Journal articles: 'Kinyarwanda language'

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Charles, Ngendahimana, and Dr Jean de Dieu Dushimimana. "CONTRIBUTION OF USAID SOMA UMENYE TO THE PERFORMANCE OF LEARNERS OF KINYARWANDA LANGUAGE IN LOWER PRIMARY SCHOOLS.A CASE OF PUBLIC AND GOVERNMENT AIDED SCHOOLS OF MUSANZE DISTRICT, IN NORTHERN PROVINCE, RWANDA (2016/20230)." World Journal of Education and Humanities 6, no. 2 (March 18, 2024): p27. http://dx.doi.org/10.22158/wjeh.v6n2p27.

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This study aimed at determining the contribution of usaid soma umenye to the performance of learners of kinyarwanda language in lower primary schools. To assess the contribution of providing trainings to teachers and school leaders to the performance of learners in Kinyarwanda language, to assess the contribution of learning and teaching materials provided to the performance of learners in Kinyarwanda language. The study used correlation research design in which it used both quantitative and qualitative data collection to collect data from 100 participants as a sample out of 824 study population. The sample was drawn from three (3) primary schools located in Muhoza, Nkotsi and Kinigi Sectors of Musanze District. The data was gathered using questionnaire with a Likert scale with closed items and the interview guide was used to collect views from participant on how they think about materials provided, training and contribute to their learning outcomes in Kinyarwanda language in their respective schools. It is against this that the study described recommendations such as Integrate specific training modules on Kinyarwanda language instruction within the existing teacher training programs, implement regular formative and summative assessments to monitor students’ progress in Kinyarwanda language proficiency and integrate specific training modules on Kinyarwanda language instruction within the existing teacher training programs.

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Simon, Chipanda. "Descriptions of Kinyarwanda Paradigmatic Relations within the Prototype Theory." International Journal of Linguistics Studies 4, no. 1 (March 30, 2024): 68–76. http://dx.doi.org/10.32996/ijls.2024.4.1.7.

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This article describes paradigmatic relations in Kinyarwanda language. Most of the available literature on paradigmatic relations has not addressed this topic in Bantu languages. That is what motivated the author to do this analysis. The study is qualitative in nature, and it employed a case study design, with Kinyarwanda as the case. Convenience sampling procedures were used to obtain the sample for the study. Three native speakers of Kinyarwanda were selected purposively by virtue of their availability and competence in the Kinyarwanda language. Two of them were trilingual. Unstructured interviews were used to collect data from the respondents. After analyzing the data, eight (8) paradigmatic relations were revealed. These are polysemy, hyperonym, homonyms, synonyms, homographs, metonyms, patronyms, and Meronyms. The paper does not claim to have exhausted all angles of the topic under discussion. Other areas, like syntagmatic relations, need investigation to shape and develop linguistic theories on African languages.

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Bazimaziki, Gabriel, Vedaste Nsengiyumva, Jean Leonard Ndayishimiye, Felix Micomyiza, Evode Nshimiyimana, Emilien Bisamaza, and Maurice Mpumuje. "Kinyarwanda Language Change: A Prescriptivism Perspective of Selected Settings." African Journal of Empirical Research 5, no. 3 (July 22, 2024): 307–14. http://dx.doi.org/10.51867/ajernet.5.3.28.

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With the advancement of technology, language change has gained a stronghold among the 21st century linguistic studies. Language change is generally fueled by diverse factors. Generation by generation, pronunciations evolve, new words are borrowed, others are invented, the meaning of old words drifts, and morphology develops or decays. In this study, the researchers explore factors pertaining to Kinyarwanda language change in the post-1994 Genocide period, with particular focus on lexicosemantic features. The study is framed in prescriptivism, which holds that there are correct and wrong ways of using language. Both written and spoken data was collected from various public places and social media sources, where Kinyarwanda is widely used on different occasions. Contextual data analysis was carried out, taking into consideration the general use of standard Kinyarwanda. Findings highlight that Kinyarwanda is negatively affected by historical, technological, and social factors that impede the respect of the prescribed rules of the standard Kinyarwanda language. The study recommends that efforts be made to cope with the identified critical factors so as to preserve Kinyarwanda, which is not only means of communication, reflection of people’s culture and identity but also an official and academic language in the Rwandan context and even beyond it.

