Let's Speak Twi - Sample - Stanford University

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MContentsIntroductionix11Greetings & Other Phatic Expressions – Ǹkyèá né ǸsÉḿ Bı́2Twi Orthography – Twi ÀtwèrÉ3Introducing Oneself – Òbı́ Réyı́ Nò Hó Ádı́é4Numerals – Ǹkóńtá / ÀkòǹtàbúdéÉ5Telling Time: Days of the Week & Months of the Year – M̀mrÉ kà, Ǹná á ÈwÓ19nàwÓtwé mú, Àbòsómé á ÈwÓ àfé mú6Directions – ÀkwàǹkyèrÉ7Family Relations – ÀbùsùàbÓ8Types of Food: Meat, Vegetables & Fruits – Ǹnùàné: Ènáḿ, ÀtòsòdéÉ né Ǹnùàbá38ÁhóróÓ Bı́9At the Market – WÒ Dwáḿ / Èdwá só61425314410 The Twi Colour Spectrum – Twi Àhósú ÁhódóÓ11 At School – Sùkúù Mú8495212 The Weather – Èwı́éḿ ŃsèsàéÉ5813 At the Hospital – WÒ Àyàrèsábéá14 In the Drinking Bar – WÒ Ǹsàdwáásé627015 Travelling: Twi for the Road – Àkwáńtúó: Twı̀ à Èhı́á wÒ Kwáń múvii77

viii / L ET ’ S S PEAK T WI : A P ROFICIENCY C OURSE IN A KAN L ANGUAGE AND C ULTURE16 Leisure time: Drumming and Dancing – ÀhóyábérÉ / ÀhòmègyébérÉ: TwènèbÓ né83Àsá17 At a Funeral – WÒ Àyı́éásé8718 Flora & Fauna – Àfı̀fı̀déÈ nè M̀móádómá9319 Government & Politics – Àbáń né ÀmàǹyÒsÉm̀20 Law & Order – M̀mèrá né ǸhyèhyÈèÉ9810410921 Applications and interviews – ǸhwèhwÈèÉ né mú ǸsÈm̀mı̀sáAppendix A: Facts to note in pronunciation – ǸnéÉmá tı́tı̀ré bı́ áà ÈwÓ kàsàéÉ múAppendix B: Idiomatic and common expressions – Àkàsàkòá né dáádáá ŃsÈm̀bı̀sá bı́Appendix C: Some essential euphemisms – Kàsàkòá áhódóÓ bı́ áà Èhó hı́áAppendix D: Àdı̀ǹkr̀á – Symbols of expressions in Akan127130Appendix E: Word list (Akan-Twi to English) – ńsÈm̀fùá bı́Appendix F: References / Resources for Learning Twi135125114123

MIntroductionThis book, Let’s Speak Twi: A Proficiency Course in Akan Language and Culture, is the outcomeof many years of teaching and research on the Akan language and culture by the authors.In September 2002, we started teaching at the University of Hong Kong (HKU), as part ofa comprehensive research programme in African languages at the Department of Linguistics, asummer course and workshop in African Studies (SCOWAS). The main aim of the course wasto create an atmosphere for graduate students and professors of Linguistics to elicit primaryresearch materials on African languages and for students at the University of Hong Kong tolearn an African language and culture, and this was indeed the first time that such a course wasbeing offered anywhere in Hong Kong. The course and materials we produced were meant tobe as naturalistic as possible based on and embedded in everyday African life in the rural areasof Africa where the language is used in its purest form.Conversational Language LearningIn terms of language learning theories and frameworks, this book is based on the first author’stheory of learning termed Conversational Learning Theory which highlights the important notion of Conversational Learning Community (CLC). CLC has been employed in the productionof learning materials for languages such as Dagaare and Zhuang, the largest minority languagespoken in China, and in the development of web-based materials for learning linguistics andrelated disciplines like Information Technology. This theory, as applied here, involves the creation of a sense of community among learners by gradually building up dialogues and activitiesbased on everyday activities such greetings, introducing oneself, counting, making appointments, buying and selling things in the market, talking about the weather, giving directions,talking about family relations, eating and drinking, etc. The performance of these dialogues andthe exercises associated with them are essential for creating a context in which learners use thelanguage as if they were living everyday life as Akan people. New words and expressions arelisted in each chapter to highlight them and to indicate when they first appeared. There is a morecomprehensive Akan-English word list or abridged lexicon at the end of the book to serve as ahandy reference for vocabulary acquisition. Grammatical points are not explicitly tabulated butthe exercises form the basis for discussing these.ix

