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MAKERERE UNIVERSITY INSTITUTE OF LANGUAGES

SUBJECT OF KISWAHILI

REVISED CURRICULUM FOR KISWAHILI ADVANCED (KSA)

PROGRAMME

JULY, 2010

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MAKERERE UNIVERSITYINSTITUTE OF LANGUAGES

SUBJECT OF KISWAHILI

REVISED CURRICULUM FOR KISWAHILI ADVANCED (KSA) PROGRAMME

JULY, 2010

A. RATIONALE FOR THE REVIEW OF KISWAHILI ADVANCED CURRICULUM

The existing curricula were formulated in 1979 when the Kiswahili programmes were established. The curricula were intended, mainly to cater for the need for (i) teachers of Kiswahili in secondary schools and teachers’ colleges, (ii) language planners and promoters, and (iii) researchers. While these three needs are still pertinent, there have been many changes nationally and internationally which, in addition to other relevant considerations, necessitate a review of the curricula.

B. OBJECTIVES OF THE REVIEW

1. To address the gaps which have been identified in the curricula.2. The need to make the course descriptions more explicit in terms of objectives and learning outcomes. 3. To keep abreast of the developments in trends/methodologies, theories and documentary advancements.4. To cater for the new demands in the changing job markets.5. The need to streamline and elevate the curricula to internationally accredited standards.

C. MEDIUM OF INSTRUCTIONIn order to give the students, especially the prospective teachers of Kiswahili, the requisite profundity and proficiency in the language, the medium of instruction for all courses shall be Kiswahili.

D. ADMISSION REQUIREMENTS

The general admission requirements of the University shall apply.

Specifically, a student who joins the advanced Kiswahili programme

shall have studied it and passed it either at both O – level and A – level, or at O – level and Diploma level.

E. DURATION

The subject matter for the programme shall be covered in three academic years.

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F. REGULATIONS

The general University regulations shall apply.

G. Grading courses

All courses will be graded as follows:

Marks Letter grade Grade point Interpretation

90-100 A+ 5 Exceptional

80-89 A 5 Excellent

75-79 B+ 4.5 Very good

70-74 B 4 Good

65-69 C+ 3.5 Fairly good

60-64 C 3 Fair

55-59 D+ 2.5 Pass

50-54 D 2 Marginal pass

45-49 E 1.5 Marginal fail

40-45 E- 1 Clear fail

Below 35 E 0 Bad fail

H. STAFF

Prof. Ruth Mukama, D. Phil. (York, U.K.), B.A. (East Africa), Professor

Prof. Elly Wesana-Chomi, D. Phil.(York, U.K.), B.A. (East Africa), Professor

Mr. Boaz Mutungi, M.A (Mak), B.A (Mak), Dip Ed (Kyamb.) – Assistant Lecturer

Mr. Innocent Masengo, M.A (Mak), B.A (Mak) – Assistant Lecturer

Mr. Emmanuel Ndyanabo, M.A(Mak.), B.A. (Mak.), Dip. Ed (Kyamb.),.Part-time Lecturer

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Ms. Night Candid, B.A. (Mak.), Dip. Ed.(Kyamb.), Part-time Lecturer

Mr. Victor Kyomuhendo, B.A. (Mak.), Dip. Ed. (Kyamb.), Part-time Lecturer

Mr. Francis Wambete, B.A. (Mak.), Dip. Ed. (Kyamb.), Part-time Lecturer

DETAILED STRUCTURE OF THE PROGRAMME

(L = LECTURE, P = PRACTICAL, CH = CONTACT HOURS, CU = CREDIT UNITS)

FIRST YEAR ALL COURSES IN FIRST YEAR ARE CORE

SEMESTER I L P CH CU

KSA 1103 Introduction to Kiswahili Structure 45 30 60 4KSA 1104 Kiswahili Writing Skills I 45 30 60 4

SEMESTER IIKSA 1203 Kiswahili Writing Skills II 35 30 60 4KSA 1204 Introduction to Kiswahili Literature 45 30 60 4