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Nteziyaremye, Alphonse, Alphonse Ndizeye, and Jean De Dieu Murenzi. "Implementation of Competence-Based Curriculum for Kinyarwanda Subject at IPRC Karongi Technical Secondary School, Rwanda." African Journal of Empirical Research 5, no. 2 (May 17, 2024): 438–52. http://dx.doi.org/10.51867/ajernet.5.2.37.

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In 2015, the thirteenth resolution of the Rwanda National Dialogues Council concluded that Rwanda should implement strategies for promoting the Kinyarwanda language and the values of Rwandan culture at all levels of education. The National Constitution of 2003, revised in 2015, stipulates Kinyarwanda as both the national and official language, a status this resolution aims to reinforce. This study was conducted to analyze the best practices and challenges encountered by trainees and trainers during the implementation of Kinyarwanda Competence-Based Curriculum (CBC) at the school under study, and to provide suggestions to mitigate these challenges. Two theories, namely constructivism and curriculum implementation theories, guided the conduct of the study. To address the identified research questions, the researchers employed a descriptive research design, conducting both quantitative and qualitative analyses of the collected data, which included both numerical and non-numerical information. The researchers used a questionnaire to collect data from both trainers and trainees. The study's key findings underscore the need to encourage certain best practices, including motivated learners and qualified and experienced trainers. However, some challenges persist in implementing Kinyarwanda CBC at IPRC Karongi/Technical Secondary Schools (TSS), such as the lack of specific training for Kinyarwanda trainers, the insufficient weekly timetable for Kinyarwanda subjects, and the lack of useful teaching and learning resources. Lastly, as recommendations of this study, trainees, should maximize their efforts in writing and speaking Kinyarwanda, trainers, on the other side, should increase their efforts in practicing CBT/CBA approaches, parents are urged to be role models and encourage their children to use Kinyarwanda language effectively, the school is should provide enough time for Kinyarwanda readings as well motivating trainees who participate in competitions of Kinyarwanda language whereas the decision makers in education are advised to carefully select and employ the qualified trainers, increase the weekly time allocated for teaching Kinyarwanda subject, improve the preparation and implementation of comprehensive assessments.

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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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Zeller, Jochen, and J. Paul Ngoboka. "Agreement with locatives in Kinyarwanda: a comparative analysis." Journal of African Languages and Linguistics 39, no. 1 (May 25, 2018): 65–106. http://dx.doi.org/10.1515/jall-2018-0003.

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AbstractIn Bantu languages such as Chichewa or Herero, locatives can function as subjects and show noun class agreement (in class 16, 17 or 18) with predicates and modifiers. In contrast, (preverbal) locatives in Sotho-Tswana and Nguni have been analysed as prepositional adjuncts, which cannot agree. Our paper compares locatives in Kinyarwanda (JD61) with locatives in these other Bantu languages and demonstrates that the Kinyarwanda locative system is essentially of the Chichewa/Herero type. We show that Kinyarwanda locatives are nominal in nature, can act as subjects, and agree with predicates and modifiers. However, even though Kinyarwanda has four locative noun classes (16, 17, 18 and 25), there is only one locative agreement marker (class 16ha-), which indiscriminately appears with all locatives, regardless of their noun class. We explain this fact by arguing that noun class features in Kinyarwanda do not participate in locative agreement; instead, the invariant class 16 marker expresses agreement with a generic feature [location] associated with all locatives. We offer a syntactic analysis of this peculiar aspect of Kinyarwanda locative agreement, and we propose a parameter that accounts for the relevant difference between Kinyarwanda and Chichewa/Herero-type Bantu languages.

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Theogene, BIZIMUNGU. "Frequency analysis of Kinyarwanda natural language." International Journal of Computer Trends and Technology 30, no. 3 (December 25, 2015): 146–51. http://dx.doi.org/10.14445/22312803/ijctt-v30p126.

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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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Jarnow, Alexander. "Making questions with tone: Polar question formation in Kinyarwanda." Proceedings of the Linguistic Society of America 5, no. 1 (March 23, 2020): 213. http://dx.doi.org/10.3765/plsa.v5i1.4699.

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Kinyarwanda is a Bantu language with one phonemic (H) tone (Kimenyi 2002). This can phonetically realized as high, low, rising, and falling. This talk addresses the tonological discrepancy between declaratives and polar questions in Kinyarwanda. Kimenyi(1980) briefly addresses Kinyarwanda polar questions and describes them as “a rising pitch at the sentence final position”. This generalization captures crucially cannot predict polar questions in which there is no LHL contour at the end of the sentence. I argue that what polar questions share is (a) suspension of downstep on the rightmost lexical H and (b) deletion of all word-final prosodic H. Kinyarwanda forms a prosodic structure that takes the scope of the question. This expands on Richards (2010) analysis of wh-questions. Kinyarwanda marks the right edges of prosodic words using boundary tones, similar to Chichewa (Kanerva 1990; Myers 1996).

