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Journal articles on the topic 'Kinyarwanda language – Rwanda'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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1

Nassenstein, Nico. "Kinyarwanda and Kirundi: On Colonial Divisions, Discourses of National Belonging, and Language Boundaries." Modern Africa: Politics, History and Society 7, no. 1 (July 8, 2019): 11. http://dx.doi.org/10.26806/modafr.v7i1.264.

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The development of the Bantu languages Kinyarwanda and Kirundi is entangled within the colonial histories of Rwanda and Burundi, first under German and then Belgian rule. From the turn of the twentieth century on, missionaries compiled grammars and dictionaries of the two mutually intelligible languages, contributing to the development and instrumentalisation of two prestigious varieties out of a larger dialect continuum. In this contribution, I trace the missionary and colonial activities of corpus planning and textualisation and summarise how Kinyarwanda and Kirundi turned into official languages with distinct linguistic boundaries. The central research question is how speakers of Kinyarwanda and Kirundi thereafter came to be identified as “Rwandans” or as “Burundians,” with each language indexing a specific national categorisation. Tentatively, I contrast these developments with contemporary fluid practices in multilingual neighbourhoods.
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2

Kayigema, Jacques Lwaboshi, and Davie E. Mutasa. "THE DYNAMISM OF ENGLISH AS A GLOBAL LANGUAGE IN POST-GENOCIDE RWANDA." Indonesian EFL Journal 3, no. 1 (September 12, 2017): 101. http://dx.doi.org/10.25134/ieflj.v3i1.659.

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English, as global language, has had great influence over most languages of the world for nearly two centuries now. The expansion of English is no exception in Rwanda, though. For the last two decades, the importance of English has been felt in the day to day activities of Rwanda. English became a third official language in Rwanda just after the 1994 genocide and a compulsory language of instruction since January 2009. This paper discusses the use of English in post-genocide Rwanda and its impact on French, over a borrowing one, Kinyarwanda and French. English has risen sharply for the last two decades because of the will of the Rwandan government to find ways of communicating with the external world in a more powerful language, English, than the previously predominant one, French. It also highlights major domains where English speaks of its strength and the factors that led to the spread of English.
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3

Grunert, R., E. Muhawenimana, and M. Grunert. "142 The Approved Harmonized Version of the International Index of Erectile Function into Kinyarwanda, the native language of Rwanda." Journal of Sexual Medicine 14, no. 2 (February 2017): e57-e58. http://dx.doi.org/10.1016/j.jsxm.2016.12.130.

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4

Abimpaye, Monique, Caroline Dusabe, Jean Providence Nzabonimpa, Richard Ashford, and Lauren Pisani. "Improving parenting practices and development for young children in Rwanda: Results from a randomized control trial." International Journal of Behavioral Development 44, no. 3 (July 16, 2019): 205–15. http://dx.doi.org/10.1177/0165025419861173.

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It is well known that the first 1,000 days of life have long-lasting impact on a child’s cognitive, language, socio-emotional, and physical development, but there is little evidence from Rwanda about how to maximize parent–child interactions during these critical early years. Save the Children piloted the First Steps “Intera za Mbere” early childhood parenting education program in one district of Rwanda to promote healthy development through holistic parenting education. Using a cluster randomized control trial, we assessed outcomes of a 17-week parenting education on parenting skills and child development for families with children aged 6–36 months. Families were randomly allocated into three study groups: light touch ( n = 482), full intervention ( n = 482), and control ( n = 483) groups. We used a Kinyarwanda-adaptation of the validated Ages & Stages Questionnaires (ASQ), a Home Observation Measurement of the Environment-Short Form. Multivariate linear and logistic regression analyses were used for both the intention-to-treat analyses and more robust models controlling for ASQ form received, child gender, maternal education, number of children in the home, and baseline ASQ scores. Findings indicate that children in the light touch and full intervention groups were significantly more likely to meet the ASQ benchmarks than the control group in all developmental domains. The strong positive results from the light touch group are especially relevant to efforts to bring beneficial early childhood stimulation programs to scale in low-income contexts.
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Arinitwe, Richard, Alice Willson, Sean Batenhorst, and Peter T. Cartledge. "Using a Global Health Media Project Video to Increase Knowledge and Confidence in the Mothers of Admitted Neonates in Rwanda: A Prospective Interventional Study." Journal of Tropical Pediatrics 66, no. 2 (July 4, 2019): 136–43. http://dx.doi.org/10.1093/tropej/fmz042.

