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Dissertations / Theses on the topic 'Ethiopia – Languages'
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Adamu, Taddele. "Individual differences in second language learning in formal contexts." Thesis, Online version, 1990. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.276152.
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Yimam, Baye. "The phrase structures of Ethiopian Oromo." Thesis, SOAS, University of London, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310426.
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Ahland, Michael, and Michael Ahland. "A GRAMMAR OF NORTHERN MAO (MÀWÉS AAS’È)." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12456.
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Northern Mao is an endangered Afroasiatic-Omotic language of western Ethiopia with fewer than 5,000 speakers. This study is a comprehensive grammar of the language, written from a functional/typological perspective which embraces historical change as an explanation for synchronic structure.
The grammar introduces the Northern Mao people, aspects of their culture and history, and the major aspects of the language: contrastive phonology, tone phenomena, nouns, pronouns, demonstratives, numerals, noun phrases, verbs and verbal morphology, single verb constructions, non-final/medial clauses, subordinate clauses and alignment.
The tone system has three contrastive levels, where the Mid tones subdivide into two classes which historically derive from two different sources. Nouns each exhibit two tonal melodies: one melody in citation form or other unmodified environments and another melody when syntactically modified.
Extensive coverage is given to developments in the pronominal and subject-marking systems as well as the verbal system. In the pronominal and subject marking systems, innovations include the development of a dual opposition, the fusion of an affirmative verbal prefix to subject prefixes, and the development of these subject prefixes into new pronouns. In the verbal system, innovations include the development of new verbal wordforms from subordinate + final verb periphrastic constructions and a set of new subject markers from an old subordinator morpheme.
The verbal system is oriented around two oppositional relations: realis vs. irrealis and finite vs. infinitive verb forms. Realis and irrealis verbs have distinct item-arrangement patterns: realis verbs take subject prefixes while irrealis verbs take subject suffixes. Realis is associated with affirmative polarity and non-future tense and may be used with many aspectual distinctions. Irrealis is associated with negative polarity, future tense, and counterfactual constructions; irrealis verbs do not express many aspectual distinctions. Finite versus infinitive verb stems are differentiated by tone. Finite verb stems are used in affirmative declarative and interrogative utterances, non-final/medial constructions and the more finite subordinate clause structures. Infinitive verb stems are used in negative declarative and interrogative utterances, non-final/medial constructions and the less finite subordinate clause structures.
The work concludes with a summary of cross-constructional alignment patterns and evaluates the efficacy of a marked-nominative analysis.
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Taylor, Nicholas. "Gamo syntax." Thesis, SOAS, University of London, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388500.
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Möller, Mirjam. "Vowel Harmony in Bale : A study of ATR harmony in a Surmic language of Ethiopia." Thesis, Stockholm University, Stockholm University, Stockholm University, Stockholm University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-29444.
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ATR, advanced tongue root, is a phonological feature among vowels. As vowels assimilate to share the same value of that feature, they display ATR harmony. This is a common phenomenon among many African languages. ATR harmony is examined in this paper as manifested across morpheme boundaries wihin nouns in a Surmic language of Ethiopia called Bale. The data presented was collected at a workshop on ATR harmony held by SIL International in Mizan Teferi, Ethiopia, 2009. The vowel system in Bale displays a nine vowel inventory with a feature dominance of [+ATR] vowels which spread their feature both leftward and rightward to recessive [–ATR] vowels. The [+ATR] dominance is also present as a floating feature without any phonological material. The vowel /a/ is analysed as a neutral vowel, co-occuring with both [+ATR] and [–ATR] vowels within roots.
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Cohen, Gideon P. E. "Identity and opportunity : the implications of using local languages in the primary education system of the Southern Nations, Nationalities and Peoples Region (SNNPR), Ethiopia." Thesis, SOAS, University of London, 2000. http://eprints.soas.ac.uk/29007/.
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The thesis concerns the reactions of groups of people to the introduction of local languages into the primary education system in Ethiopia. The changing patterns of language use in education come in response to the language policies of the Federal Democratic Government of Ethiopia, which were first introduced in 1991. The geographical area under consideration is the Southern Nations, Nationalities and Peoples Region (SNNPR). Eight local languages, spoken by the most populous groups of people in the region, are now in use in the primary education system. Some areas of the region have, however, continued to use Amharic, the national language, in primary schools. The field-work discusses the patterns of language use in education, and attitudes towards language use, in areas where local languages have been introduced, and those where Amharic is used. The thesis considers the wider implications of the reform for the peoples of the SNNPR, and, in furtherance of this objective, an attempt is made to place the reform in its historical context. That historical context includes the development of government language policy and the historical patterns of language use in the Ethiopian state, as well as the history of the peoples of the south-west of the country. The reform raises questions which concern identity and opportunity, for the peoples of the south-west of Ethiopia, considered as whole units, and for the individuals who belong to these groups of people. The reform also has profound implications for the status of these groups of people in the Ethiopian state. Opinions about the implications of this reform vary considerably, and the questions addressed by the field-work are a subject of importance in current political debate in Ethiopia.
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James, Zoe Cariad. "Language and learning in Ethiopia." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10042137/.
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This thesis examines the relationship between language of instruction policy and educational outcomes in Ethiopia. In 1994 Ethiopia introduced a mother tongue education policy which marked a move away from Amharic-only instruction, to the use of multiple local languages in primary schooling. This thesis investigates three key dimensions of this policy: (i) whether there is an advantage to being a ‘mother tongue learner’ in terms of learning outcomes; (ii) whether there are inequalities in learning progress between students learning in different languages of instruction, and if so, why; and (iii) whether the use of multiple mother tongues for school instruction can ensure access to essential languages of wider communication, and if not, with what implications. The mixed methods analysis finds that (i) there is an advantage to being a ‘mother tongue learner’ in Amharic language classes, but this advantage disappears when other indicators of educational experience are taken into account, and varies between linguistic environments/ contexts; (ii) that stakeholders support the use of mother tongue for reasons that relate both to pedagogy, and to the assertion of ethnolinguistic identity, emphasising the nonlearning-related benefits of the policy; (iii) that between-language of instruction inequality of learning outcomes are evident, with students learning in many of the newly introduced languages of instruction making less progress in mathematics than their counterparts in Amharic language of instruction classrooms; (iv) that these between-language inequalities in learning outcomes may be explained by variation in literate environments and linguistic development and standardisation, as well as heterogeneity of school quality between different linguistic communities; and (v) that stakeholders perceive important inequalities in opportunities to acquire languages of wider communication (Amharic and English) between students learning in different languages of instruction, raising important concerns about the extent to which the policy can translate into social and economic opportunity and mobility for all.