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Gerdts, Donna B., and Lindsay Whaley. "Locatives vs. Instrumentals in Kinyarwanda." Annual Meeting of the Berkeley Linguistics Society 17, no. 2 (July 25, 1991): 87. http://dx.doi.org/10.3765/bls.v17i2.1656.

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Botne, Robert. "The origins of the remote future formatives in Kinyarwanda, Kirundi and Giha." Studies in African Linguistics 21, no. 2 (August 15, 1990): 189–210. http://dx.doi.org/10.32473/sal.v21i2.107434.

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Among the interlacustrine languages of eastern Africa Kinyarwanda, Kirundi and Giha have been classified in Bastin [1978] as dialects of the same language, identified in the zone classification system as J61. While it is certainly debatable whether or not they should be considered to constitute a single language, this classificaiton clearly reflects the high degree of similarity and mutual intelligibility found among these three languages. Given the very close correspondences that we do find, in particular among the basic tense formatives and their meanings, it is of special interest that the remote future formatives in these languages differ as much as they do in phonological form: -za:- in Kinyarwanda, zo:- in Kirundi, and -ro- in Giha. Just as perplexing is the apparent lack in these languages of a future formative of the general form -li-, a form characteristic of nearly every other language in zone J. My objective in this paper is to describe and trace the probable development of these various forms of the remote future marker and, in so doing, demonstrate that they do originate in the same source as the more common form -/i-.

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Walker, Rachel, Dani Byrd, and Fidèle Mpiranya. "An articulatory view of Kinyarwanda coronal harmony." Phonology 25, no. 3 (December 2008): 499–535. http://dx.doi.org/10.1017/s0952675708001619.

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Coronal harmony in Kinyarwanda causes alveolar fricatives to become postalveolar preceding a postalveolar fricative within a stem. Alveolar and postalveolar stops, affricates and palatals block coronal harmony, but the flap and non-coronal consonants are reported to be transparent. Kinematic data on consonant production in Kinyarwanda were collected using electromagnetic articulography. The mean angle for the line defined by receivers placed on the tongue tip and blade was calculated over the consonant intervals. Mean angle reliably distinguished alveolar and postalveolar fricatives, with alveolars showing a lower tip relative to blade. Mean angle during transparent non-coronal consonants showed a higher tip relative to blade than in contexts without harmony, and the mean angle during transparent [m] was not significantly different than during postalveolar fricatives. This is consistent with a model where Kinyarwanda coronal harmony extends a continuous tip-blade gesture, causing it to be present during ‘transparent’ segments, but without perceptible effect.

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Myers, Scott. "F₀ Timing in Kinyarwanda." Phonetica 60, no. 2 (2003): 71–97. http://dx.doi.org/10.1159/000071448.

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Legère, Karsten, Francis Jouannet, and Karsten Legere. "Modèles en tonologie (Kirundi et Kinyarwanda)." Language 68, no. 4 (December 1992): 864. http://dx.doi.org/10.2307/416869.

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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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Zeller, Jochen. "On the subject marker in Kinyarwanda." Southern African Linguistics and Applied Language Studies 26, no. 4 (December 2008): 407–28. http://dx.doi.org/10.2989/salals.2008.26.4.1.673.

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LEMARÉCHAL, Alain. "Substantivité et parties du discours en kinyarwanda." Bulletin de la Société de Linguistique de Paris 80, no. 1 (January 1, 1985): 363–421. http://dx.doi.org/10.2143/bsl.80.1.2013723.

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JERRO, KYLE. "The causative–instrumental syncretism." Journal of Linguistics 53, no. 04 (May 24, 2017): 751–88. http://dx.doi.org/10.1017/s0022226717000044.

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Causative and applicative morphemes have been central in work on the morphosyntax of argument structure. However, several genetically unrelated languages use a single, syncretic form for both functions, which complicates the traditional view that a causative adds a new subject and an applicative adds a new object. In this paper, I propose an analysis of a morphological syncretism found in the Bantu language Kinyarwanda where the morphological causative and instrumental applicative are both realized by the morpheme –ish. I argue for Kinyarwanda that both causation and the introduction of an instrument are analyzable as two outgrowths of the same semantic notion of introducing a new link into the causal chain described by the verb. The different causative and instrumental readings derive from underspecification of the position of the new link in the causal chain, although its placement is restricted via general constraints on possible event types as well as constraints on verb meaning and argument realization. This analysis provides an explanation for the presence of the causative–instrumental syncretism as well as provides insight into the interface between verb meaning and valency-changing morphology.