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Abstract Introduction In resource-limited settings, the ratio of trained health care professionals to admitted neonates is low. Parents therefore, frequently need to provide primary neonatal care. In order to do so safely, they require effective education and confidence. The evolution and availability of technology mean that video education is becoming more readily available in this setting. Aim This study aimed to investigate whether showing a short video on a specific neonatal topic could change the knowledge and confidence of mothers of admitted neonates. Methods A prospective interventional study was conducted in two hospitals in Kigali, Rwanda. Mothers of admitted neonates at a teaching hospital and a district hospital were invited to participate. Fifty-nine mothers met the inclusion criteria. Participants were shown ‘Increasing Your Milk Supply, for mothers’ a seven-minute Global Health Media Project video in the local language (Kinyarwanda). Before and after watching the video, mothers completed a Likert-based questionnaire which assessed confidence and knowledge on the subject. Results Composite Likert scores showed a statistically significant increase in knowledge (pre = 27.2, post = 33.2, p < 0.001) and confidence (pre = 5.9, post = 14.2, p < 0.001). Satisfaction levels were high regarding the video content, language and quality. However, only 10% of mothers owned a smartphone. Discussion We have shown that maternal confidence and knowledge on a specific neonatal topic can be increased through the use of a short video and these videos have the potential to improve the quality of care provided to admitted neonates by their parents in low-resource settings.
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6

Ansoms, An. "Susan Thomson. Whispering Truth to Power: Everyday Resistance to Reconciliation in Postgenocide Rwanda. Madison: University of Wisconsin Press, 2013. xxvii + 258 pp. List of illustrations. List of abbreviations. Note on Kinyarwanda language. Glossary. Index. $27.95. Paper." African Studies Review 58, no. 1 (March 16, 2015): 254–56. http://dx.doi.org/10.1017/asr.2015.17.

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7

Gafaranga, Joseph. "Language choice and direct speech presentation in Kinyarwanda news articles." International Journal of Bilingualism 23, no. 5 (November 20, 2017): 921–41. http://dx.doi.org/10.1177/1367006917740059.

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Aims/objectives/purpose/research questions: This paper investigates the issue of language choice in direct speech presentation (DS) in Kinyarwanda news articles. Two specific research questions are addressed: 1. What is the default medium of DS in these texts and how can it be accounted? 2. Can the default medium be deviated from and what functions does deviance serve? Design/methodology/approach: An inductive discourse analytic methodology. Data and Analysis: Data consist of instances of DS extracted from Kinyarwanda news texts published in two Rwandan news media blogs, namely Igihe and Umuseke. Findings/conclusions: Analysis of the data reveals that, in DS, the medium of the original discourse is incidental and that the default medium of DS is Kinyarwanda. In turn, this is interpreted as conforming to the general discourse organisation principle of preference for same medium discourse. Analysis also revealed that this medium can be deviated from either because of issues in the medium itself or in order to serve specific discourse-related functions. Finally, analysis revealed that, in each case, two options are available, namely to merely reproduce verbatim items from original speech and to enter them in translinguistic apposition structures. In the latter possibility, the direction of switch is found to be significant as, in the case of issues in the medium, switching typically takes the direction Kinyarwanda–non-Kinyarwanda, while, in the case of discourse-related functions, the typical direction of switching is reversed. Originality/significance/implications: Language choice in news texts, and in DS environments in particular, remains under-investigated. Therefore, this paper serves as a call for further investigations of this aspect of language use. Also, the study has practical implications for the training of media professionals in the context it has investigated.
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8

Gafaranga, Joseph. "Medium request: Talking language shift into being." Language in Society 39, no. 2 (April 2010): 241–70. http://dx.doi.org/10.1017/s0047404510000047.