x / L ET ’ S S PEAK T WI : A P ROFICIENCY C OURSE IN A KAN L ANGUAGE AND C ULTUREOrthographic RepresentationAkan is a member of the Kwa branch of the Niger-Congo language family and it is mainlyspoken in Ghana. It is encoded in the alphabetic writing system, which is well-establishedand widely used. However, it is important to note that, in documents written in Akan, somephonemes in the language are represented by different graphemes or alphabets from one authorto the other. There are thirty-one graphemes including nine diagraphs in Akan: a, b, d, e, E, f, g,h, i, k, l, m, n, o, O, p, r, s, t, u, w, y, ky, gy, hy, tw, dw, ny, kw, hw, nw.Akan is a two-tone language. The two tones are high (H) and low (L). H tone is indicatedby the acute (’) and L tone is indicated by the grave (‘). The tones can sometimes be the onlydistinguishing factor between words (see (1)) and phrases (see (2)). In other words, tones couldbe lexically and grammatically significant in Akan. See Appendix A for more examples.‘goodness’‘fan’‘father’1.a. pápáb. pàpàc. pàpá2.a. Kòfi ńkásáb. Kòfi ǹkásá‘Kofi should talk.’‘Kofi does not talk’Akan is a large language group with several regional varieties. The three most prominent areAsante Twi, Akuapem Twi, and Fante. This textbook mostly teaches Asante Twi forms, althoughFante forms are sometimes given. Although the term Akan refers to all three varieties (as wellas several others), throughout this text we use the terms ‘Akan’ and ‘Twi’ interchangeably, aspeople also often do in Ghana.AcknowledgmentsThis book is result of many years of research into Akan language, culture, and society. Weare very grateful to the University of Hong Kong and the Research Grants Council of HongKong for enthusiastically funding our research on Akan and other African languages throughthe RGC project number 10205398, the University Teaching Development Fund project number10100188, and the KK Leung project numbers 21374047 and 21374058. The first author is verygrateful to the second, who as doctoral candidate and later research assistant and tutor for thesummer course on Twi, worked on many of his research projects involving Akan and otherAfrican languages.We are also grateful to members of the Linguistic Theory and Technology group who servedas sounding boards for many issues on the structure of Akan first presented at our researchmeetings. We thank staff and students of the Faculty of Arts, especially those who have beentaking our Summer Course in African Linguistics and Workshop in African Studies (SCOWAS),for their enthusiasm in participating in our research on Akan language and culture. Finally, weare grateful to all people who have read parts of this book and offered us crucial suggestions onhow to improve it. We hope that learners of Akan and other users of this book will find it usefuland we will be grateful for any feedback.Adams Bodomo (Associate Professor, Hong Kong University, Hong Kong)Charles Marfo (Lecturer, KNUST, Kumasi, Ghana)Lauren Hall-Lew (Post-doctoral Fellow, University of Oxford, Oxford, UK)

M6Directions – ÀkwàǹkyèrÉ6.1Pointers to note – ǹhwÈsòÓ bı́Twinı̀fábèǹkúḿnı̀fá sóbèǹkúḿ sóǹkyéémú / �nı́ḿànı́ḿ ààfóÓÈrékÓ àtÒéÉEnglishrightleftright (hand) sideleft (hand) sidebesidemiddleinsidebehindin front ofstraight aheadeastwestnorthsouthtowards west25