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Crass, Joachim, Girma A. Demeke, Ronny Meyer, and Andreas Wetter. "Copula and focus constructions in selected Ethiopian languages." Universität Leipzig, 2005. https://ul.qucosa.de/id/qucosa%3A33607.
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The major aim of this work is to give an overview of present tense copula constructions in selected Semitic and Cushitic languages spoken in Ethiopia. In particular, we deal with languages spoken in the central parts of the country, namely Gurage languages of different genetic affiliations, Wellegga Oromo and K’abeena. In addition we discuss data from Ge’ez, Tigre, Tigrinya, Argobba, Amharic and Harari.
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Rose, Sharon 1965. "Theoretical issues in comparative Ethio-Semitic phonology and morphology." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34531.
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This thesis explores three fundamental issues in the phonology and morphology of Ethiopian Semitic languages: mobile morphology, reduplication and epenthesis. In each chapter I draw on comparative evidence from different Ethiopian Semitic languages, an approach which provides greater insight into how the languages vary with respect to these three issues, and how the issues themselves are best analyzed.The first issue is that of 'mobile morphology' a term I coin to describe the ability of a particular morphological category to be realized on various segments within a stem. The two major types in the South Ethio-Semitic languages are palatalization and labialization. I develop an analysis of palatalization in five different languages which relies on a hierarchy of preferred targets, along with a number of constraints regulating the appearance of palatalization within the stem.
Ethio-Semitic languages have several different types of reduplication. I draw a distinction between phonological and morphological reduplication and argue that phonological reduplication should be viewed as copying rather long-distance geminate structures created by spreading. I also examine the interaction of reduplication with mobile morphology and I present an analysis of double reduplication, showing how languages will avoid the creation of double reduplication relationships.
I develop an analysis of epenthesis which contrasts the behaviour of one set of languages which epenthesize following final consonant clusters with other languages which epenthesize between consonant clusters. I show that while all Ethio-Semitic languages follow the same general pattern, this may be overridden by templatic constraints and more importantly, by sonority considerations holding of adjacent syllables in coda-onset sequences. This last observation is important because it shows that while languages may on the whole violate heterosyllabic contact constraints, in particular circumstances, the constraints will be obeyed, giving rise to an emergence of the unmarked scenario.
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Schneider-Blum, Gertrud. "A grammar of Alaaba a highland East Cushitic language of Ethiopia." Köln Köppe, 2006. http://d-nb.info/985708859/04.
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Schneider-Blum, Gertrud. "A grammar of Alaaba : a highland East Cushitic language of Ethiopia /." Köln : Köppe, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=3004792&prov=M&dok_var=1&dok_ext=htm.
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Woldu, Demelash. "Exploring language uses and policy processes in Karat Town of Konso Woreda, Ethiopia." Thesis, University of East Anglia, 2018. https://ueaeprints.uea.ac.uk/68284/.
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The thesis explores language uses and the implementation of language policy processes in a Konso ethnolinguistic community in Ethiopia. Federal education policy recognises the right of every ethnic group to use their language in primary education. However, this policy has been inconsistently implemented, and many minority languages are devalued in the teaching-learning process. Specifically, the study investigates the language uses of a Konso Karat community and the students and teachers in their school, the practices and planning of language-in-education policy in this community and the relationship between language and ethnic identity. I carried out six months ethnographic fieldwork in Karat town and interviewed officials at the Federal, Regional and Zonal levels of education system. This enabled me to explore language-ineducation policy decisions on and practices of language uses in primary education and critically interrogate language policy implementation and planning in Konso ‘Woreda’/District. The study revealed that in Karat town individuals and families predominantly used Amharic or Affa Konso or both due to their different attitudes and values attached to these languages in and outside Konso Woreda. However, in this Orthodox religion, Amharic was dominantly used in the religious preaching and ceremonies. Regarding views on identity and language, findings revealed that ethnic identity and its relationship with language were largely essentialised due to a belief embedded in the Konso socio-cultural system and Ethiopian ethnolinguistic ideology. The study also showed that the primary school official policy ignored Affa Konso and its speakers and prioritized Amharic as the language of opportunity and power. However, there were some Affa Konso speaking teachers and students who valued the minority language and translated the official policy in their own ways. This experience in the teaching-learning process - along with a view that promotion of mother tongue education could enhance students’learning - led to a Konso local language policy initiative. This policy aimed to promote Affa Konso for official uses including education but this decision was made by officials on behalf of the community.
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Debela, Nega Worku. "Minority language education with special reference to the cultural adaption of the Ethiopian community in South Australia /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phd2858.pdf.
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Darmon, Chloé. "A morphosyntactic description of Xamtanga : an Agaw (Central Cushitic) language of the northern Ethiopian highlands." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20089.
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Cette thèse propose une description de la morphologie et de la syntaxe du xamtanga, une langue membre de la famille agaw, c’est à dire la branche centrale du couchitique (afro-asiatique). Le xamtanga est parlé par environ 200 000 locuteurs sur les hauts plateaux du nord de l’Ethiopie, dans la zone Wag Xɨmrä de la région Amhara. Cette étude est basée sur des données (textes et élicitations) issues des dialectes d’Abɨrgälle et de Saqʷät’ä collectées durant cinq séjours de terrain entre 2008 et 2013. Prenant appui sur les précédents travaux de David Appleyard (1987) et de Leo Reinisch (1884), elle a pour objectif d’offrir une description du xamtanga axée sur l’analyse de certains phénomènes intéressants d’un point de vue typologique et/ou aréal. Une attention particulière est par exemple accordée au système de marquage casuel en partie gouverné par la hiérarchie +/- animé/défini, à l’existence de causatifs multiples, à l’expression de l’applicatif via différents types de périphrases construites avec les opérateurs verbaux ‘donner’, ‘dire’ ou ‘laisser’, aux catégories relevant du Temps-Aspect-Mode qui mettent en jeu des formes identiques à des subordonnées de but, et aux diverses subordonnées relativesThis dissertation intends to provide a description of the morphology and syntax of Xamtanga, a language which belongs to the Agaw family, i.e. the Central branch of Cushitic (Afro-Asiatic). Xamtanga is spoken by approximately 200 000 speakers on the northern Ethiopian highlands, in the Wag Xɨmrä zone of the Amhara region. Based on data (texts and elicitations) from the Abɨrgälle and Saqʷät’ä dialects collected during five fieldtrips between 2008 and 2013 and building on the previous studies of David Appleyard (1987) and Leo Reinisch (1884), the thesis aims at offering a description of Xamtanga that focuses on the analysis of some particularly interesting features from a typological and/or areal perspective. Special attention is for instance given to the system of case marking partly driven by the animacy/definiteness hierarchy, the existence of multiple causatives, the expression of the applicative through different types of periphrastic constructions built with the verbal operators ‘give’, ‘say’ or ‘leave’, the Tense-Aspect-Mood categories which involve forms identical to purpose subordinate clauses, as well as the various uses of relative clauses
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Kebede, Gidena Mesfin [Verfasser], and Alessandro [Akademischer Betreuer] Bausi. "Ethiopian Abǝnnät Manuscripts: Organizational Structure, Language Use, and Orality / Gidena Mesfin Kebede ; Betreuer: Alessandro Bausi." Hamburg : Staats- und Universitätsbibliothek Hamburg, 2017. http://d-nb.info/1123729549/34.