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Zeller, Jochen, and Jean Paul Ngoboka. "Kinyarwanda locative applicatives and the Minimal Link Condition." Southern African Linguistics and Applied Language Studies 24, no. 1 (February 2006): 101–24. http://dx.doi.org/10.2989/16073610609486409.

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Zeller, Jochen, and Jean Paul Ngoboka. "On parametric variation in Bantu, with particular reference to Kinyarwanda." Transactions of the Philological Society 113, no. 2 (May 9, 2014): 206–31. http://dx.doi.org/10.1111/1467-968x.12048.

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Watt, Nola. "Analysis of language factors in a multilingual stutterer." South African Journal of Communication Disorders 47, no. 2 (December 31, 2000): 5–12. http://dx.doi.org/10.4102/sajcd.v47i2.987.

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The apparently predictable occurrence of stuttering in English-speaking stutterers has been well documented and has revealed a number of rules regarding stuttering loci known as the language factors. This study investigated the presence of these language factors (the phonetic, grammatic, word and sentence locus, word length and syllabic stress factors) in the spontaneous speech of a multilingual stutterer: The subject (B) was a 19-year old male with a severe stutter who spoke four languages, structurally divisible into two main groups: English and French (largely analytical word based languages), and Swahili and Kinyarwanda (African languages with rich morphology). Results confirmed the presence of the phonetic and word locus factors in English and French but this was not observed in the African languages, indicating distinct structural variation between languages. The grammatic factor was the only factor significant across all four languages, while the sentence position factor was not significant in any language. The word length factor was significant for all languages except Swahili, perhaps confounded by the over-representation of long words in this language. Syllabic stress was significant in both English and Swahili indicating a strong robustness of this factor across both a stress-timed and syllable-timed language.

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Lwaboshi Jacques, Kayigema, and Davie E. Mutasa. "Allocation of loanwords into Kinyarwanda: Specific areas of influence." South African Journal of African Languages 31, no. 2 (January 2011): 315–31. http://dx.doi.org/10.1080/02572117.2011.10589865.

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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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Myers, Scott. "Vowel duration and neutralization of vowel length contrasts in Kinyarwanda." Journal of Phonetics 33, no. 4 (October 2005): 427–46. http://dx.doi.org/10.1016/j.wocn.2005.02.002.

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Rose, Yvan. "A Structural Account of Root Node Deletion in Loanword Phonology." Canadian Journal of Linguistics/Revue canadienne de linguistique 44, no. 4 (December 1999): 359–404. http://dx.doi.org/10.1017/s0008413100017473.

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AbstractParadis and LaCharité (1996, 1997) have proposed a model of loanword adaptation, couched within theTheory of Constraints and Repair Strategies(Paradis 1988a,b). One of the mechanisms used in their model, called the Threshold Principle, first advanced by Paradis, Lebel, and LaCharité (1993), poses problems. This principle, whose implementation implies arithmetic counting, goes counter to standard views of generative phonology against counting. In this article, an analysis of deletion contexts found in loanwords which accounts for the data observed on structural grounds only is developed without any appeal to arithmetic counting. Based on the adaptation of French rising diphthongs and nasal vowels in two languages, Fula and Kinyarwanda, it is argued that an analysis based solely on the segmental representations of the foreign forms to adapt and the segmental and syllabic constraints of the borrowing language is sufficient to make correct predictions regarding the adaptation patterns found in these languages.

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Nzabatsinda, Anthère. "‘Traduttore Traditore’? Alexis Kagame's transposition of Kinyarwanda poetry into French." Journal of African Cultural Studies 12, no. 2 (December 1999): 203–10. http://dx.doi.org/10.1080/13696819908717850.

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Sabiti, Jacques, Jean Paul Ngoboka, and Patrick Ujwiga Anguru. "Language Development of a Child from Rwandan Context between 16 and 24 Months: Syntactic Aspect." Issue 6 3, no. 6 (December 31, 2022): 55–63. http://dx.doi.org/10.46606/eajess2022v03i06.0237.