SECOND YEAR

SEMESTER I

CORE COURSES L P CH CUKSA 2108 Kiswahili Phonology 45 30 60 4KSA 2109 Kiswahili Translation and Interpretation 45 30 60 4

ELECTIVE COURSES KSA 2103 Kiswahili for Specific Purposes 45 30 60 4KSA 2104 Kiswahili Oral Literature 45 30 60 4KSA 2110 Kiswahili Applied Linguistics 45 30 60 4KSA 2111 Kiswahili Ethnology 45 30 60 4KSA 2112 Kiswahili and Gender Relations 45 30 60 4

SEMESTER II

CORE COURSES KSA 2201 Kiswahili Morphology 45 30 60 4

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KSA 2208 Kiswahili Poetry 45 30 60 4

ELECTIVE COURSES KSA 2207 Creative Writing in Kiswahili 45 30 60 4KSA 2209 History and Development of Kiswahili 45 30 60 4KSA 2210 Kiswahili Discourse Analysis 45 30 60 4KSA 2211 Kiswahili Sociolinguistics 45 30 60 4

THIRD YEAR

SEMESTER I

CORE COURSES L P CH CUKSA 3108 Kiswahili Drama 45 30 60 4KSA 3109 Kiswahili Syntax 45 30 60 4

ELECTIVE COURSES KSA 3104 Literary Theory and Development of Kiswahili Literature

45 30 604

KSA 3107 Kiswahili Literature for Children 45 30 60 4KSA 3110 Kiswahili and Comparative Bantu Linguistics45 30 60 4KSA 3111 Research Methods* 45 30 60 4

* Students Majoring in Kiswahili will opt for KSA 3111 – Research Methods (Semester 1) and KSA 3213 – Kiswahili Research Project (Semester 2) which will be ‘compulsory’ Electives for them.

SEMESTER II

CORE COURSESKSA 3208 Kiswahili Novel 45 30 60 4KSA 3209 Kiswahili Lexicography 45 30 60 4

ELECTIVE COURSES KSA 3204 Kiswahili Literature and the Woman 45 30 60 4KSA 3210 Terminology Development in Kiswahili 45 30 60 4KSA 3211 Kiswahili Literary Master Pieces 45 30 60 4KSA 3212 Kiswahili Semantics and Pragmatics 45 30 60 4KSA 3213 Kiswahili Research Project 0 120 60 4

DETAILED COURSE DESCRIPTIONS

YEAR ONE SEMESTER ONE

KSA 1103: INTRODUCTION TO KISWAHILI STRUCTURE CU 4 CH 60

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Course Objective1. To introduce the students to the sound system (phonology) of Kiswahili, word

formation (morphology) and sentence structure (syntax).Course DescriptionThe course gives students an overview of language structure and defines basic linguistic terms. Students are introduced to the three levels of language study: Phonology, Morphology and Syntax.Course Outline- Kiswahili phonetics and Phonology- Phonetic symbols - The phonemes and allophones of Kiswahili - Word structure (Morphology)- The units which constitute words; types and distribution- Some word building processes- Getting started on the Kiswahili Sentence (Syntax) - An outline of sentence types - Major constituents of sentences (general outline)- Ways of signaling grammatical relations Learning Outcomes

By the end of the course, the learner should be able to:

(i) identify the sounds used in Kiswahili

(ii) describe the structure of Kiswahili words

(iii) describe the structure of simple Kiswahili sentences

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment

- Course work and Oral presentations will contribute 30%

- Final Examination will constitute 70%

ReferencesHabwe, J. & Karanja, P. (2007). Misingi ya Sarufi ya Kiswahili. Nairobi: Phoenix Publishers.Katamba, F. (1989). An Introduction to Phonology. London: Longman Group UK Ltd.Masamba, D. P. B. (2004). Kamusi ya Isimu na Falsafa ya Lugha. Dar es Salaam: TUKIMasamba, D. P. B. et al (2004). Fonolojia ya Kiswahili Sanifu (FOKISA). Dar es Salaam: TUKI.