26 / L ET ’ S S PEAK T WI : A P ROFICIENCY C OURSE IN A KAN L ANGUAGE AND C ULTUREÈrékÓ �àséÉÈsóró / Èsódùá nó ásébépÓ nó só / àpàm̀pàm̀bépÓ nó hó6.2towards eastroad / path / wayjunctionroundaboutunderup / top / in the skyunder the treeon top of the mountainbeside the mountainSome directional expressions – ǸsÉḿ bı́ à Èfá àkwàǹkyèrÉ hóTwiKÒ w’ànı́ḿ tèè.KÒ àkyı́ré.KÒ nı̀fá só.KÒ bèǹkúḿ só.Mànè nı̀fá só.Mànè bèǹkúḿ só.Br̀à àkyı́ré.Gyı̀nà hÓ.Tènà m’àkyı́HwÈ sóró / fáḿ.HwÈ wò nı́fá só.KÒ w’ànı́ḿ ná mánè nı̀fá só.Èfı́rı́ àtı́fı́ kósı́ ànààfóÓ.Àwı̀á púé wÒ àpùéÉ ná àtÓ wÒ àtÒéÉ.Èdáń á ÈtÓ só náń wÒ bèǹkúḿ só nómú nà mètéÉ.Sàfòà nó dà Èpónó nó só / àsé.Àbòfŕá nó hyÈ né mààmé ákyı́.Pàpá nó tè dáń nó ánı́ḿ.Mètè Èpónó / pÒǹkÓ nó só.Kúsı́é hyÉ/ dá àmèná nó mú.EnglishGo straightforward.Go back.Go to the right (hand side).Go to the left (hand side).Turn towards right (hand side).Turn towards left (hand side).Come back.Stand/stop there.Sit behind me.Look upwards / downwards.Look at your right (hand) side.Go straight and turn to the right.From the north to the south.The sun rises in the east and sets inthe west.It is the 4th house from the left thatI live in.The key is on / under the table.The child is behind (tied to the backof) his/her mother.The man is sitting in front of thehouse.I’m sitting on the table / horse.A rat is inside the hole.