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AbstractIn his landmark contribution to the field of language shift/maintenance, Fishman maintains that, for language shift to be reversed, “face-to-face, small-scale social life must be pursued in their own right and focused upon directly.” This article responds to this call to examine language shift at the level of face-to-face interaction. It describes a specific interactional practice, referred to as “medium request,” observed in the Rwandan community in Belgium, where language shift is taking place from Kinyarwanda-French bilingualism to French monolingualism. The practice consists in the fact that younger members of the community, when in interaction with adult members, constantly (albeit indirectly) request the latter to “medium-switch” from Kinyarwanda to French. The article therefore describes the practice as a specific type of language/medium negotiation, examines its various strategies, and shows how, through this interactional practice, members of the community actually talk language shift into being. (Medium request, language shift, language maintenance, language/medium negotiation, other-initiated medium repair, embedded medium repair, generalized content repair, targeted content repair, understanding check)
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9

Kayigema, Jacques Lwaboshi, and Davie E. Mutasa. "The cohabitation of three official languages in Post-Genocide Rwanda: Kinyarwanda, English and French." South African Journal of African Languages 34, no. 2 (July 3, 2014): 235–45. http://dx.doi.org/10.1080/02572117.2014.997060.

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10

Rizzi, Giovanni. "African and Rwandan Translations of the Bible." Między Oryginałem a Przekładem 27, no. 3(53) (September 21, 2021): 85–102. http://dx.doi.org/10.12797/moap.27.2021.53.05.

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The article offers a concise presentation of the project linked to the Library Fund of the Pontifical Urbaniana University, namely, to study the inculturation of the Christian faith by relating the documentation on the editions of the Bible to the catechisms in the territories entrusted to the pastoral care of the Congregation for Evangelization of peoples. The vastness of the project itself is marked today by the difficulty of using more extensive documentation than that present in the Fund of the same Library. However, more limited segments of the indicated material of interest can already be identified. More specifically, the African continent shows quite a varied phenomenology of the editions of the Bible: from translations of the Latin Vulgate into local languages, to translations from English or French, themselves translations from Latin. In the post-conciliar period, the translations of the Bible from the original biblical languages emerge. This is the case of the Kinyarwanda versions of the NT (1988, 1989) and of the OT-NT in a single volume (1990, 1992), in which, alongside pastoral purposes, the results of modern biblical exegesis are evident, to the point of proposing categorizations of literary bodies of biblical literature from an interconfessional and also interreligious perspective.
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11

"From an African Oral Tale to an English Picture Book: Rwandan Teachers’ Experience with Online Translation of South African Institute of Distance Education’s African Storybooks." Teacher Education Through Flexible Learning in Africa 1, no. 1 (December 18, 2020). http://dx.doi.org/10.35293/tetfle.v1i1.66.

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Research findings pertaining to language education and distance education point to the lack of online reading materials written in African languages and reflecting African contexts. Such a shortage is a challenge to literacy skills development in Africa. In Rwanda, although there are some graded readers to support the teaching of reading in Kinyarwanda, there is a shortage of enjoyable storybooks on which children can practice their reading skills. This paper contributes to addressing this challenge by investigating the partnership between the University of Rwanda-College of Education and South African Institute of Distance Education’s (Saide) African Storybook Initiative, which provides a website of digital storybooks in Kinyarwanda and other languages for early grade reading. Data were collected from 32 Rwandan teacher educators who participated in a workshop. Participants created online picture storybooks in Kinyarwanda, translated some from other languages and published them on the African Storybook website. The researchers firstly observed their activities during the workshop, then, all participants filled in the questionnaire and ten teachers were interviewed on opportunities offered and challenges encountered during the translation process. The key finding is that teachers’ experiences with translation revealed differences in story reading levels between the original Kinyarwanda folktales and English translated versions. They found special features of African agglutinating languages in determining reading levels, and foreignization of translated stories based on cultural clashes. Differences in length between the original and the translated stories were observed, as well as the specificity of English versions in reinforcing more critical thinking than the translated Kinyarwanda versions. The paper recommends teacher educators and translators to bear in mind that adaptation to African languages requires care and a high level of ability to maintain the meaning and moral lesson of the original tale and make it enjoyable for children. Translating and adapting stories from English into agglutinative African languages have implications for early grade reading interventions in African schools since children stories on African storybook website are available in more than 100 African languages.
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12

Brohan, Anthony. "Sibilant Harmony in Kinyarwanda." Inquiry@Queen's Undergraduate Research Conference Proceedings, January 18, 2018. http://dx.doi.org/10.24908/iqurcp.8571.