KSA 1102 KISWAHILI WRITING SKILLS I CU 4 CH 60Course Objective

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1. This course aims at developing and consolidating students’ advanced writing skills in Kiswahili.

Course DescriptionThis course is mainly a practical course. Students are first introduced to a variety of crucial conventions of written communication in Kiswahili. Among others, such conventions include grammar conventions, punctuation conventions, abbreviations and capitalization conventions. In the course of doing so, students will be required to demonstrate their knowledge of the use of the relevant conventions through practical exercises. Course Outline- Introduction: Writing to be read- Grammar conventions - Punctuation conventions - Abbreviations and capitalization conventions - Indenting conventions- The paragraph: its structure and salient features- The essay: topic selection and general structure

- The essay: the writing process including outlining, initial, subsequent and finaldrafts

- Editing an essay

- Note taking

Learning Outcomes


(i) have mastered the use of punctuation conventions as well as abbreviation and

capitalization conventions used in Kiswahili written communication

(ii) have gained skills in writing different types of essays as well as skills in note-

taking, summarizing and paraphrasing

(iii) have appreciated and internalized the importance of writing to be read

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment



ReferencesShaban Robert: Uandishi wa Insha

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Wesana-Chomi, E., 2007: Matumizi ya Lugha: Nyanja Teule za Matumizi

ya Kiswahili, University of Sebha, Sebha

YEAR ONE SEMESTER TWO

KSA 1203 KISWAHILI WRITING SKILLS II CU 4 CH 60Course Objective

1. This course aims at consolidating further and extending students’ writing skills developed in KSA 1102.

Course DescriptionThis course is an extension of course KSA 1102. It concentrates on writing skills involving different types of essays including narrative, expository, descriptive, argumentative and academic essays. In addition, the course deals with related aspects of written communication in Kiswahili, including book review, report writing, taking lecture notes and minutes at a meeting, summary and letter writing of different types. Course Outline

- Review of writing conventions- Aspects of essay writing- Academic essays:

- nature of academic essays- referencing

- Report writing- Book reviews- Argumentative essays- Expository essays- Paraphrasing- Writing different types of academic essays

Learning Outcomes


(i) write different types of academic essays

(ii) prepare and present reports

(iii) apply different wring conventions in practical writing in Kiswahili

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment



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ReferencesShaban Robert: Uandishi wa InshaWesana-Chomi, E, 2007: Matumizi ya Lugha: Nyanja Teule za matumizi

ya Kiswahili, University of Sebha, Sebha

KSA 1204 INTRODUCTION TO KISWAHILI LITERATURE CU 4 CH 60

Course Objectives

1. To enable students appreciate Kiswahili literature and think critically

2. Enable students to read and analyze texts

3. Enable students to understand and appreciate literally language usage

Course Description

This course gives a general introduction to Kiswahili literature. It covers the following:

the role literature in society, introduction to various Kiswahili genres. It re-examines and

restates the relations between the literary text, ideology and history and assesses the

previous accounts of Kiswahili literary production and literary theory. African

philosophy will also be introduced as an important tool of analysis and critical thinking.

Course Outline

- The meaning of literature

- A comparison between oral and written literature

- The social significance of literature

- The literary theory

- Characterization, theme and other aspects

- Form and language in literature

- A close study of sample texts: poetry, drama and fiction

Learning Outcomes


(i) describe the meaning of literature

(ii) tell the social significance of literature

(iii) explain the different literary aspects in given pieces of literary work

Mode of Delivery

- Lectures

- Group Discussion

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- Role Play

Mode of Assessment



References

Kimani, N. and Chimerah, R. (1999): Ufundishaji wa Fasihi, Nadharia na Mbinu,

Nairobi: Jomo Kinyatta Foundation.