D IRECTIONS – ÀkwàǹkyèrÉ / 276.3A dialogue about directions – ǸkÒmmÒdı́e bı́ à Èfá àkwàǹkyèrÉ hóTwiDèdé, kÒ àsásó hÓ nà fá Ètòá nó áàÈsı́ Èpónó nó ásé nó bŕÈ mè.Kyei:Dèdé:Yòò! Éı́, èmú yÈ dùrù pápá.Dede:Kyèı́:ÈdéÉn nà ÈwÓ mú?ÈyÈ àdúró.Kyei:Kyèı́:Fá kÓ Kégyétı́á kÓmá wó mààmé.Dèdé:Èhé nà Kégyétı́á wÓ?Dede:MÉfá kwáń bÉǹ só ákÓ hÓ?Kyèı́:KÒ w’ànı́ḿ tèè kÒsı́ sÈ wóbÉhúnúsòtÓÒ bı́ áà yÉátwérÉ ànı́ḿ sÉ‘Ònyàmé túmı́’.Wódúrù hÓ áà, mànè fá bènkúḿ só.Yòò! Mèmàné fá bèǹkúḿ só áà,ményÉ dÉń bı́ó?KÒ w’ànı́ḿ tèè kÒsı́ sÈ wóbÉhúǹkwàǹtá bı́.ÉhÓ nó, wódàné w’ànı́ hwÉ wò nı̀fásó áà, Kégyétı́á árá né nó.Kégyétı́á kÉséÉ yı́ né mú ǹnı́pá pı̀ı̀yı́, mÉyÉ dÉń áhù mé màámé ápátá?Kyei:Kyèı́:Nyà ǹtòbòàsèÉ.Wómá w’ànı́ só hwÉ sóró kàkŕá áà,wóbÉhúnú Èdáń téńténé bı́. Sàá Èdáńyı́ ásé pÈÈ nà wó mààmé sótÓÒ wÓ.Kyei:Dèdé:Kyèı́:Ònó ǹkó árá sótÓÒ nà ÈwÓ �:Kyèı́:Dààbı́! Wódúrù áà, sòtÓÒ áà ÈtÓsó núḿ fı́rı́ wò nı́fá só nó mú nàwóbÉhú wó mààmé.Yòò! MèrèkÓ ábà sèèséı́ árá.Mèdààsè! Ǹnı́ ágórÓ wÒ kwáń múóò!Dede:Kyei:Dede:Dede:Kyei:EnglishDede, go into the living room andbring the bottle under the table tome.All right! Ai, it is very heavy.What is inside (the bottle)?It is medicine.Take it to Kejetia and give it to yourmother.Where is Kejetia?How do I get there (which road willlead me there)?Go straightforward until you see astore with the inscription: ‘God’spower’.At this point, turn towards your left.All right! After turning towards myleft, what should I do next?Go straight until you see a junction.At this point, if you look towardsyour right, you will see Kejetia.How do I find my mother’s shed/store with Kejetia being that big andwith a lot of people?Be patient.If you look a little up, you’ll see atall building. It is on the ground floorof this building that your mother’sstore is.Is her store the only one there?No! If you reach there, you will findyour mother in the fifth store fromyour right.All right! I’ll be back soon.Thank you! Don’t play on the way!

28 / L ET ’ S S PEAK T WI : A P ROFICIENCY C OURSE IN A KAN L ANGUAGE AND C ULTUREExercises1. In Akan-Twi, give someone directions from your dormitory/residence to the classroom,and the back again from the classroom to your residence.2. Stand next to you tutor, teacher, or classmate and then give him/her directions using thevocabulary and phrases presented in this chapter (turn to your left, look upwards, etc.).Then, trade with him/her and follow similar instructions from your tutor/classmate.3. With your knowledge on how locations are identified in Akan-Twi, describe the followingpictures in Akan-Twi, e.g.:Kŕátàá nó hyÈ àfı̀dı́é nó mú.‘The paper is in the machine.’(a)Kàá nó rè‘The car is taking a right turn’.

D IRECTIONS – ÀkwàǹkyèrÉ / 29(b)i. Pàpá nò‘The man is sitting on the horse’pÒǹkÓ nó.ii. PÒǹkÓ nó rè‘The horse is going forward’.m̀fòyı́nı́ nói. Ǹkwàdàá nó‘The children are sitting in front of the picture.’.ii. M̀fòyı́nı́ nóǹkwàdàá nó‘The picture is hanging behind the children.’.iii. BÓÒlò nóàkwàdàá nó náń‘The ball is lying beside the child.’.(c)

30 / L ET ’ S S PEAK T WI : A P ROFICIENCY C OURSE IN A KAN L ANGUAGE AND C ULTURE(d)i. Ǹnı́pá nó tètè kyı̀nı̀èÉ nó‘The people are sitting under the umbrella.’ii.Òbáá nóÒbàrı́má nó‘The woman is sitting at the left of the man.’.só.4. Referring to this map of Ghana, describe the orientation of one region to the other. Forexample, where is the Volta Region with respect to the Eastern Region? Where is theAshanti (a.k.a. Asante) Region with respect to the Brong Ahafo Region?5. Wherever you are, find a city map. Ask and give directions to your classmates betweenkey points on the map such as the school(s), market(s), etc.

a comprehensive research programme in African languages at the Department of Linguistics, a . ation of a sense of community among learners by gradually building up dialogues and activities . and Fante. This textbook mostly teaches Asante Twi forms, although Fante forms are someti

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