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Chere, Mitiku Mekonnen. "The recognition of language rights under international human rights law: analysis of its protection in Ethiopia and Mauritius." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/12644.
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The recognition of the right to language under international human rights is still an ongoing debate. By examining the nature, extent and adequacy of the protection according to linguistic rights in international human rights laws, this paper offers solutions for this ongoing debate. In addition to resolving the issues in international law, it also discusses the extent of protection accorded to linguistic rights in Mauritius as well as under the express linguistic and ethnic form of Ethiopian federalism. Compares the practice and language policies of Ethiopia and Mauritius in light of international standards and identifies further issues to be addressed.Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2009.
Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Bissessur Pramod, Faculty of Law and Management, University of Mauritius.
http://www.chr.up.ac.za/
Centre for Human Rights
LLM
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Wakene, Dagnachew Bogale. "The role of disability rights movements in the Ethiopian Development Agenda." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6669.
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Thesis (MPhil (Rehabilitation))--University of Stellenbosch, 2011.ENGLISH ABSTRACT: Despite the ever increasing number of persons with disabilities (PWDs) in Ethiopia and the resulting conditions of abject poverty, efforts made to curb the existing situation, thereby improving the lives and citizenry contributions of PWDs, has been minimal. Consequently, poverty and insufficient participation of PWDs continue to be the distinctive features characterizing the disability sector and movement in Ethiopia. This research was aimed at investigating the role, involvement and impact of PWDs and the Disability Rights Movement (DRM) in Ethiopia in realizing the effective inclusion of disability in the country‟s development agenda, with a specific focus on Poverty Reduction Strategy Papers (PRSPs). A qualitative research paradigm, using a case study design, was employed as a research method in this study. Data were collected using two data collection methods; namely, key informant interviews (KIIs) and focus group discussions (FGDs). Purposive sampling and snowballing techniques were used to select 44 people who participated in ten key informant interviews and three focus group discussions (each FGD attended by 8 to 10 participants). The researcher was flexible enough to conduct additional KIIs and FGDs until the data saturation point was reached. Semi-Structured Interview Guides were employed as data collection tools. A thematic content analysis was conducted following a systematic process of coding data and grouping codes into categories and emerging themes. The study was conducted in Addis Ababa, the capital of Ethiopia, in collaboration with the Federation of Ethiopian National Associations for People with Disabilities (FENAPD) – the umbrella Disabled People Organization (DPO) in Ethiopia. The results of the study revealed that the disability movement in Ethiopia has not been active enough in ensuring the involvement of PWDs in the country‟s development endeavours. It was also reiterated that, even if the Ethiopian government was one of the first signatories of the UN Convention on the Rights of Persons with Disabilities (CRPD), the practical recognition that it has so far conferred to disability and PWDs in its development plans has been less than satisfactory. The study also underlined the fact that some recent progresses, such as the mentioning of disability in the currently under-review third PRSP document of Ethiopia, should be strengthened in order to pave the way for a more comprehensive inclusion of disability. Imminent challenges and opportunities facing the Ethiopian disability movement have also been explored in the study. It is hoped that the results of this study will provide the pertinent disability stakeholders in Ethiopia, including the government, with useful, timely and concrete research evidence, especially as Ethiopia is now engaged in a process of launching its latest PRSP documents.
AFRIKAANSE OPSOMMING: Ten spyte van die immer toenemende getal mense met gestremdhede (MMG's) in Etiopië en die gevolglike volslae armoede, is daar uiters min pogings aangewend om die bestaande situasie te bedwing en só die lewensgehalte en burgerskapbydraes van MMG's te verhoog. Gevolglik bly armoede en die ontoereikende deelname van MMG's eienskappe wat die gestremdheidsektor en -beweging in Etiopië kenmerk. Hierdie navorsing was daarop gemik om ‟n ondersoek te doen na die rol, betrokkenheid en invloed van MMG's en die Beweging vir die Regte van Gestremde Mense (BRGM) in Etiopië om gestremde mense doeltreffend by die land se ontwikkelingsagenda in te sluit, met spesifieke klem op Armoedeverligtingstrategieë (AVS'e). 'n Kwalitatiewe navorsingsparadigma, waartydens 'n gevallestudie gebruik is, was die navorsingsmetode van hierdie studie. Inligting is verkry deur twee data-insamelingsmetodes, naamlik onderhoude met belangrike segspersone (OBS'e) en fokusgroepbesprekings (FGB's). Doelgerigte seleksie en sneeubaltegnieke is gebruik om 44 mense te kies, wat toe aan 10 onderhoude met belangrike segspersone en 3 fokusgroepbesprekings deelgeneem het. (Elke FGB het uit 8 tot 10 deelnemers bestaan.) Die navorser was buigsaam genoeg om meer onderhoude en groepbesprekings te hou totdat die inligting 'n versadigingspunt bereik het. Semigestruktureerde onderhoudsriglyne is gebruik as instrument om die inligting in te samel. 'n Tematiese inhoudsontleding is gedoen ná 'n sistematiese proses om inligting te kodeer en kodes in kategorieë en duidelike temas te groepeer. Die studie is uitgevoer in Addis Abeba, die hoofstad van Etiopië, in samewerking met die Federasie van Etiopiese Nasionale Verenigings vir Mense met Gestremdhede (FENVMG) – die oorkoepelende organisasie vir gestremde mense in Etiopië. Die bevinding van hierdie studie is dat die gestremdheidsbeweging in Etiopië nie aktief genoeg is om die betrokkenheid van MMG's in die land se ontwikkelingsondernemings te verseker nie. Daar is ook bevestig dat, selfs al was die regering van Etiopië een van die eerste ondertekenaars van die Verenigde Nasies (VN) se Kongres oor die Regte van Mense met Gestremdhede (KRMG), die praktiese erkenning wat tot dusver aan gestremde mense in dié land se ontwikkelingsplanne gegee is, geensins bevredigend is nie. Die studie lê ook klem daarop dat onlangse vordering, soos dat gestremde mense genoem word in die derde AVS-dokument van Etiopië, wat tans hersien word, versterk behoort te word. Só kan die weg gebaan word vir 'n meer omvattende insluiting van gestremde mense. Naderende uitdagings en geleenthede wat die gestremdheidsbeweging in Etiopië sal moet aanpak, word ook in hierdie studie ondersoek.