Syambo, B. and Mazrui, A. (1992): Uchambuzi wa Fasihi. Nairobi: East Africa

Education Publishers

YEAR TWO SEMESTER ONE

CORE COURSESKSA 2108: KISWAHILI PHONOLOGY CU 4 CH 60Course Objectives

1. To help students acquire an understanding of the Kiswahili sounds and how they are produced

2. To help students understand the relationship between speech sounds and orthography in Kiswahili

3. To introduce to students to various phonological processes and how they manifest themselves in Kiswahili.

Course Description This course focuses on Kiswahili sound system. It involves an advanced study of the relationship between the spoken and written forms of Kiswahili. It also focuses on aspects of Kiswahili pronunciation such as stress, intonation, juncture, syllables and their syllable types and structure as well as phonological processes of assimilation, vowel harmony, palatalization and nazalization will also be discussed. Course Outline- Relationship between the spoken and written forms of Kiswahili - Advanced study of Kiswahili phonetics and phonology.- Types of phonological phonetics and phonological relations and their

realization in Kiswahili- Phoneme distribution: syllable and syllable structure - Different phonological relations in Kiswahili: assimilation; supra-segmental

phonemes Learning Outcomes


(i) identify and pronounce Kiswahili phonemes appropriately

(ii) describe the manner and place of articulation for respective phonemes

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(iii) explain different phonological processes in Kiswahili

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment



References:Kihore, Y.M. et al (2003) Sarufi Maumbo ya Kiswahili Sanifu (SAMAKISA): Sekondari

na Vyuo. TUKI. Chuo Kikuu cha Dar es Salam.

Massamba, D.P.B etal (2004) Fonolojia ya Kiswahili (FOKISA) Sekondari na Vyuo.

TUKI. Chuo Kikuu cha Dar es Salam

Mbaabu, I ( ), Sarufi ya Kiswahili

Mgullu, R.S. (1999) Mtalaa wa Isimu: Fonetiki, Fonolojia na Mofolojia ya Kiswahili.

Longhorn Publishers (K) Ltd. Nairobi

KSA 2109 KISWAHILI TRANSLATION AND INTERPRETATION CU 4 CH 60

Course Objectives

1. To introduce students to the concept of translation in general

2. To help learners to understand the steps in the translation process

3. To help students to appreciate the challenges that underlie the translation exercise

and how to overcome them

Course Description

This course describes the theory and approaches to translation together with a brief

history and role of translation and its value to society. Characteristics of a good

translation and a good translator are also considered. In addition, the course details steps

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in the translation process, the types of translation and introduces the learner to text

analysis. It also focuses on the difference between literal and idiomatic translation and

emphasizes the effects of culture to translation, as well as the challenges of translation.

The course will also introduce the learner to the art of interpretation, with particular

emphasis on types and importance and attendant challenges of interpretation. The course

will be punctuated with regular, practical exercises in both translation and interpretation.

Course Outline

- Definition, role and brief history of translation- Concept of ‘translation theory’- The value of translation - Steps in translation - Qualities of a good translation - Types of translation: literal and idiomatic - Practical exercises in translation- The art of interpretation: Modes of Interpretation- Types of Interpreting- Importance of interpretation- Memory training: storage and delivery- Factors that affect interpretation- Role of interpretation in society- Problems of interpretation- Cross-cultural interpretation - Practical exercises in interpretation

Learning Outcomes


(i) define and tell the role of translation

(ii) describe procedure in a translation exercise

(iii) explain the qualities of and work towards achieving a good translation

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment



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References

Bassnett, S. (1991) Translation Studies. London: Oxford University Press, Clays Ltd,

Larson, L. M. (1984) Meaning Based Translation. London: University Press of America

Larson, L. M. (1984) Meaning-Based Translation: A Guide to Cross-Language

Equivalenc, University Press of America.

Mwansoko, H.J.M. et al (2006) Kitangulizi cha Tafsiri: Nadharia na Mbinu

(Toleo la Pili). Taasisi ya Uchunguzi wa Kiswahili, Chuo Kikuu cha Dar es Salaam.

Nida, E & Taber, C. (1960) The Theory and Practice of Translation, E.J Brill, Leiden

Yaa, J.D. (1975) A Guide to English/Kiswahili Translation. Nairobi: Comb Books.

ELECTIVES

KSA 2103 KISWAHILI FOR SPECIFIC PURPOSES CU 4 CH 60Course Objectives

1. To enable students to acquire language used in specific technical fields e.g. medical, law, business, tourism, media, etc.

