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Relevant bibliographies by topics / Ethiopia – Languages

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Journal articles

Academic literature on the topic 'Ethiopia – Languages'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 January 2023

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Journal articles on the topic "Ethiopia – Languages"

1

Hudson, Grover. "Languages of Ethiopia and Languages of the 1994 Ethiopian Census." Aethiopica 7 (October 22, 2012): 160–72. http://dx.doi.org/10.15460/aethiopica.7.1.286.

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The 1994 Population and Housing Census of Ethiopia gathered considerable information of linguistic interest, notably the number of speakers of seventy-seven languages which it recognized. The Census’s list is largely consistent with lists of languages recognized in current research by Ethiopianist linguists. However, problems of two sorts arise in the Census list: dialects counted as languages and languages counted as dialects. Survey of research in Ethiopian linguistics supports instead the existence of seventy-three Ethiopian languages now spoken, a list of languages and their dialects which

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2

Dadoo, Yousuf. "LINGUISTIC AND CULTURAL AFFINITIES: THE CASE OF ARABIC AND ETHIOPIAN LANGUAGES." Journal for Semitics 25, no. 2 (2017): 700–725. http://dx.doi.org/10.25159/1013-8471/2553.

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Multi-faceted relations between Ethiopia and South Arabia existed since the sixth century B.C. During the earlier phase, the Christian Ethiopians networked with their co-religionists. Later they interacted primarily with Muslim Arabs some of whom settled in Ethiopia either in search of religious sanctuary or for trade purposes. The Muslims entrenched themselves and established petty kingdoms between the ninth and fifteenth centuries C.E. Thereafter, they suffered huge reversals at the hands of their Christian compatriots who were assisted by the Portuguese colonial power. Over the last two cen

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3

Chali, Gemechis T., Miriam Taverniers, and Guta Legesse. "Overview of Education in Ethiopia: Traditional Institutions and Language Perspectives." Afrika Focus 34, no. 2 (2021): 343–59. http://dx.doi.org/10.1163/2031356x-34020008.

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Abstract This article briefly introduces the phases of education in Ethiopia in the last 150 years and the impact of traditional institutions on languages. The intention of this report is to present the background section of a PhD (Gemechis, 2020) defended at Ghent University in September 2020. It is believed that the period of modern education in Ethiopia is shorter when compared with that of traditional education, which lasted for more than a century. Modern or “Western” education was launched in 1908, and Western educational ideas have flourished since the early twentieth century; but the t

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4

Walga, Tamene Keneni. "Prospects and Challenges of Afan Oromo: A Commentary." Theory and Practice in Language Studies 11, no. 6 (2021): 606–12. http://dx.doi.org/10.17507/tpls.1106.03.

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Afan Oromo- the language of the Oromo- is also known as Oromo. The word ‘Oromo’ refers to both the People of Oromo and their language. It is one of the widely spoken indigenous African languages. It is also spoken in multiple countries in Africa including Ethiopia, Kenya, Somalia, Sudan and Tanzania among others. Moreover, it is spoken as a native language, second language and lingua-franca across Ethiopia and beyond. Regardless of its scope in terms of number of speakers and geographical area it covers, Afan Oromo as a literary language is only emerging due to perpetuating unfair treatment it

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5

Wolff, H. Ekkehard, Sileshi Berhanu, and Getinet Fulea. "On Visibility and Legitimisation of Languages: The ‘Linguistic Landscape’ in Adaama, Ethiopia." Aethiopica 16 (March 9, 2014): 149–91. http://dx.doi.org/10.15460/aethiopica.16.1.704.

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With a focus on the city of Adaama (formerly: Nazret), the biggest urban agglomeration in Oromia Regional State, the paper addresses the “linguistic landscape” which is indicative of the overall sociolinguistic situation of a polity. Language use in the public space has not only practical-instrumental, but also historical, political, juridical, and most of allpsycho-sociological dimensions, the latter relating to the symbolic value of written language use. The paper deals with multilingual graphic representations on public commercial and private sign-boards, advertisements, and notices in Adaa

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6

Taye, Bekau Atnafu. "The medium of instruction in Ethiopian Higher Education Institutions: Kotebe Metropolitan University Case study." African Journal of Teacher Education 8 (April 1, 2019): 1–24. http://dx.doi.org/10.21083/ajote.v8i0.4367.

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The aim of this article is to examine the medium of instruction in Ethiopian higher education institutions and the perceived consequences of the failure to learn a lingua franca. The study was qualitative and it used interviews and focus group discussions (FGDs). Five teachers and five students took part in the interviews and six teachers and six students participated in the FGDs. The findings of the study showed that the role of Amharic as a working language has not been given recognition despite the fact that Amharic was constitutionally granted to be a working language. Due to language barr

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7

Treis, Yvonne. "Switch-reference and Omotic-Cushitic Language Contact in Southwest Ethiopia." Journal of Language Contact 5, no. 1 (2012): 80–116. http://dx.doi.org/10.1163/187740912x624469.

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Africa has up until now been considered a continent where switch-reference systems are extremely rare. This study shows that there is a confined area in the South of Ethiopia where many Omotic languages and a few Cushitic languages have fully grammaticalised switch-reference systems on dependent (co-)subordinate non-final verbs, so-called converbs. The paper describes in detail the switch-reference system of Kambaata (Cushitic) and gives an overview of the distribution of switch-reference systems in Ethiopia in general. It is argued that switch-reference marking in Cushitic languages is the re

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8

Kifleyesus, Abbebe. "The Argobba of Ethiopia are not the Language they Speak." Aethiopica 9 (September 24, 2012): 7–22. http://dx.doi.org/10.15460/aethiopica.9.1.238.

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The Argobba of southeastern Wällo and northeastern Šäwa live amongst and speak the languages of the Amhara and the Oromo with great ease as if they are members of these ethnic groups. For them Amharic and Afaan Oromoo are the languages of administration and market transaction and therefore important for Argobba survival in a region domi-nated by these two ethno-linguistic groups. Yet the Argobba I met in these lands identified themselves as Argobba, and they were known as such, despite the fact that several of them had Amharic or Afaan Oromoo as their first language. The central claim of this

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9

Leslau, Wolf. "Inor lullabies." Africa 66, no. 2 (1996): 280–87. http://dx.doi.org/10.2307/1161320.

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AbstractFourteen Gurage lullabies from Ethiopia, in their Inor transcriptions and English translations, are briefly introduced and annotated. Inor belongs to the West Gurage group of languages; this set of lullabies complements those from Eža (another West Gurage language) published earlier by the author.

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10

Hailay, Abrha, Woldu Aberhe, Guesh Mebrahtom, Kidane Zereabruk, Guesh Gebreayezgi, and Teklehaimanot Haile. "Burnout among Nurses Working in Ethiopia." Behavioural Neurology 2020 (October 16, 2020): 1–9. http://dx.doi.org/10.1155/2020/8814557.

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Background. Burnout is a condition of emotional exhaustion, depersonalization, and low personal accomplishment that can occur among individuals who work with people in some capacity. Nursing is a stressful profession that deals with human aspects of health and illness and can ultimately lead to job dissatisfaction and burnout. Although burnout among nurses has been addressed in previous research, the heterogeneous nature of the result findings highlights the need for a detailed meta-analysis in Ethiopia. Thus, this review is aimed at identifying the prevalence of burnout among nurses in Ethiop

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