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Ambatchew, Michael Daniel. "The Effect of primary English readers on reading skills in Ethiopia a study in African educational needs /." Thesis, Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-06142004-143840/.
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Merie, Kassaw Tafere. "Perceptions of Ethnic Federalism and the Ethiopian Diaspora Community in the US." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4235.
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Diaspora communities are becoming an essential part of socioeconomic and political developments of their homeland countries. The problem addressed by this study is that after ethnic federalism was implemented in Ethiopia, the Ethiopian diaspora in the US is divided along ethnic lines, causing human resource management and law enforcement challenges within the communities in the host country. The purpose of this study was to describe the impacts of Ethiopia's ethnic-based federalism on its diaspora residing in a US metropolitan area. The theoretical framework was based on Teshome and ZáhoÅ?Ãk's theory of ethnic federalism and Safran's theory of diaspora. The key research question examined how ethnic-based federalism in Ethiopia affects perceptions of members of the Ethiopian diaspora in the US. This qualitative ethnographic study included interviews with 15 members of the Ethiopian diaspora community residing in the Washington, DC metro area. The data were thematically coded and analyzed with the help of qualitative data analysis software. Findings revealed that the Ethiopian diaspora in the US is constantly involving in its homeland affairs, although in a fragmented and dis-unified manner. Ethnic-based federalism is not only divisive but also serving as the main source for ethnic bias among the Ethiopian diaspora. Ethnic resentment has surfaced and created a we versus them mentality in every aspect of diaspora's life activities. Recommendations include the Ethiopian government establishing a Truth and Reconciliation Commission and identifying a better form of federalism for the country. The implications for positive social change include integrating voices of the Ethiopian diaspora community in the policy making processes of the home and host governments.
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Meres, Sereke-Berhan. "Ethiopian and Eritrean Businesses Growth Barriers in the Washington, DC Area." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2613.
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Prior studies have revealed that recent Asian and Hispanic immigrant entrepreneurs have made significant contributions to social change in the United States. Although African immigrant entrepreneurs have made such contributions, few studies exist about them, and there is limited knowledge about this business community. The purpose of this qualitative case study was to identify the barriers of growth in Ethiopian and Eritrean immigrant-owned firms in the Washington, DC area who were in business for a minimum of 3 years and represented various trade lines and geographical locations. The enhanced integrated model of ethnic business development, which proposes growth strategies by analyzing the interaction of opportunity structures, ethnic resources, and entrepreneurial and management skills, was used as the conceptual framework to guide this study. Semistructured interview data were gathered from the business owners and then analyzed by employing a pattern matching technique. The data analysis revealed the themes of management deficiencies and the lack of organizational support system as the main growth barriers of the firms studied. These findings suggested the improvement of management skills and the creation of an organizational support system. This effort demands a collaboration of public, private, and community organizations. The results of this study may have positive social change implications to local economies by facilitating the growth of immigrant-owned businesses and enhancing their job and income-creating potential.
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Marzagora, Sara. "Alterity, coloniality and modernity in Ethiopian political thought : the first three generations of 20th century Amharic-language intellectuals." Thesis, SOAS, University of London, 2016. http://eprints.soas.ac.uk/23681/.
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Gebeyehou, Djenie Leta. "Achievement, washback, and proficiency in school leaving examination : a case of innovation in the Ethiopian setting." Thesis, Lancaster University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305035.
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Ahland, Colleen, and Colleen Ahland. "A Grammar of Northern and Southern Gumuz." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12559.
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Gumuz is a Nilo-Saharan dialect cluster spoken in the river valleys of northwestern Ethiopia and the southeastern part of the Republic of the Sudan. There are approximately 200,000 speakers, the majority of which reside in Ethiopia. This study is a phonological and grammatical analysis of two main dialects/languages: Northern Gumuz and Southern Gumuz.
The study provides an overview of the Gumuz people and culture, including historical accounts of the language(s) and migration patterns. Most major aspects of the language are described and analyzed in detail: phonology, nouns, pronouns, demonstratives and other noun phrase constituents, verbs and verbal morphology, noun incorporation, verbal classifiers, noun categorization, basic clauses, and subordinate clauses. Northern and Southern Gumuz varieties are contrasted throughout.
Gumuz tone has two levels, High and Low, with tonal downstep of High. The tonal melody on bound pronominals on verbs indicates transitivity.
Nouns are divided into two basic types: relational and absolute. Relational nouns have an inherent relationship with another nominal element, either within a noun-noun compound or with a (historical) possessive affix. Two sets of relational nouns --attributive and relator nouns-- obligatorily take an inherent possession suffix if not in a compound.
Gumuz has two noun-noun constructions: the Associative Construction and the Attributive Construction. The first is left-headed with `noun of noun' semantics. The second is right-headed with the initial noun expressing an inherent quality of the second.
Certain body part terms have grammaticalized as a variety of other morphosyntactic categories, in particular as relator nouns, verbal classifiers, and class morphemes, the final two of which are noun categorization devices. Many of these same body part terms can be incorporated into the verb or form part of lexicalized verb-noun compounds.
Deverbal nominalizations with /ma-/ are found throughout the language structures. These /ma-/ nominalizations serve as both subject and object complements. They are also commonly found in other subordinate clauses such as relative and adverbial clauses. Purpose clauses are formed with the dative preposition plus a /ma-/ nominalization. Finite purpose clauses take pronominal inflection and have further grammaticalized as future tense main clause verbs in Southern Gumuz.
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Halcomb, T. Michael W. "GENERATING AMHARIC PRESENT TENSE VERBS: A NETWORK MORPHOLOGY & DATR ACCOUNT." UKnowledge, 2017. http://uknowledge.uky.edu/ltt_etds/19.
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In this thesis I attempt to model, that is, computationally reproduce, the natural transmission (i.e. inflectional regularities) of twenty present tense Amharic verbs (i.e. triradicals beginning with consonants) as used by the language’s speakers. I root my approach in the linguistic theory of network morphology (NM) and model it using the DATR evaluator. In Chapter 1, I provide an overview of Amharic and discuss the fidel as an abugida, the verb system’s root-and-pattern morphology, and how radicals of each lexeme interacts with prefixes and suffixes. I offer an overview of NM in Chapter 2 and DATR in Chapter 3. In both chapters I draw attention to and help interpret key terms used among scholars doing work in both fields. In Chapter 4 I set forth my full theory, along with notation, for generating the paradigms of twenty present tense Amharic verbs that follow four different patterns. Chapter 5, the final chapter, contains a summary and offers several conclusions. I provide the DATR output in the Appendix. In writing, my main hope is that this project will make a contribution, however minimal or sizeable, that might advance the field of Amharic studies in particular and (computational) linguistics in general.