2. To prepare students for various language challenges especially as technology, education and development advances

Course DescriptionsThis course provides an opportunity to students to learn language used in different technical fields for the purpose of specialization. These include Kiswahili for academic purposes, journalism, commerce and business, etc.Course Outline

Different fields and respective Kiswahili registers such as:

- Medical e.g. hospital environment, diseases and treatment

- Law e.g. in the court

- Business e.g. international business terminologies

- Finance and banking

- Tourism e.g. hotel, tours, travel and hospitality

Learning Outcomes


(i) Apply appropriate vocabulary for different circumstances and fields

(ii) Communicate better and easily in given circumstances and areas

Mode of Delivery

- Lectures

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- Group Discussion

- Role Play

Mode of Assessment



ReferencesTumbo-Masabo and Mwansoko (1997): Istilahi za Ufundi wa Magari na Matrekta, TUKI, Dar es SalaamTumbo-Masabo and Chuwa, A.R. (1999): Kamusi ya Biashara na Uchumi, TUKI, Dar es SalaamMlacha, S.A.K. (1999): Kamusi ya Sheria, TUKI, Dar es SalaamMwita, A.M.A. and Mwansoko H.J.M (2003): Kamusi ya Tiba, TUKI, Dar es Salaam

KSA 2104 KISWAHILI ORAL LITERATURE CU 4 CH 60

Course Objectives

1. To enable students appreciate oral literature as an informal school of teaching

culture and customs of African Societies

2. To equip learners with knowledge and skills of oral literature

3. To equip learners with skills for critical analysis of oral literature

Course Description

This course provides knowledge in oral literature to students and it covers the following

topics: theoretical background, oral artist as a marker and his/her place in society, oral

performance, oral artist and the audience, stylistic oral literature and theatre, oral

literature and musicology, different types of Kiswahili compositions and musical

instruments, poetric Kiswahili as oral literature, malumbano, vijarabu, vitendawili and

narrative oral literature.

Course Outline

- What is Oral literature?- Its social significance - Theoretical background - The Oral Artist as a maker and his place in society at various levels.

Cultural Economic Literary Philosophical

- Oral performance. The oral artist and his/her audience

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- Stylistic oral Literature and Theatre - Song, mime and dance - Oral Literature and Musicology - Taarab and other types of Kiswahili compositions and musical instruments- Poetric Kiswahili Oral Literature; malumbano, vijaruba, vitendawili, etc. - Narrative Oral Literature

Learning Outcomes


(i) appreciate the significance of oral literature in guiding and shaping society

(ii) understand fundamental issues surrounding the nature and future of oral

literature

(iii) evaluate oral literature genres and their performance

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment



References

Njogu Kimani and Chimerah Rocha (1999). Ufundishaji wa Fasihi, Nadharia na Mbinu,

Nairobi: Jomo Kinyatta Foundation

Syambo Benedict and Mazrui Alamin (1992). Uchambuzi wa Fasihi. Nairobi: East

Africa Education Publishers

KSA 2110 KISWAHILI APPLIED LINGUISTICS CU 4 CH 60Objectives 1. To understand the meaning, role, and importance of Applied Linguistics in the development of the language. 2. To classify and differentiate the different domains of Applied Linguistics and their operational import. 3. To identify and analyze the application problems that an applied linguist and the end users encounter in the different domains of the discipline and to offer some possible solutions.Course Description

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This course is designed to give students a general appraisal of the discipline of Applied Linguistics with emphasis on teaching and learning Kiswahili as a second or foreign language. Proceeding from modern theories of descriptive linguistics, sociolinguistics and psycholinguistics, the course surveys the principles and problems o teaching Kiswahili to second language learners or foreigners.Course Outline

- What is applied linguistics?- The model of applied linguistics- The aims of second/ foreign language teaching- Language learning/ teaching and other fields: sociolinguistics, psycholinguistics- The influence of L1 on 2nd language teaching- Language teaching methods

Learning Outcomes

By the end of the course, learners should be able to:

