et debarrassee de toute coloration pastiche, en exploitant certains phenomenes et certaines formes theatrales, peut-etre encore embryonnaires, mais plus authentiques et plus populaires
Our study devoted to the criticiom and prospective of the congolese contemporany theater is concerned with giving a panoramic and predictive view as well, in questioning onself about what is already found and done, and could be done. Thanks to the internal exploitation of twelve plays belonging to nine authors among the most famous and most representative ones, the first part tries to decipher this modern theater of french language, and starts on questions relating to the specific, thematic, socio-historical aspect. The second part concerns a pedagogical research and experimentation of a dramatic approach taken out from the tendency to the social description, but turned towards the semiology which is concerned with space, time, characters, system of reference, objects. . . The third part, based theory and prevision, brings out its concern to restore theater to the people, and tries to advocate a new aesthetics, suited and rid of any pastiche colouring by exploiting certain phenomena and certain theatrical forms, perhaps even in an embryonic state, but more authentic and more popular
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Mwelwa, Joseph Mulenga. "The didactics of an English-Bemba anthology of oral traditional narratives in the Zambian Grade Ten literature class." Thesis, 2016. http://hdl.handle.net/10500/20201.

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Within the multilingual context of Zambia, Grade Ten Literature in English language pedagogy could incorporate the learners’ language and culture to help enrich participation and facilitate understanding of concepts among the learners who are in the foundational year of the literature course. However, current Literature in English language pedagogy is characterized by a monolingual practice with English dominating the literature learning/teaching classroom space – thus rendering the learners’ local linguistic and cultural knowledge impotent. To remedy the situation, the study investigated a dominant local language – Bemba – for a linguistic genre suitable for use in Literature in English language pedagogy. Archival retrieval and live recording of Bemba oral traditional narratives produced the initial research data. Transcription and translation techniques created an anthology from which a bilingual resource (BR) was derived. The BR was then trialled among Grade Ten Literature in English language learners in schools in the Copperbelt province of Zambia. Focus group discussions by participants generated evaluative data whose analysis using qualitative techniques indicate that learners responded positively to the bilingual materials and approach. Teachers were equally enthusiastic, describing the bilingual approach to Literature in English language pedagogy as unique, innovative and liberating. A Linguistic Synergy theory was thus developed to account for teachers’ and learners’ experiences in a bilingual Literature in English classroom.
English Studies
D. Litt. et Phil. (English)
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Books on the topic "Bemba language"

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Hoch, E. Bemba, Bemba-English, English-Bemba. New York, NY: Hippocrene Books, 1998.

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Hoch, E. Bemba pocket dictionary: Bemba-English and English-Bemba. [Lusaka] Zambia: White Fathers, 1992.

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Steen, H. van der. Difficult words: Amashiwi ayafya : English-Bemba and Bemba-English. Lusaka: Missionaries of Africa, 2008.

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Kapwepwe, Mulenga. Bemba greetings and salutations! Lusaka: M. Kapwepwe, 2003.

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Guthrie, Malcolm. A vocabulary of Icibemba. London: School of Oriental and African Studies, University of London, 1995.

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Kasonde, Gostave C. A beginner's guide to Bemba. Lusaka: Lembani Trust, 2010.

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Fathers, White, and Northern Rhodesia and Nyasaland Joint Publications Bureau., eds. The White Fathers' Bemba-English dictionary. [Lusaka] Zambia: The White Fathers, 1991.

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Kula, Nancy Chongo. The phonology of verbal derivation in Bemba. Utrecht: LOT, 2002.

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Nkole, Chilumba. Nkole ne nsofu. Lusaka: Zambia Educational Publishing House, 2005.

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Mann, Michael. An outline of Icibemba grammar. Lusaka, Zambia: Bookworld Publishers, 1999.

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Book chapters on the topic "Bemba language"

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Mwansa, Joseph M. "Bemba." In The Social and Political History of Southern Africa's Languages, 31–49. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-01593-8_3.

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Kula, Nancy C., and Silke Hamann. "Intonation in Bemba." In Intonation in African Tone Languages, edited by Laura J. Downing and Annie Rialland, 321–64. Berlin, Boston: De Gruyter, 2016. http://dx.doi.org/10.1515/9783110503524-010.

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Marten, Lutz, and Nancy C. Kula. "Zambia: ‘One Zambia, One Nation, Many Languages’." In Language and National Identity in Africa, 291–313. Oxford University PressOxford, 2008. http://dx.doi.org/10.1093/oso/9780199286744.003.0016.