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This study explored the language developed by Gavin, a child raised by Kinyarwanda speaking caregivers, focusing on syntactic aspect. Data collection tools employed in this study are direct observation, recording and diary to maintain the study subject utterances. The study revealed that Gavin’s syntactic structure was limited to one word use from 16 months until 24 months; two or three words between 19 and 24months, multi-words at the age of 24 months, using different parts of speech with emphasis on those belonging to open class like nouns, verbs, adverbs and adjectives. He was able to construct subject–verb structure but unable to produce subject-verb-object structure. The findings recommend further research in the area to see if other children can develop the same language as the study subject. Studies should be extended to children over two years until school age to ensure the proper mastery of the mother tongue before introducing other languages like French or English as medium of instruction in nursery and primary education.

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NTANDAYERA, Jean Baptiste, and Noel MPORANANAYO. "Challenges Affecting Teaching and Learning of Languages at IPRC Kigali." European Modern Studies Journal 7, no. 1 (May 8, 2023): 216–24. http://dx.doi.org/10.59573/emsj.7(1).2023.19.

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Rwandan education has been trying to find the correct way of teaching and learning foreign languages at school for a long time. In the academic year 2020/2021, many official languages, mainly French, Kinyarwanda and Kiswahili, have been introduced to be taught as subjects in first years in IPRC Kigali, in addition to English. During the implementation of the new instructions, challenges have been noticed. For that reason, in this study, the researcher has tried to find out challenges of the above mentioned changes. Qualitative and quantitative methods of data collection and analysis were used. To gather information, two questionnaires were designed and addressed to teachers and concerned learners respectively year 1 students. Respondents involved in this research were 11 language teachers and 100 learners. The findings revealed that teaching and learning multiple languages simultaneously has many challenges. Some of them are: making students overloaded with lessons in a short time and students don’t get them well; issues of code switching and code mixing; students remain unproficient. And one of the recommendations is that students should be taught those languages from the lower levels of their studies so as to have a strong background at higher learning schools.

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Mahoro, Clement, Albert Nshimiyimana, Emmanuel Majyambere, Vedaste Ntagwabira, Joseph Hakizimana, and Moses Mitari. "Techniques Used by Primary Teachers when Using English as Medium of Instruction in Rubavu District, Rwanda." African Journal of Empirical Research 5, no. 1 (March 27, 2024): 445–55. http://dx.doi.org/10.51867/ajernet.5.1.43.

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Rwanda is an endoglossic country where Kinyarwanda is the first language and mother tongue of Rwandans. Since English was implemented as Medium of instruction (MoI), most teachers with Kinyarwanda and French background get challenges due to teaching in a new language. They had a lower level of proficiency in English and shortage of teaching resources. This study aimed at investigating techniques used by Primary teachers when teaching in English as MoI and its impacts on learners’ academic performance of many other subjects which are taught through English. The study was conducted in Rubavu District, Rwanda. The entire target population was 300 people comprised of teachers and head teachers. The researchers sampled 62 persons. Purposive sampling technique was used to sample 10 primary schools according to their geographical location and 10 head teachers respectively. The selection of teachers used stratified sampling technique for 52 teachers, where two strata were considered namely new teachers and more experienced teachers. In data collection, the researchers used questionnaire for teachers and interview guide for head teachers. Both descriptive statistics and thematic analysis were used when analyzing the findings. The key findings of 100% (52) showed that they used teaching aids and oral activities. 13.4% (7) of the respondents strongly disagreed that use of code switching for teachers facilitate them as speakers to change linguistic code that maintain or destroy interpersonal relationships when teachers teach in English. Amongst techniques used by primary teachers were, stories in English, English songs, games, code switching, role play and use of charts, pictures and books as teaching aids. However, the teachers did not use poem recitation, impromptu speech, classroom presentations and group discussions when teaching their subjects in English. The study concluded that teaching techniques are still paramount to facilitate both teacher and learner’s betterment of the academic performance in all subjects that are taught in English as MoI. The researchers drew some recommendations to different educational stakeholders such as policy makers including government, ministry of education and many other Educational stakeholders to intensify the in service-trainings on English proficiency to the teachers as their second language with aim of empowering them to be familiar with English and interact with pupils in English through role plays and dialogues. The policy makers have to offer teachers different facilities including teaching aids and other resources to support them when teaching in English as a MoI.

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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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Ndizera, Vedaste, Telesphore Ngarambe, and Evariste Ntakirutimana. "Power relations in Bible translation: a sociolinguistic analysis of selected English and Kinyarwanda passages from the book of Genesis." South African Journal of African Languages 43, no. 1 (January 2, 2023): 10–17. http://dx.doi.org/10.1080/02572117.2022.2132693.