(i) Explain the meaning, models and aims of 2nd language teaching

(ii) Relate applied linguistics with other fields e.g. psycholinguistics

(iii) Identify the challenges and offer solutions relating to applied linguistics

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment



References

Allen, J.P.B. and S. Pit Corder. 1977: The Edinburgh Course in Applied Linguistics. Vol. 3: Techniques in Applied Linguistics. London: Oxford University PressAllen, J.P.B. and Allan, D. 1977: The Edinburgh Course in Applied Linguistics, Vol. 4: Testing and Experimental Methods. London: Oxford University Press.Hommerly, H. 1982: Synthesis in Second Language Teaching. Blaine, Washington: Second Language Publications.Krashe, S. 1982: Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.Littlewood, W. 1984: Foreign and Second Language Learning. London:Cambridge University Press.Wilkins, D. 1974: Second Language Teaching and Learning. London: Arnold.

KSA 2111: KISWAHILI ETHNOLOGY CU 4 CH 60Course Objectives

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1. To expose students to an examination of Kiswahili cultural practices. 2. To enable students compare their own cultures with Kiswahili culture.3. To enable students appreciate the role of culture in a fast changing world.

Course DescriptionThis course introduces students to major aspects of Kiswahili culture and compares some Kiswahili cultural practices to those of other societies. The course also looks at the effects of interaction of the Swahili people with people from other societies. Aspects of Swahili oral literature such as riddles, proverbs, superstitions, taboos will also be looked at.Course Outline- Kiswahili cultural heritage - Cultural practices:

Conception Birth Child namingMarriageDeath and burial

- Socio-cultural economic aspects:Performing artsMusic and danceRituals and superstition

- From ethnic confines to regionalism Learning Outcomes


(i) identify cultural aspects and practices of the Waswahili

(ii) compare and contrast Swahili culture and that of his/her own society

(iii) evaluate the role and place of culture in a modern society

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment



References Mbaabu I. (1985). New Horisons in Kiswahili, Nairobi: Kenya Literature BureauShihabuddin C. & Mnyampala M. (1977). Historia ya Kiswahili, Nairobi: OUPFarsy S. M. (1960). Kurwa na Doto, Dar es Salaam: East Africa Literature Bureau.Mlacha S. A. K. & Hurskainen (1995). Lugha, Utamaduni na Fasihi Simulizi ya Kiswahili, Dar es Salaam: TUKI

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TUKI (2002). Fasihi Simulizi: Vitendawili, Dar es Salaam: TUKIWamitila K. W. (2000). Kamusi ya Misemo na Nahau, Nairobi: Longhorn Publishers____________ (2001). Kamusi ya Methali, Nairobi: Longhorn Publishers

KSA 2112 KISWAHILI AND GENDER RELATIONS CU 4 CH 60Objectives 1. To make visible the unseen but ever-present force of language in the lives of men and women as gendered persons. 2. To show how categories of Kiswahili language and communicative habits shape one’s beliefs about one self and others. 3. To analyze ways in which the Kiswahili language stereotypes men and women and aligns them into specific roles in their relations.Course DescriptionA critical investigation of the gendered aspects of the Kiswahili language and their role in shaping social structure, which explores the role of the language in reflecting and perpetuating gender inequities, as well as its potential for challenging and transforming gender relations. Students’ ongoing discourse analytic projects will be integral to the exploration of issues related to the role of Kiswahili in the stabilizing or destabilizing gender relations. Implications for individual and social change are emphasized.Course Outline

Learning Outcomes


(i) Explain how language relates to and affects gender relations

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment



ReferencesCameron, Deborah (ed.) 1990: The Feminist Critique of Language. New York: Routledge Coates, Jennifer. 1986: Women, Men and Language. New York: LongmanThorne, Barrie, Cheris Kramerae and Nancy Henley (eds). 1988: Language, Gender and Society. Rowley, Massachusetts: Newbury House Publishers.Lakoff, Robin. 1975: Language and Woman’s Place. New York: Harper and Row.Baron, Dennis.1986: Grammar and Gender. New Haven: Yale University Press

YEAR TWO SEMESTER TWO

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CORE COURSES

KSA 2201: KISWAHILI MORPHOLOGY CU 4 CH 60Course Objectives

1. To provide students with a solid foundation not only in morphology in general but also in Swahili morphology in particular.