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Abstract This chapter aims to give the reader an idea of the linguistic situation in Zambia, and how language relates to national identity in the Zambian context. Zambia lies in the heart of central Africa and shares borders with the Democratic Republic of the Congo (DRC) to the north, with Tanzania, Malawi, and Mozambique in the east, with Zimbabwe, Botswana, and Namibia in the south, and with Angola in the west. Zambia has no direct access to the sea, but the Zambezi, one of Africa’s largest rivers, runs through Zambia for about 1,000 kilometres. Zambia also lies in the centre of the Bantu-speaking area. Historically, Bantu languages became widely spoken in sub-Saharan Africa from around 300 BC, and present-day Zambia’s Bantu languages are the result of several linguistic developments which introduced the languages spoken today through gradual processes of migration, language contact, and language shift over the last two millennia. From the late nineteenth century onwards, different European languages were introduced into what is now Zambia through missionary activities, in particular in education, and through colonial governance as a British colony. As a legacy of this period, English plays an important role in the current language situation, a role which was affirmed after independence in 1964, when English became the official language. After the change from a one-party system to multiparty democracy in 1991, emphasis has shifted towards the promotion of Zambia’s seven national languages, Bemba, Nyanja, Tonga, Lozi, Lunda, Luvale, and Kaonde, and contemporary Zambia is an explicit example of a multilingual country.
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Bryan, M. A. "Bemba Grgup 1." In The Bantu Languages of Africa, 80–82. Routledge, 2017. http://dx.doi.org/10.4324/9781315104959-39.

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"Le Prose and the Question of Language." In Pietro Bembo, 218–37. McGill-Queen's University Press, 2004. http://dx.doi.org/10.1515/9780773571921-010.

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Ortíz Álvarez, María Luisa. "Se formó el bembé / Bater o bembé: la influencia africana en el léxico y en las expresiones idiomáticas del español de Cuba y el portugués de Brasil." In De aquí a Lima. Estudios fraseológicos del español de España e Hispanoamérica. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-441-7/008.

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The language is lively, changeable, rich in expressions constituted from the socio-cultural context of a given society, of a given linguistic community. These expressions go through an expansion of meaning and become consecrated by the frequency of their use. They play an important role in discursive processing because they are an expressive resource that translates feelings, customs, and values, characteristic of a language-culture. The objective of this paper is to point out the African influence in Cuban and Brazilian language expressions, once both countries have had the legacy of various African ethnic groups due to the black traffic of slaves during the 19th century.
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Mattarucco, Giada. "Un empire culturel et littéraire : quelques grammaires de l’italien langue étrangère (seizième–dixseptième siècle)." In Language Learning and Teaching in Missionary and Colonial Contexts. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2023. http://dx.doi.org/10.5117/9789463728249_ch14.

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The Italian language was a language “without empire” and for a long time without nation, foreign to most of the inhabitants of the peninsula itself, but there was an early sense of a literary civilization common to all of Italy. The first codifiers of Italian, such as Bembo, relied on this shared heritage, which was looked upon as a model in Europe as well. In this chapter, I aim to show the effects of this complex and sometimes contradictory situation on some Italian grammars for foreigners (foreigners in the literal sense), published both outside and within Italy between the sixteenth and seventeenth centuries. I seek to verify the models proposed in a small corpus: in particular, what are the authors, the texts, and the linguistic varieties of reference and what weight is attributed to living usage?
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Burrow, Colin. "Formal Imitation." In Imitating Authors, 206–34. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198838081.003.0007.

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This chapter returns to the debate about the imitation of Cicero between Pietro Bembo and Gianfrancesco Pico in the early sixteenth century, and shows how these two writers’ different approaches to imitatio encouraged subsequent authors to imitate the ‘form’ of earlier texts. This could be a quasi-Platonic abstract idea of an earlier author, or it could encompass the structures of sentences or arguments. This theme was developed by later sixteenth-century Northern European writers on imitatio, principally Philipp Melanchthon and Johannes Sturm. They encouraged imitating authors to attend to the rhetorical structure of the works that they imitated, rather than borrowing their language. Through Roger Ascham these German rhetoricians had a profound influence on later sixteenth-century English writing. The chapter concludes by arguing that their thinking encouraged imitating authors in that period to engage in what is here called ‘stylism’. Many later Elizabethan authors sought not only to imitate a distinctive ‘form’ of an earlier author, but also to establish that they had a ‘form’ or style of their own, which could be identified by their readers, and which subsequent authors might imitate.
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