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Abasenga, Albert. "The communication difficulties for foreigners in Rwanda." Journal of Languages, Linguistics and Literary Studies 3, no. 2 (July 16, 2023): 89–96. http://dx.doi.org/10.57040/jllls.v3i2.462.

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The study entitled “The Communication difficulties for Foreigners in Rwanda.”, was conducted in the Republic of Rwanda. The problem of this study emanates from numerous difficulties that the foreigners who live in Rwanda meet in their daily communications. It set out to meet three objectives: (1) To access the Linguistic backgrounds of Foreigners who live in Rwanda. (2) To find out the difficulties in communications faced by the foreigners in Rwanda. (3) To highlight the solutions that overcome the difficulties in Communications for foreigners in Rwanda. To achieve these objectives, the study used a questionnaire, interviews, and documentation. The collected data were presented into figures and tables, and statistically analysed. The findings revealed that many foreigners who live in Rwanda have a different linguistic background from Rwandans. Secondly, the results mentioned some difficulties that the foreigners meet in Rwanda and some opportunities that they missed due to those difficulties. Lastly, the findings showed some solutions that can be taken to handle difficulties in communications for foreigners who live in Rwanda. To conclude, the study recommends that foreigners who travel to Rwanda have to be aware of Rwandan culture, as well as the Rwandan national language (Kinyarwanda), and recognise the use of the Language Service Providers (LSP) in their services.

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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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Karamage, Rodrigue, Hilaire Habyarimana, Anastasie Uwababyeyi, and Christine Ingabire. "French Background Students’ Perception of English as Medium of Instruction at the University of Rwanda: Case of Gabonese Students in Nyarugenge and Huye Campuses." African Journal of Empirical Research 5, no. 1 (March 20, 2024): 405–11. http://dx.doi.org/10.51867/ajernet.5.1.39.

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One of the most significant advantages of English as a medium of instruction lies in its ability to advance internationalization and collaboration. However, students from diverse linguistic backgrounds may struggle to grasp complex academic concepts and effectively participate in classroom discussions due to limited English proficiency. This can exacerbate existing inequalities and hinder academic success for vulnerable student populations. This qualitative research sought to investigate the perception of Francophone Gabonese students about English as a Medium of Instruction at the University of Rwanda. Focus group interviews were administered to ten and twenty-two Gabonese students from Nyarugenge and Huye campuses respectively. The data collected were categorized and analyzed thematically. The study found that it is difficult for the Gabonese students to learn in English due to their minimum language background and exposure. It was revealed that these students face a big challenge of communicating with national students who only use Kinyarwanda in their academic activities, which induces them to cope with their learning by visiting YouTube tutorials in French. It was recommended that the University of Rwanda set up a teaching and learning environment using English only in the campuses and provide need-based intensive English courses to francophone students.

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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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Pulla, Venkat Rao, and Charles Kalinganire. "The 1994 Genocide against the Tutsi in Rwanda." Space and Culture, India 9, no. 3 (November 30, 2021): 17–31. http://dx.doi.org/10.20896/saci.v9i3.1065.

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This study, written collaboratively with a native Rwandan author, briefly recalls the historical reality from a Rwandan perspective and addresses the consequences of the Genocide against the Tutsi in Rwanda. Furthermore, the way the Western world was a passive spectator to the economic, political and social pillage and Genocide that occurred in the last part of the 20th Century, that was, in 1994, is discussed. How is reconciliation fostered in the communities across Rwanda? In particular, the sites and communities where massacres were held? Strong community ties and community being central to social work practice is observed in most East African countries, with no exception to Rwanda. While social work pedagogy is something new and possibly introduced by Western idiom, the tradition of welfare and mutual caring (would have been/ has been part) of the Kinyarwanda culture, language, and manner of living. What factors have worked for reconciliation, reconstruction of the society? How were people made to understand violence, and what did they replace it with? How is the post-genocide moral narrative shaped? The traditional indigenous processes that have been utilised, including the Gacaca, unique court process, are briefly discussed. How do people implant hate into people? By the same token, how do people put peace and love into people? These are a few questions that were central to this study throughout.

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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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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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Ngoboka, Jean Paul. "Mandarin Chinese Locative Inversion vs. Kinyarwanda Stative Locative Inversion." International Journal of Culture and History 5, no. 1 (May 1, 2018): 1. http://dx.doi.org/10.5296/ijch.v5i1.12490.