2. To provide students with the relevant morphological meta-language that can enable them to:

i) Understood how words are structured.ii) Analyze Kiswahili words.iii) Discuss relevant issues in Kiswahili Morphology.

Course DescriptionThis course is concerned with the analysis of the structure of words in general and of Kiswahili word in particular. After introducing the relevant meta-language involving basic concepts such as morpheme, allomorph, root, affix, etc, the inflection and derivation followed by selected topics in Kiswahili morphology including verbal nominal, adjectival and prepositional forms. Special attention will be paid to the interaction between morphology and phonology in discussing any emergent morphophonemic relations.Course Outline- Morphology as a sub-discipline of grammar - Basic concepts in morphology including: morpheme, allomorph, root and affixes- Morpheme and allomorph identification procedures - Base and zero forms - The notion of a word - Kiswahili verbal morphology: basic verbal structure - Kiswahili nominal morphology

- The morphology of Kiswahili adjectival forms

- The morphology of Kiswahili prepositional forms

Learning Outcomes

By the end of the course, students will have acquired:

(i) an awareness of the position of morphology within the framework of

general linguistics

(ii) basic morphological meta-language to enable him/her analyze Kiswahili

morphology as well as discuss related issues

(iii) strategies for identifying morphemes and allomorphs in any language

Mode of Delivery

- Lectures

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- Group Discussion

- Role Play

Mode of Assessment



ReferencesKapinga, M.C. 1983: Sarufi Maumbo ya Kiswahili Sanifu, DUP, DarKihore, J. et al 2003: Sarufi ya Kiswahili Sanifu, TUKI, DarMathews, P.H.1972: Inflectional Morphology, CUP, London

1974: Morphology: An Introduction to Theory of Word Structure, CUP, London.Wesana-Chomi E. 2003: Kozi Fupi Tengulizi Katika Sarufi Maumbo ya Kiswahili, University of Sebha, Sebha

KSA 2208 KISWAHILI POETRY CU 4 CH 60Course Objectives

- To provide students with the relevant meta language used in analyzing poetry - To help students trace the history and development of Kiswahili poetry- To guide students through the concepts of form and meaning in poetry

Course DescriptionThis course traces the development of Kiswahili poetry in form and themes. It describes different periods and trends in relation to the respective forms and themes in poetry. The language used in poetry is given particular emphasis. Various poems and critical texts will be used throughout for exemplification purposes.Course Outline

Introduction- What is poetry?- The theory of poetry- Poetic license and language- Elements of poetry

Historical development of Kiswahili poetry - The origin of poetry- Introduction of writing and its influence on poetry since A.D 1000- Socio-economic factors and ideological concerns - Major trends in content/form - Classic and modern poetry

Classification of poetry- Different forms/types of poetry

Appreciation and criticism of poetry- Several practical exercises

Learning Outcomes

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(i) describe the history and development of Kiswahili poetry

(ii) read and appreciate Kiswahili poetry in terms of poetic meaning

(iii) evaluate Kiswahili poetry in terms of form and language

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment



ReferencesKing’ei, K. and Amata, K. (2000): Taaluma ya Ushairi, Stantex, NairobiMsokile, M. (1993): Misingi ya Uhakiki wa Fasihi, EAEP, NairobiNjogu, K. na Chimerah, R. (1999): Ufundishaji wa Fasihi, JKF, NairobiRowland, O. (1996): Uchambuzi wa Mashairi, Stantex, NairobiRuo, K. (1989): Nguzo za Ushairi, Macmillan, NairobiWamitila, K. (2003): Kichecheo cha Fasihi, Focus Books, Nairobi.---------------- (2002): Uhakiki wa Fasihi, Phoenix, Nairobi

ELECTIVES

KSA 2207 CREATIVE WRITING IN KISWAHILI CU 4 CH 60

Course Objectives1. To enable students understand and appreciate the artistic elements of a good piece

of creative work2. To equip students with skills for composing their own literary works3. To stimulate and develop students’ competency as independent literary critics

Course DescriptionThis course examines the qualities of a good piece of literary art as manifested in the different genres: poetry, the short story, drama and the novel. A critique of selected texts will be used in identifying and describing underlying aspects in the above genres. Students are expected to compose their own works, as part of course assessment.

