Tone and syntax in Rutooro, a toneless Bantu language of Western Uganda

2009 ◽  
Vol 31 (2-3) ◽  
pp. 239-247 ◽  
Author(s):  
Shigeki Kaji
Keyword(s):  
Bantu Language ◽  
Western Uganda

scholarly journals Papers from the workshop on Bantu relative clauses

2010 ◽  
Vol 53 ◽  
pp. 261
Author(s):  
Laura Downing ◽  
Annie Rialland ◽  
Jean-Marc Beltzung ◽  
Sophie Manus ◽  
Cédric Patin ◽  
...  
Keyword(s):  
Comparative Study ◽  
Relative Clause ◽  
Relative Clauses ◽  
The Other ◽  
Bantu Languages ◽  
Bantu Language ◽  
Wide Range ◽  
Western Uganda ◽  
Restrictive Relatives

All of the papers in the volume except one (Kaji) take up some aspect of relative clause construction in some Bantu language. Kaji’s paper aims to account for how Tooro (J12; western Uganda) lost phonological tone through a comparative study of the tone systems of other western Uganda Bantu languages. The other papers examine a range of ways of forming relative clauses, often including non-restrictive relatives and clefts, in a wide range of languages representing a variety of prosodic systems.  

On the intransitive usage of transitive verbs in Tooro, a Bantu language of Western Uganda

2017 ◽  
Vol 38 (2) ◽  
Author(s):  
Shigeki Kaji
Keyword(s):  
Subject Position ◽  
Bantu Languages ◽  
Bantu Language ◽  
Change Of State ◽  
Transitive Verbs ◽  
The Subject ◽  
Western Uganda

AbstractIn some Bantu languages of western Uganda, we find an interesting construction in which typical transitive verbs such as “to cut (a tree),” “to bend (a wire),” “to smoke (meat),” “to tear (paper),” “to open (a door),” etc., are used intransitively, without any additional suffixes such as passive and neuter. I call this construction the syntactically intransitive construction of transitive verbs, and illustrate it with examples from Tooro, a Bantu language of western Uganda. However, two important restrictions apply regarding the use of this construction. One is that among transitive verbs, only those causing a change of state that take human agents and inanimate objects may be used intransitively, with inanimate objects being promoted to the subject position. The second restriction is that this construction may only be used with the perfective ending -

Unaltered morphemes as phonological triggers and targets in Rutooro

2019 ◽  
Vol 40 (1) ◽  
pp. 3-22
Author(s):  
Lee S. Bickmore
Keyword(s):  
Vowel Harmony ◽  
Structural Description ◽  
Front Vowel ◽  
Phonological Process ◽  
Bantu Languages ◽  
Bantu Language ◽  
Small Set ◽  
Western Uganda

Abstract Rutooro, a Bantu language spoken in western Uganda, exhibits two processes common to Bantu languages: Mid Vowel Harmony (MVH), by which a high vowel is lowered to mid if it follows a mid root vowel, and Consonant Mutation (CM), by which a high front vowel of certain morphemes trigger a change in the immediately preceding consonant. In forms where both rules could potentially apply, CM applies, but MVH does not, even though its structural description is met. Ultimately, it is shown that MVH is blocked when an alveolar fricative intervenes between the trigger and the target. The most anomalous forms are those that contain the short causative /-i/ and the Perfective suffix /-ir/. In some forms CM would be expected to apply, but does not, and in other forms MVH is expected to be blocked, but is not. The key to the analysis lies in the fact that CM is not a purely phonological process, but rather is only triggered by a small set of specific morphemes. The surface anomalies in the perfect forms can all be accounted for if one formalizes the relevant processes as only being triggered (or blocked) by unaltered [-ir].

Stative Morpheme In Shimakonde, An Anticausative Morpheme?