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Sibilu, Temesgen Negassa. "The influence of Evangelical Christianity on the development of the Oromo language in Ethiopia." Thesis, 2015. http://hdl.handle.net/10500/21018.
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This study investigates the role of the Ethiopian Evangelical Church Mekane Yesus (EECMY) in the development of the Oromo language. The main aim of the study is to provide an account of the contribution of this particular church to the maintenance and development of Oromo, which is spoken by the largest speech community in Ethiopia. The study draws on theoretical and methodological frameworks from the field of language planning and development. The main source of data was interviews and focus group discussions conducted with church leaders at different organisational levels and other members of the church community. In addition, documents found in the church archives were analysed. The findings indicate that a number of church activities have contributed to the maintenance and development of the language. These activities include translation and transliteration work of the Bible and other religious literature, literacy and educational programmes, media work as well as use of Oromo in the liturgy and church services. This study also examined the obstacles that hindered the development of Oromo. The main obstacle was the conflict within the EECMY that arose in 1995 over the use of the language. The study unearths the roots of the controversy through a brief historical examination of the church’s attempts to develop the language, despite opposition from the Ethiopian Orthodox Church and earlier regimes, which proscribed the use of the vernacular languages in Ethiopia. Thereafter it focuses on the internal conflict after the change to a democratic government when the situation in Ethiopia became more favourable towards use of vernacular languages. It identifies the causes of the conflict, the way in which it was resolved and the effects which it had on the development of the language. Recommendations are made for further research and some suggestions are given regarding ways to promote the future development of the Oromo language.Linguistics and Modern Languages
D. Litt. et Phil. (Linguistics)
26
Van, Aswegen Jacobus Gerthardus. "Language maintenance and shift in Ethiopia : the case of Maale." Diss., 2008. http://hdl.handle.net/10500/2119.
Full textAbstract:
The focus of this study is on language maintenance and shift in Maale, a minority language spoken in Ethiopia. The main aims of the study are to give an account of the underlying social factors that have contributed to language maintenance in the Maale speech community, and to investigate whether the mother-tongue literacy programme in the Maale region is going to facilitate language maintenance or contribute to language shift. The findings suggest that regional nationalism, which corresponds to ethnic nationalism in Paulston's theory of social mobilisation, is the reason why the Maale language has been maintained as a viable language in spite of centuries of political repression. The findings also indicate that the mother-tongue literacy programme currently contributes to language maintenance but it is a stepping stone to further education, which favours the learning of a second language, which could lead to possible attrition of the mother tongue.Linguistics
M.A. (Sociolinguistics)
27
Jeilan, Aman Gobana. "Challenges of mother-tongue education in primary schools: the case of Afan Oromo in the East Hararge Zone, Oromia Regional State, Ethiopia." Thesis, 2014. http://hdl.handle.net/10500/13830.
Full textAbstract:
The study was aimed at investigating challenges hampering mother-tongue education with special reference to Afan Oromo in the Eastern Hararge Zone, the Oromia Regional State, Ethiopia. The study mainly explored the available learning materials and the skilled teachers in mother-tongue education, attitudinal factors, the extent of stakeholders’ support for mother-tongue education, parents’ education and their awareness about education through mother tongue and parent school involvements. In the study, the researcher used a mixed method approach in which both quantitative and qualitative research designs were employed to corroborate the data obtained through one method by using other methods to minimise limitations observed in a single design. In the quantitative design, survey questionnaires were employed. Accordingly, 634 primary school teachers and 134 students were randomly selected and asked to fill the questionnaires. These quantitative data were analysed through the SPSS software and responses were analysed using the percentages and the chi-square. Qualitative data obtained through in-depth interviews and observations were analysed using thematic approaches. Documents on education policy, constitutions of the country and reports of the Ministry of Education of Ethiopia were also consulted and integrated with the analyses of the data. The study generally suggests unless strong political and administrative supports are given and public awareness about the mother tongue use in education and development is created, the effort to make Afan Oromo the language of education, intellectuals and development may remain fruitless. In this respect, all the stakeholders, intellectuals and leaders must work together to overcome challenges and dilemmas that impede the implementation of mother-tongue education. The practical works on the ground should match with the language policy of the country. Popular awareness raising activities and mobilization of the communities should be carried out carefully to involve all the communitiesAfrican Languages
28
Zeme, Mesfin Derash. "Exploring the challenges of mother-tongue-based multilingual education in primary schools in selected minority language areas in southern Ethiopia." Thesis, 2020. http://hdl.handle.net/10500/26991.
Full textAbstract:
Mother-Tongue-Based Multilingual Education (MTB MLE) has become an important concept in the field of primary education in many parts of the world. MTB MLE is a form of education that deals with the bridging of learning in the mother tongue to using one or more languages as languages of instruction in schools.
This study took place in the Southern Nation and Nationality Peoples Regional State of Ethiopia (SNNPRS) to investigate the implementation challenges faced by two sample minority languages, namely Dawuro and Kontaatho, that use the mother tongue as both medium of instruction and as a subject in primary schools. The study focused on the drawbacks that hindered the proper implementation of the education and training policy regarding mother-tongue education in minority language areas.
To conduct the study, the qualitative research method was employed. Representatives from the Ministry of Education, Colleges of Teacher Education, primary school directors and teachers of mother tongue as a subject and as a medium of instruction, parents and relevant community representatives took part.
From the Ministry of Education, two experts from the Curriculum Design and Implementation Directorate and two participants from Mother tongue and English Language development directorate were purposively invited to participate in individual interviews. Similarly, three instructors from one of the Colleges of Teacher Education and 32 mother-tongue teachers drawn from eight schools of the target area were also individually interviewed. In addition, three heterogenous focus group discussions were conducted with stakeholders comprising community and parents’ representatives, schoolteachers’ representative, students’ representatives and school directors.
The study was based on the social constructivist and Vygotsky’s Zone of Proximal Development theoretical assumptions. The findings of the study indicated that MTB MLE is not being successfully implemented in the minority language areas in the SNNPRS because of the deficits in awareness raising, proper teacher training, readiness of the languages in relation to orthography and scientific terminology to be used as medium of instruction, availability and quality of teaching and learning materials, standardised orthography, availability of guidelines and a strategy to carry out the MTB MLE programme, support and follow up of the implementation of the MTB MLE programme.Curriculum and Instructional Studies
Ph. D. (Curriculum and Instructional Studies)
29
Gow, Greg. "The language of culture and the culture of language : Oromo identity in Melbourne, Australia." Thesis, 1999. https://vuir.vu.edu.au/30250/.
Full textAbstract:
Until recently, the Oromo were largely unknown among scholars of Africa.