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This study aims to provide a detailed comparison of locative inversion in Mandarin Chinese with -zhe and (stative) locative inversion in Kinyarwanda. After a brief description of these constructions, the study shows that they are similar in many respects and involve similar restrictions despite the fact that the two languages are genetically unrelated: the agent is deleted and disallowed even in a by-agent phrase; the verb belongs to the type of verbs referred to as placement verbs; and it must express a state after the action. These constructions are incompatible with adverbs of manner as well as some placement verbs that do not entail duration after the action, which is typical of stativization. After a detailed comparison of locative inversion in the two languages, it is concluded that despite the fact that the two languages are not related, the locative inversion in Chinese with -zhe has properties similar to those of (stative) locative inversion in Kinyarwanda. It is proposed that although these constructions are referred to as locative inversion, they are primarily stative constructions in which the locative happens to be in a subject position, where it can alternate with the theme.

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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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Gabriel, Mr Bazimaziki, Mr Bisamaza Emilien, and Mr Ndayishimiye Jean Léonard. "Morphological Doubling theory to two Bantu Languages Reduplication: A comparative perspective of Kinyarwanda and Swahili." International Journal of English Literature and Social Sciences 3, no. 1 (2018): 31–40. http://dx.doi.org/10.22161/ijels.3.1.7.

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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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"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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Jerro, Kyle. "The semantics of applicativization in Kinyarwanda." Natural Language & Linguistic Theory, January 27, 2023. http://dx.doi.org/10.1007/s11049-023-09569-2.

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AbstractThis article explores the role of semantics in argument realization by providing a lexical semantic account of the contribution of applicative morphology in the Bantu language Kinyarwanda (Rwanda). I propose that applicativization is best analyzed through a constraint on the paradigmatic relationship between applied and non-applied variants of a verb. Specifically, I argue that the applied variant requires an increase in lexical entailments associated with an internal argument of the predicate, and verb classes have varying lexicalized strategies for how they satisfy this constraint. Building on earlier work on Bantu applicatives, I argue that the syntactic and semantic contributions of an applicative operate independently but with all outputs being subject to the constraint on applicativization that I propose. Taking these facts together, this predicts a typology of three possible outputs for applicativization: one in which the applicative adds a new argument and associated thematic role (the function that is most frequently discussed), one in which the applicative has the effect of giving license to an unrealized participant entailed by the meaning of the verb, and one in which the applicative does not increase valence but rather modifies the thematic role of an existing internal argument. I describe three verb classes in Kinyarwanda which exemplify these three predicted types of output of applicativization. This approach thus subsumes previous observations about the varied functions of applicative morphology under a single analysis as well as builds on earlier work on paradigmatic argument alternations (such as the oblique alternations) by extending such approaches to valency-changing morphology.

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Crandall, Vanessa. "Parts of Speech in Kinyarwanda." Inquiry@Queen's Undergraduate Research Conference Proceedings, December 7, 2017. http://dx.doi.org/10.24908/iqurcp.7932.

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Traditional grammar holds that parts of speech have broad semantic definitions: verbs are actions, nouns are entities, adjectives are states of being, and prepositions denote locations (Baker, 2003). This view is problematic, however, given that semantic concepts are lexicalized differently across languages. For example, through my field work with a native speaker of Kinyarwanda (Bantu family, spoken in Central Africa), I have found that in this language, states can be lexicalized as adjectives, nouns, or verbs: (1) umugabo ni munini “The man is big” ADJECTIVE MAN IS LARGE (2) imbwa n’ umweru “The dog is white” NOUN DOG IS WHITE (3) imbwa yera “The dog is white” VERB DOG BE.WHITE The state of “being big” appears as an adjective, while the state of “being white” can be both a noun (2) and a verb (3). The difference in category is appears to be motivated by the relative permanence of the state in question. A changing (or changeable) state is encoded as a verb (3). To reflect a permanent/unchanging state, an adjective or noun is used (12). Because the inventory of adjectives in Kinyarwanda is extremely limited, many “adjectival” permanent states are encoded as nouns. This alternation demonstrates the central role of Aspect (defined as a linguistic function that “characterizes the relationship of a predicate to the time interval over which it occurs” (Chung and Timberlake 1985:213)) in the lexicalization process. Aspect in Kinyarwanda takes the form of a verbal suffix, thereby necessitating the use of a verb when the state undergoes some sort of change. This phenomenon provides evidence that parts of speech are defined at least in part by a language’s syntactic requirements above and beyond broader semantic generalizations.