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Kinyarwanda is a Bantu language spoken in Rwanda which exhibits puzzling alternation of the past-participal morpheme, which in certain contexts triggers sibilant harmony. Sibilant harmony is part of the broader class of consonant harmony, which has presented challenges to phonological theories. This presentation will present a sketch of Kinyarwanda phonology along with an analysis of sibilant harmony exhibited in Kinyarwanda under an autosegmental framework using mutation morphology. Finally, dialectical variation in sibilant harmony will be considered, comparing the Conogolese dialect with the Kigali dialect.
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13

Olieba, Anne Nipher, and Ronald Kikechi. "UNRAVELING THE POWER OF TEACHERS’ COMPETENCY AND TEACHING STYLES IN CURRICULUM IMPLEMENTATION: A PERSPECTIVE OF ENGLISH LANGUAGE AS A MEDIUM OF INSTRUCTION." European Journal of Education Studies 8, no. 8 (August 5, 2021). http://dx.doi.org/10.46827/ejes.v8i8.3876.

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<p>The language policy in Rwanda states that English is the medium of Instruction (MOI) to be used in the Education system following the 2008 Language shift. However, this change in the MOI brought about extreme challenges to both Rwandan teachers and learners. Moreover, the extensive day to day usage of Kinyarwanda, the local dialect, has greatly inhibited the use of English. This has adversely obstructed the use of the English language as a MOI and the curriculum implementation for over 20 years hence adversely affecting the teaching and learning process. The proficiency of the teachers who are meant to teach in the MOI is quite questionable; many realize the need to learn English while teaching or risk unemployment. As such, this study purposed to examine the teacher competency and teaching styles in use of English as a MOI in facilitating curriculum implementation in rural primary schools in Rwanda. Guided by the inter language theory and the Discrepancy theory, the study applied a descriptive survey research design. With a target population of 3,269, the study entailed a sample of 1470 randomly selected learners from Primary 4 to Primary 6, teachers and head teachers from 21 schools. The study used questionnaires, interviews, and observation to collect primary data. The study found that the teachers’ competency in using English language as MOI had significant influence on curriculum implementation in rural primary schools in Muhanga district and in the entire republic of Rwanda. The teaching styles factors positively and significantly influence the use of MOI in curriculum implementation when other factors are held constant.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0807/a.php" alt="Hit counter" /></p>
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McCulloch, Gretchen. "Are You the Type of Person Who Likes Other People? Extended Uses of the Reciprocal Particle ‐an in Kinyarwanda." Inquiry@Queen's Undergraduate Research Conference Proceedings, November 15, 2017. http://dx.doi.org/10.24908/iqurcp.7398.

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In linguistics, making a verb reciprocal means that one person does something to another person and that the other person does the same thing to the first person. Thus "John and Mary like each other" implies that "John likes Mary" and "Mary likes John." In most languages, one can only make a verb reciprocal when its subject is plural, so that "John and Mary like each other" is fine, but *"John likes each other" does not make sense. In Kinyarwanda, a Bantu language spoken in Rwanda, the reciprocal is indicated by the suffix ‐an on the verb, for example, Habimana na Mariya barakundana "Habimana and Maria like each other." However, the equivalent sentence with a singular subject, Habimana arakundana, does not have the nonsense interpretation *"Habimana likes each other" but rather the more intelligible "Habimana is the type of person who likes other people." Based on this rather unusual finding from field work with a native speaker of Kinyarwanda, this presentation explores the suffix ‐an in terms of the types of sentences in which it can and cannot appear in an attempt to generalize how it is used, the range of its meaning, and its possible relation with the preposition na "with."
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15

Chaste Uwihoreye, Leon Fidèle Uwimbabazi, Jean Marie Vianney Zivugukuri, and Verena Mukeshimana. "Healing in Rwanda, Understanding and Naming Mental Health Problems: Translating Kinyarwanda Into a Clinically Applicable Language." Journal of Psychology Research 11, no. 3 (March 28, 2021). http://dx.doi.org/10.17265/2159-5542/2021.03.001.

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16

Fletcher, Narelle. "Words That Can Kill: The Mugesera Speech and the 1994 Tutsi Genocide in Rwanda." PORTAL Journal of Multidisciplinary International Studies 11, no. 1 (August 9, 2014). http://dx.doi.org/10.5130/portal.v11i1.3293.