Since the Abyssinian conquest of the vast Oromo land-known today as Oromiyain
the late-nineteenth century, Oromo within the Ethiopian empire state (where
they number more than half the population) have remained politically,
linguistically, economically and historically marginalised. Since the late 1970s,
almost a century after their conquest, when the Derg military junta's campaign of
terror was at its peak, and continuing with the present regime, large numbers of
Oromo have fled Ethiopia to neighbouring countries. By 1997 a small number
(approximately 500) had resettled in Melbourne, Australia. Over these past two
decades Oromo nationalism has grown into a mass movement in east Africa and
among the worldwide exilic communities. Central to the growth of nationalism has
been the assertion of a pan-Oromo national identity (Oromumma, 'Oromoness').
Like all identity politics, Oromo nationalism remains academically deadlocked
between essentialism and social constructionism: Oromo anti-colonial nationalists
posit an atavistic account of Oromo identity, while 'Western' scholars generally
conceive of it in politically disabling constructionist terms.
30
Kawachi, Kazuhiro. "A grammar of Sidaama (Sidamo), a Cushitic language of Ethiopia." 2007. http://proquest.umi.com/pqdweb?did=1331398451&sid=2&Fmt=2&clientId=39334&RQT=309&VName=PQD.
Full textAbstract:
Thesis (Ph.D.)--State University of New York at Buffalo, 2007.Title from PDF title page (viewed on Nov. 14, 2007) Available through UMI ProQuest Digital Dissertations. Thesis adviser: Dryer, Matthew S., Talmy, Leonard. Includes bibliographical references.
31
Zárubová, Martina. "Amharové v Etiopii." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-339994.
Full textAbstract:
The aim of this thesis is to present from the historical perspective the Ethiopian Amharas as a nation, which, even though they are not forming majority of the state, they had and still have major impact on the Ethiopian society. They also maintained influence on other nations mainly thanks to the Amharic language, which became the official language of the whole of Ethiopia. The structure of the work is divided in such a way in order to include all the relevant phases that are related to the history and life of the Ethiopian Amharas. The compilation of the work is based on the theoretical analysis and the study of the literature. In the thesis I give a brief overview of the history, including the legend of the origin of the Solomon dynasty, to which the Amharas still avow. In the view of the fact that significant role in Ethiopian society plays also the affiliation of most of the Amharas with the Ethiopian Orthodox Church, I deal with its history and hierarchies. I also apprise of the religious rituals, feasts and celebrations. In individual parts I follow up the historical roots of Amharic and its relevance to a particular language group. Role of Amharic is analyzed with respect to the educational system in Ethiopia, I am also referring to its role in connection with the so-called Amharization...
32
Key, Ethan Michael. "Onesimos Nasib and the Macaafa Qulqulluu: Language, Religion, and Culture in Ethiopia." 2017. https://scholarworks.gsu.edu/history_theses/114.
Full textAbstract:
Language and religion are essential components of cultural identity. Cultural identity both reinforces and subverts the dominant paradigm. An alliance of Church and State in Ethiopia reinforced Abyssinian imperial political, economic, and military domination with linguistic, religious, and cultural hegemony. The Abyssinians are the Amhara and Tigrayan people, who speak related Semitic languages and follow Ethiopian Orthodox Christianity. As the Abyssinians created the modern Ethiopian empire, they dominated the Ethiopian political landscape since the 1880s. Onesimos Nasib’s life serves as a case study, allowing this thesis to explore these themes of how culture can reinforce or undermine state authority. Enslaved as a child, Onesimos’ life reveals how cultural perceptions justified exploitation in the Abyssinian Empire. After his freedom and baptism into the Protestant Christian faith, Onesimos’ work as a missionary, translator, and teacher reveals how language, culture, and religion can help edify an exploited group while challenging the sources of that exploitation. This thesis emphasizes the significance of Oromo literature, education, and the adoption of Protestant Christianity in Wallaga region in Western Ethiopia during the early twentieth century as a means of preserving Oromo language, culture, and beliefs.
33
Debela, Nega Worku. "Minority language education with special reference to the cultural adaption of the Ethiopian community in South Australia / by Nega Worku Debela." Thesis, 1995. http://hdl.handle.net/2440/18659.
Full text
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Abeba, Berhan Demeke. "A reflective practice approach to educate English language teachers in a post graduate diploma in teaching programme." Thesis, 2019. http://hdl.handle.net/10500/25798.
Full textAbstract:
In the 21st century, an interactive student-centred teaching and learning approach is a dominant approach in schools. As the interactive learning approach took dominance over the traditional teacher-centred teaching approach, reflective practice became a popular teaching and learning strategy in teacher education programmes globally. With the intention of improving the quality of education particularly educating practice-oriented teachers and students, many countries revised their teacher education programmes, with reflective practice taking centre stage. It initiated teachers’ creativity, critical thinking, teacher-student collaboration, and research in gathering data for changing classroom tradition. The purpose of this qualitative study was to investigate how successfully teacher educators implemented reflective practice in educating reflective English Language Teacher (ELT) trainees in the Post Graduate Diploma in Teaching (PGDT) programme. Critical thinking, reflective practice, transformative learning, teacher’s efficacy and social constructivism theories underpinned this study. The participants were purposively selected from two types of institutes, the university and two secondary schools. Five ELT trainee teachers, three teacher educators were sampled from the university and two academic vice-principals were sampled from two secondary schools respectively. The research, framed in a qualitative case study, collected data using semi-structured interviews, observations and document analysis. To critically analyse the differences and similarities among the data collected via different instruments from different participants, inter-case analysis was utilised. In analysing the teaching and learning practices, critical discourse analysis (CDA) contributed to answering the research questions which were informed by the main research question. CDA also enabled the researcher to examine the spoken and written words of the reports in detail according to the emerging themes, sub-themes and text content. The concept reflective practice in educating reflective trainee teachers is well endorsed in the curriculum. However, the practice at the university during the teaching of courses and during school-based practicum was compromised due to a number of factors linked to all stakeholders. However, in accordance with constructivist theory, the researcher was able to create new knowledge with the development of a proposed conceptual framework for reflective English Language Teacher (ELT) education in the PGDT programme.Curriculum and Instructional Studies
D. Phil. (Education (Curriculum Studies))
35
Bushiso, Temesgen Daniel. "The impact of pre-service primary English language teacher training on post-training practice." Thesis, 2017. http://hdl.handle.net/10500/23239.