2017 ◽  
Vol 19 ◽  
pp. 343-376
Author(s):  
Ronaldo Rodrigues De Paula
Keyword(s):  
External Argument ◽  
Bantu Language ◽  
Northern Regions ◽  
Do So

Tis paper aims to describe the syntax of the constructions that present the verbal extensions {-ik-} and {-uk-} and their allomorphs in Shimakonde, a Bantu language classifed as P23 in the Guthrie classifcation (GUTHRIE 1967-71). Tis language is spoken in the northern regions of Mozambique and Tanzania. Tese verbal extensions are reported in literature under the labels of stative, impositive, pseudo-passive, neuter, and quasi-passive (DOKE, 1947; SATYO, 1985; MCHOMBO, 1993; DUBINSKY SIMANGO, 1996; BENTLEY KULEMEKA, 2001; LIPHOLA, 2001; NGUNGA, 2004; KHUMALO, 2009; LEACH, 2010; LANGA, 2013). Te addition of the {-ik-} or {-uk-} morphemes to the verb structure usually demotes or suppresses the external argument, turning a basically transitive predicate into an intransitive one. Tis paper aims to investigate in Shimakonde if alternations from a dyadic to a monadic predicate, through the use of one of the aforementioned morphemes, are instances of the phenomenon known in literature as causative/ anticausative alternation (HASPELMATH, 1987, 1993; LEVIN RAPPAPORT HOVAV, 1992, 1995; NAVES, 1998, 2005; VAN HOUT, 2004; OLIVEIRA, 2011; KALLULLI, 2007). In order to do so, I analyze the grammatical role of this morpheme with two Shimakonde native consultants from different Mozambique districts (Mocimboa da Praia and Montepuez). Te feldwork activities consisted of translations of sentences from Portuguese to Shimakonde, testing the grammaticality of the proposed sentences. In order to examine the data that were collected, I adopted the Alexiadou, Anagnostopoulou and Schäfer (2006) refnement of the verbal categories by Levin Rappaport Hovav (1992, 1995). One of the results obtained is that the verbal extensions display an atelic reading (giving rise to stative interpretation) or a telic reading (giving rise to anticausative or passive interpretation). To account for the different interpretations in these constructions, I propose distinct associations between Asp head and Voice head in accordance with Kratzer (1996), Pylkkänen (2002), van Hout (2004), and Oliveira (2010).

The Effect of Onchocerciasis Elimination on Onchocerciasis-Associated Epilepsy in a Hyper-Endemic Focus of Western Uganda

2019 ◽  
Author(s):  
Nolbert Gumisiriza ◽  
C. Kaiser ◽  
G. Asaba ◽  
H. Onen ◽  
F. Mubiru ◽  
...  
Keyword(s):  
Endemic Focus ◽  
Western Uganda

scholarly journals Care and support for youth living with HIV/AIDS in secondary schools: perspectives of school stakeholders in western Uganda

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Emmanuel Kimera ◽  
Sofie Vindevogel ◽  
Didier Reynaert ◽  
Anne-Mie Engelen ◽  
Kintu Mugenyi Justice ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Qualitative Inquiry ◽  
Resource Limited ◽  
Care And Support ◽  
Gradual Process ◽  
Youth Living With Hiv ◽  
Living With Hiv ◽  
Western Uganda ◽  
Hiv Aids ◽  
School Stakeholders

Abstract Background Although schools have been identified as significant settings in the response to the HIV/AIDS pandemic, limited research is available on how they can accommodate Youth Living with HIV/AIDS (YLWHA), especially in resource limited countries. In this study, we explored strategies by school stakeholders (school staff, parents/caretakers, and students) in western Uganda to care for and support YLWHA in their schools. Methods The article utilizes data collected between May and October, 2019 from a qualitative inquiry based on focus group discussions and interviews with 88 school stakeholders purposively selected from 3 secondary schools in western Uganda. Textual data was analyzed thematically involving both inductive and deductive coding. Results We identified 7 overarching interrelated themes in which participants reported strategies to care for and support YLWHA: counselling and guidance; social support networks and linkages; knowledge and skills; anti-stigma and anti-discrimination measures; disclosure of HIV status; treatment and management of HIV/AIDS; and affirmative actions for YLWHA. Stakeholders’ strategies often differed regarding what was considered appropriate, the approach and who to take lead in supporting YLWHA. Conclusions Despite the limited care and support strategies specific for YLWHA currently available in schools, our study points to optimism and high potential given stakeholders’ identified avenues for improvement. We posit that promoting HIV/AIDS-care and support in schools is a gradual process requiring each school to develop a strong knowledge base about HIV/AIDS and support needs of YLWHA, develop a coherent and school-wide approach, and collaborate extensively with external stakeholders who are significant in supporting YLWHA.

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