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One of the most significant extant documents attesting to the dissemination of genocide ideology in Rwanda in the early 1990s is the speech delivered on 22 November 1992 by the political figure Léon Mugesera, a member of the incumbent MRND party. It is particularly significant because it constitutes the earliest example of explicit genocidal discourse expressed by a member of the ruling political party in a public forum, and as such it has often been regarded as offering a ‘blueprint’ for the practical implementation of the genocide. In addition, the contents of the speech have been the subject of intense scrutiny and heated debate within the framework of a judicial process in Canada spanning more than a decade to determine whether Mugesera should be deported to Rwanda to face prosecution for genocide. The original speech was delivered in Kinyarwanda, the national language of Rwanda, which effectively meant it was largely inaccessible to foreign commentators until it was translated into French and English. This article examines key thematic, lexical and stylistic elements within the original speech as it was heard by its target audience, as well as fundamental issues raised by the Canadian hearings relating to the translation process such as accuracy, fidelity, impartiality and subjectivity which were crucial elements in the decision-making process which finally led to Mugesera being deported to Rwanda on 23 January 2012.
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17

"Eclectic Traditional Value Hub Model or four-in-one: An Innovative Booster of Community Quadriliteracy among Adults in Rwandan Rural Communities." Teacher Education Through Flexible Learning in Africa 2, no. 1 (December 19, 2020). http://dx.doi.org/10.35293/tetfle.v2i1.93.

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Various studies on literacy have been conducted worldwide, but there is paucity of studies that explored adult literacy from the perspectives of African traditional values. Many African communities, including Rwanda, still experience a low level of literacy in the 21st century. As a contribution to address this literacy gap, an innovative model coined “Eclectic Traditional Value Hub Model” is being implemented in selected Rwandan rural communities to promote quadriliteracy, community literacy and digital literacy among adults with limited literacy. The newness of this model is twofold: firstly, it draws from a range of African and Rwandan traditional values; secondly, it boosts parallel literacy practices in four languages, namely Kinyarwanda, English, French and Kiswahili, by which it is described as “Four-in-One”. This study reports on one year’s implementation of this model, exploring its level of success in accelerating quadriliteracy and community digital literacy and numeracy among Rwandan communities. Participants include University of Rwanda lecturers who initiated the model, graduates from secondary schools who are literacy trainers in their local communities and trainees who are citizens with limited literacy including motorists, street vendors, small-sized business people and others who strive to uplift their literacy levels. The successful stride of this model is that about ten thousand community members from Eastern province are accelerating their literacy practices through translingual and cross-lingual practices. We recommend the application of this model to other African settings with more African traditional values and assess its impact in minimising the high illiteracy rate reported in various corners of Africa.
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18

Hamlaoui, Fatima, Kriszta Szendrői, and Jonas Engelmann. "Are focus and givenness prosodically marked in Kinyarwanda and Rwandan English?" - Stellenbosch Papers in Linguistics Plus 62 (August 2021). http://dx.doi.org/10.5842/62-0-896.

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19

Kayigema, Jacques Lwaboshi. "Cultural and Historical Preservation through Onomastic Materials: A Case of Toponyms and Anthroponyms in Kinyarwanda." International Journal of Business and Social Science Research, August 20, 2021, 1–8. http://dx.doi.org/10.47742/ijbssr.v2n8p1.

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Proper names, also linguistically called toponyms and anthroponyms, embed extensive sociolinguistic, cultural, and historical aspects in the life of any nation. Thus, they have caught the researcher’s attention because of the cultural and historical heritage they preserve in the context of language contact. From one place to another, and one specific period to another, anthroponyms and toponyms offer a wide range of research because of the scientific curiosity researchers have as to know why the name of a person or place exists, where it comes from, who named it, and when it was named so. In other words, the research is carried within spatial and temporal scope. Anthroponymy is the study of proper names of human beings, both individual and collective, while toponymy is the study of proper names of places. This paper aims at showing how place and person names embed cultural and historical features necessary to understand, explain, and preserve a people’s culture and history for a given period. The method used to research this topic is descriptive and it is based on the materials observed from various sources such as street names, hoardings, individual names, just to name a few. Therefore, this study focuses on specific topologies and periods, i.e. names denoting locations where the Rwandan territory has extended in the precolonial, colonial, postcolonial periods, and post-genocide periods.
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