Full textAbstract:
This study sought to investigate the impact of pre-service primary school English language teachers’ training on their post-training practice. A constructive research paradigm and qualitative method were used in the study. The participants were selected purposively, and
final year pre-service primary school English trainee teachers were used to collect the research data. The data were collected in the year 2016. To collect the data, an interview schedule, an observation guide and document analyses were used. The interviews and the
observations were recorded and later transcribed. The transcribed data were coded, categorized according to their similarity, and then these categories were further collapsed into themes. The findings showed that the primary school ELT trainee teachers did not have
sufficient understanding of the ELT methods offered during their training which led to poor practice, as revealed in their independent teaching. Some of the reasons for the trainees’ poor
understanding and practice mentioned were that the training system was not supported by the reflective teaching method, and the support of ICT. In addition, there was a significant waste of time budgeted for the course time for the completion of the training program. In relation to
time, the practicum time the students stayed in the primary school during independent teaching was not sufficient to give them hands-on practice. Moreover, they did not get the required support from the school mentors and the training college supervisors. Due to these
constraints, almost all the participant trainee teachers demonstrated poor performances during the lesson delivery, which indicated that they did not understand the principles of the ELT methodsEnglish Studies
D. Litt. et Phil. (English)
36
Tadesse, Alamirew Kassahun. "English as a foreign language instructors' conceptions and applications of communicative language teaching in grammar lessons : the case of four private universities in Ethiopia." Thesis, 2021. http://hdl.handle.net/10500/27535.
Full textAbstract:
Communicative Language Teaching (CLT) has been adopted in various countries in the world.
This is especially true in an EFL context in Ethiopia where it has received considerable attention both at policy and classroom levels. This study aimed to investigate English as Foreign Language (EFL) instructors' conceptions and applications of CLT in teaching grammar lessons in private universities in Ethiopia. Due to the nature of the issues addressed in the study, the mixed-methods approach was employed. The data for the study were collected from 25 EFL
instructors teaching in four private universities through semi-structured interviews, quantitative
questionnaire, and classroom observation. The qualitative data collected from the semi-structured
interviews and classroom observation were analysed thematically, using deductive thematic analysis. The quantitative data garnered through the questionnaire were analysed using the latest
version of SPPS (Version 20) available at the time of data analysis.
While the study highlighted four major EFL instructors' misconceptions stemming from the discrepancies in understanding the term communicative, it revealed that the majority of the EFL
instructors' conceptions of CLT were consistent with the CLT literature. To that effect, the study illuminated the EFL instructors' conceptions of grammar and CLT concerning the teacher’s role,
the learners’ role, the types of teaching materials, the place for grammar in CLT as well as the methods of teaching grammar lessons and assessing the learners’ performance in grammar lessons.
Nevertheless, the classroom practices of the majority of the EFL instructors were inconsistent with their conceptions of CLT because they predominantly employed the lecture method to teach grammar lessons. The study also found various socio-cultural and economic variables practically affecting the application of CLT in teaching grammar lessons in private universities in Ethiopia.
Consequently, the study identified teacher-related factors, student-related factors, institutional factors, curriculum-related factors, and system-related factors as the main difficulties of implementing CLT in teaching grammar lessons. The study recommends that measures that align policy with practice should be taken to ensure that the instructors' conceptions are realised in classroom situations, thereby minimising the discrepancies between their conceptions and their classroom practices.English Studies
37
Genu, Edaso Mulu. "Lecturers' and students' perceptions of the effectiveness of teaching listening skills to English foreign language students at three Ethiopian universities." Thesis, 2016. http://hdl.handle.net/10500/22009.
Full textAbstract:
The main aim of this research was to explore lecturers’ and students’ perceptions of the effectiveness of teaching listening skills to English foreign language (EFL) students at three Ethiopian universities with the purpose of proposing guidelines and recommendations for effective teaching and learning of EFL listening skills. The research was prompted by a number of research projects which indicated that listening skills and the teaching of listening in the Ethiopian context were not effective resulting in students who are ill equipped for listening effectively.
A mixed method approach was followed as a design for the empirical research study. A pragmatic research paradigm, using both quantitative and qualitative methods and then blending the two methods was employed. Quantitative data were collected from 72 lecturers and 158 students at three Ethiopian universities by means of close-ended questionnaires using a five-point Likert scale instrument. For the qualitative phase of the study data were collected by means of semi-structured interviews with lecturers and students. Observations of listening lessons presented in the classroom and in the language laboratory were done by means of completing an observation checklist and note-taking. These were used to triangulate data. The analysis of the data obtained by means of the questionnaires and the observation checklist were done using descriptive and inferential statistics. Qualitative data obtained by means of unstructured interviews (which were transcribed verbatim) were coded and divided into themes.
The research findings indicated that the lecturers’ perceptions of the activities used during the pre-, while- and post-listening phases and the use of listening material were more positive than those of students and that females perceived the effectiveness less positive than males. The data obtained by means of interview questions confirmed what was found in the quantitative part of the study. Observations carried out in the three universities showed that the teaching of listening skills was mostly poorly done and that the listening material used was not suitable and did not interest students. The use of bottom-up and top-down strategies were found to be used inadequately in the teaching of EFL listening skills. The teaching methods and strategies used, as well as activities provided during each listening phase were found to be generally poor. A model for teaching EFL listening in the classroom was proposed in this study.
Lecturers and students expressed their challenges in teaching and learning EFL listening skills and also made recommendations for best practices on how to improve the teaching and learning of EFL listening. These challenges and recommendations for best practices mostly centred around lecturer-related, student-related and institutional-related factors. This study has suggested recommendations pertaining to the lecturers, students, institutions of higher education, the Ethiopian Ministry of Education and schools.Curriculum and Instructional Studies
D. Ed. (Didactics)
38
Kitaw, Yoseph Zewdu. "Active learning in teaching English language support courses to first-year students in some Ethiopian universities." Diss., 2017. http://hdl.handle.net/10500/22745.
Full textAbstract:
The general aim of this study was to investigate the implementation of active learning approaches in the teaching of English Language support courses to first-year university students. The study was planned to identify factors that affected the implementation of active learning in classrooms where English as a Foreign Language (EFL) is taught, the perceptions of EFL instructors and their students regarding active learning, the linkage between assessment practices and productive skills, and the commonly used types of active learning techniques. The study was conducted in three Ethiopian universities and employed a qualitative approach to data generation and analysis. As such, data generation strategies focused on relevant documents, classroom observation, individual interviews, and focus group discussions. The participants of the study included 27 EFL instructors and their students (17 groups of focus group discussion), enrolled for English Language support courses at freshman level. Based on my analysis of the data, the primary barriers to the implementation of active learning techniques in EFL classrooms were as follows:
Students’ poor background exposure to the English language;
Students’ negative associations with language learning;
EFL instructors’ ineffective classroom management;
The adverse influence of students’ external social environments;
Dependency in group work;
low relevance of English Language support courses;
Lack of administrative support from Universities.