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van de Vijver, Ruben, Emmanuel Uwambayinema, and Yu-Ying Chuang. "Comprehension and production of Kinyarwanda verbs in the Discriminative Lexicon." Linguistics, November 10, 2023. http://dx.doi.org/10.1515/ling-2021-0164.

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Abstract The Discriminative Lexicon is a theory of the mental lexicon that brings together insights from various other theories: words are the relevant cognitive units in morphology, the meaning of a word is represented by its distribution in utterances, word forms and their meaning are learned by minimizing prediction errors, and fully connected networks successfully capture language learning. In this article we model comprehension and production of Kinyarwanda verb forms in the Discriminative Lexicon model. Kinyarwanda is a highly inflectional language, and therefore particularly interesting, because its paradigms are almost unlimited in size. Can knowledge of its enormous paradigms be modeled only on the basis of words? To answer this question we modeled a data set of 11,528 verb forms, hand-annotated for meaning and their grammatical functions, in the Linear Discriminative Learning (LDL), a two-layered, fully connected computational implementation of the Discriminative Lexicon model. We also extracted 573 verbs from our data set for which meanings are available that are based on empirical word embeddings obtained from large text corpora, and modeled them in LDL. Both comprehension and production is learned accurately: Kinyarwanda verb forms can be comprehended and produced relying on words as cognitive units, in a two-layered network, in which prediction errors are minimized.

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van de Vijver, Ruben, and Emmanuel Uwambayinema. "A word-based account of comprehension and production of Kinyarwanda nouns in the Discriminative Lexicon." Linguistics Vanguard, December 8, 2022. http://dx.doi.org/10.1515/lingvan-2021-0160.

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Abstract Are the cognitive units in the mental lexicon of Bantu speakers words or morphemes? The very small experimental literature addressing this question suggests that the answer is morphemes, but a closer look at the results shows that this answer is premature. A novel theory of the mental lexicon, the Discriminative Lexicon, which incorporates a word-based view of the mental lexicon, and is computationally implemented in the Linear Discriminative Learner (LDL) is put to the test with a data set of 11,180 Kinyarwanda nouns, and LDL is used to model their comprehension and production. LDL predicts comprehension and production of nouns with great accuracy. Our work provides support for the conclusion that the cognitive units in the mental lexicon of Kinyarwanda speakers are words.

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Rosendal, Tove, and Jean de Dieu Amini Ngabonziza. "Amid signs of change: language policy, ideology and power in the linguistic landscape of urban Rwanda." Language Policy, April 19, 2022. http://dx.doi.org/10.1007/s10993-022-09624-5.

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AbstractIn this paper we explore the nexus of language policy, ideology and power in the linguistic landscape of urban Rwanda. In post-genocide Rwanda, English has been promoted and gained status. This has led to an increased usage of English on shop signs in the streets of Kigali and other towns in Rwanda at the expense of both French and Kinyarwanda. Unique quantitative language data documented in streets before 2008 are in this study compared to data collected in 2018, in the same streets. This forms the background for analysis of official discourse, targeting language policy changes, especially after the 2008 decision to appoint English as the language of administration as well as the medium of instruction throughout the educational system from grade 1 on. This decision was made despite the fact that Rwanda has a national language, Kinyarwanda, known by 99.4 per cent of the population. The analysis shows that political aspects of language policy decisions are downplayed. Officially, both discursively and in practice, the Rwandan government, that is the English speaking elite in power, legitimize their decisions by pretending that imposing English is an inevitable, pragmatic and rational measure for economic development. This narrative reveals ideas about inherent qualities of specific languages while simultaneously discarding others. Additionally, in public discourse all four official languages are equal. Reality is different. In a society where the status language is only acquired through education and used as medium of instruction, power differences and socioeconomic inequalities are neglected and obscured.

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BOTNE, ROBERT D. "Semantics and Pragmatics of Tense in Kikerebe and Kinyarwanda." Journal of African Languages and Linguistics 9, no. 1 (1987). http://dx.doi.org/10.1515/jall.1987.9.1.29.

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Kayigema, Jacques Lwaboshi, and Davie Elias Mutasa. "Aspects of deceptive cognate derived loanwords in Kinyarwanda." South African Journal of African Languages, April 20, 2021, 1–10. http://dx.doi.org/10.1080/02572117.2020.1804224.

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Journal articles on the topic 'Kinyarwanda language'

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