The participants of the study were aware of the importance of active learning and student-centred approaches and in favour of the implementation thereof. Despite this, they did not feel that they practised them effectively in the teaching and learning process. In fact, the instructors explained that, in the face of very unfavourable circumstances for active learning and student-centred approaches, they felt utterly disappointed, with no sense of achievement, when attempting to use these approaches in their classrooms; they did not believe that the existing situation was conducive to the implementation of active learning and student-centred approach. Furthermore, these EFL instructors did not use a variety of active learning techniques in the teaching and learning process of English supportive courses. The dominant techniques they used were group work and pair work. They did not utilise alternative techniques to teach essential productive skills (i.e. speaking and writing).The participants also indicated that the assessment techniques they used were not closely related to lesson objectives or language learning goals in the development of productive skills. The relationship between assessment types and active learning techniques was characterised by traditional pencil-and-paper tests designed solely for grading purposes; and not to improve the actual learning process. In grading, the weight given to productive skills was very small in contrast to that assigned to receptive skills (i.e. listening and reading), grammar and vocabulary. Their relationship involved teaching simply to prepare students for tests, irrelevant and untimely feedback, substandard assessment, absence of dynamism in the two-dimensional assessment techniques, and incongruence between assessment techniques and actual language skills and competence. In relation to feedback, both the students and their instructors pointed out that EFL students were more concerned with their grades than with the potential to learn when receiving feedback on their writing or oral presentations. In line with these findings, this thesis concluded by offering relevant recommendations for alleviating the problems observed in the teaching of English language support courses - both in general and with particular regard to productive skills development.Curriculum and Instructional Studies
D. Ed. (Didactics)
39
Gobana, Jeilan Aman. "Challenges of mother-tongue education in primary schools: the case of Afan Oromo in the East Hararge Zone, Oromia Regional State, Ethiopia." Thesis, 2014. http://hdl.handle.net/10500/13830.
Full textAbstract:
The study was aimed at investigating challenges hampering mother-tongue education with special reference to Afan Oromo in the Eastern Hararge Zone, the Oromia Regional State, Ethiopia. The study mainly explored the available learning materials and the skilled teachers in mother-tongue education, attitudinal factors, the extent of stakeholders’ support for mother-tongue education, parents’ education and their awareness about education through mother tongue and parent school involvements. In the study, the researcher used a mixed method approach in which both quantitative and qualitative research designs were employed to corroborate the data obtained through one method by using other methods to minimise limitations observed in a single design. In the quantitative design, survey questionnaires were employed. Accordingly, 634 primary school teachers and 134 students were randomly selected and asked to fill the questionnaires. These quantitative data were analysed through the SPSS software and responses were analysed using the percentages and the chi-square. Qualitative data obtained through in-depth interviews and observations were analysed using thematic approaches. Documents on education policy, constitutions of the country and reports of the Ministry of Education of Ethiopia were also consulted and integrated with the analyses of the data. The study generally suggests unless strong political and administrative supports are given and public awareness about the mother tongue use in education and development is created, the effort to make Afan Oromo the language of education, intellectuals and development may remain fruitless. In this respect, all the stakeholders, intellectuals and leaders must work together to overcome challenges and dilemmas that impede the implementation of mother-tongue education. The practical works on the ground should match with the language policy of the country. Popular awareness raising activities and mobilization of the communities should be carried out carefully to involve all the communitiesAfrican Languages
40
Zewdie, Zenawi Nigussie. "Gender treatment in Grade nine classroom instructional activities and representation in English textbook." Thesis, 2020. http://hdl.handle.net/10500/27296.
Full textAbstract:
The aim of this study was to explore how gender is perceived in classroom instructional activities and how it is represented in the Grade 9 English textbook in Ethiopia. To do this, the constructivist paradigm was used as a way of viewing the educational world. Underpinned by the Sociocultural Theory (SCT) and Gender Schema Theory (GST), the study was qualitative and used a multiple case study inquiry. The selection of participants was through purposive sampling and data were collected through interviews, observations and textbook review. The study was undertaken at four government high schools, and the focus was on Grade 9 at Chacha, Minjar, DebreSina and Mekoy Districts of North Shoa Zone in Amhara Region. Sixteen learners, four teachers and four principals were interviewed. The findings concluded in two significant findings: 1) improper gender treatment in classroom instructional activities, and 2) imbalance of gender representation in Grade 9 English textbook. The first finding generated emerging themes, for instance (a) imbalanced allocation of roles and responsibilities between girls and boys; (b) girls’ embarrassment by others; (c) girls’ incapability to manage group and use given opportunity in classroom; (d) male domination and female subordination; (e) gender policy implementation gap at school; (f) impediment of girls’ participation due to patriarchal thinking; (g) challenges of traditional gender thinking in classroom; (h) parents’ practices and experiences affected learners’ practices and experiences in classroom; (i) lack of girls’ recognition by others; and (j) self-overestimation seen by boys and self-underestimation seen by girls. The themes for the second major finding include: (a) men overrepresentation and women underrepresentation; (b) presence of gender-marked vocabularies to enhance women’s passive role; (c) encouragement of traditional gender representation by assigning women in baby-sitting, and domestic chores, such as cleaning, cooking or shopping; (d) manifestation of man first-ness; and (e) imbalance of pictorial representation between women and men. The study recommends that teaching gender equality to the school community and society could be used to discourage gender stereotyped and biased engagements. Female teachers should be role models for girls. Educators should use gender-sensitive materials for the development of a gender-free awareness by the young generation.Curriculum and Instructional Studies
41
Metaferia, Tekle Ferede. "A study of independent reading in English as a foreign language (EFL) in Ethopian schools." Thesis, 2016. http://hdl.handle.net/10500/22186.
Full textAbstract:
This study focused on independent EFL reading among Grade 11 students across public and non-public schools in Ethiopia. Students who practice independent reading develop a love for reading and ultimately become life-long self-initiated readers. Therefore, independent reading should be considered as a vital goal of instruction and research. The issues of focus in this study were students’ reading comprehension ability levels, attitude towards learning English as a school subject and reading its literature, reading motivation, reading strategy use, persistence in independent reading and access to reading resources along with inclusion of independent reading in classroom instruction and in English textbooks. To this end, the study used quantitative data (collected through reading comprehension test, structured questionnaire and independent reading follow-up checklist) and qualitative data (gathered via classroom observation and content analysis).The findings revealed lower predisposition towards and practice of independent EFL reading among public school students (n = 375). A statistically significant difference, in favour of non-public schools (n = 181), was also found between the two groups of students in scores pertaining to most of the variables investigated. Enhanced scaffolding of independent reading through improved instruction and resource provision, regular short refresher courses for teachers of English and further studies have been recommended to improve public school students’ involvement in independent EFL reading.English Studies
D. Litt. et Phil. (English Studies)