Course Outline 1. The art of writing: The short story - Short story theories - Observation, Portrait and scenery - Focal point and theme

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- Motivation - Tone, atmosphere and mood - Organic wholeness, integration, rhythm- How to end a short story 2. The art of writing: the novel - The concept of fiction - Point of view - Plot - Characterization - Description- Conversation - Scene and background 3. The art of writing: The Play - Types of Drama - Language and situation - Momentum and suspense, Rhythm - Silence - Techniques of Dialogue - Action and Tension - Character, costume and identity - Plot - Dramatic irony Learning Outcomes


(i) define the qualities of a good piece of literary work for any given genre

(ii) compose a coherent and original piece of literary work using acquired

techniques

of writing as well as one’s own creative abilities

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment



ReferencesKnight, D. (1985): Creating Short Fiction: A practical, tested approach to unlock the

magic of writing within you, F&W Publications, Ohio (USA)

Kimani, N and Chimerah, R. (1999): Ufundishaji wa Fasihi: Nadharia na Mbinu, JKF,

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NairobiKing’ei, K. na Amata, K. (2000): Taaluma ya Ushairi, Acacia Stantex, Nairobi Said, A.M. (1985): Kunga za Nathari ya Kiswahili: Tamthilia, Riwaya na Hadithi Fupi, EAEP, NairobiTaylor, R. (1981): Understanding the elements of Literature, The Macmillan Press Ltd,

London

KSA 2209: HISTORY AND DEVELOPMENT OF KISWAHILI CU 4 CH 60Course Objectives1. To enable students trace the origin of Kiswahili Language.2. To enable students to understand the spread of Kiswahili in Africa and elsewhere.3. To encourage students to actively participate in the debate on issues concerning the development of Kiswahili in East Africa. Course DescriptionThis course presents a discussion of the issues concerning the origin, and spread of Kiswahili during the pre-colonial and colonial days; the standardization of Kiswahili, etc. The course also looks at the development of Kiswahili in local and international fora and outlines the strategies for the further development of Kiswahili. Other relevant issues pertaining to the development of Kiswahili will also be discussed.Course Outline

- The East African Coast and contact with people from foreign countries - Origin of Kiswahili - Loan words in Kiswahili - Standardization of Kiswahili - The Bantu heritage of Kiswahili - Standard Kiswahili - The spread of Kiswahili- Present state and status of Kiswahili Learning Outcomes


(i) Explain the origin of Kiswahili

(ii) Describe the standardization process of Kiswahili

(iii) Explain the present status of Kiswahili in East Africa and worldwide

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment


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ReferencesMadumulla J. S. & Kihore (eds) (2005). Kiswahili Journal of the Institute of Kiswahili

Research. Vol.68 2005 Dar es Salaam: TUKI.Mbaabu I. (1978). Kiswahili, Lugha ya Taifa. Nairobi: Kenya Literature Bureau.______ (1991). Historia ya Usanifishaji wa Kiswahili. Nairobi: Longman Kenya.Mlacha S. A. K. (ed.) (1995). Kiswahili katika Kanda ya Afrika Mashariki. Dar es

Salaam: TUKI______ (1995). Kiswahili na Vyombo vya Habari. Dar es Salaam: TUKI.Shihabuddin C. & Mnyampala M. (1997). Historia ya Kiswahili. Nairobi: OUPWhiteley W. (1969). Swahili: The Rise of a National Language. London:Methuen & Co. Ltd.

KSA 2210 KISWAHILI DISCOURSE ANALYSIS CU 4 CH 60Course Objectives

1. To enable students to acquire an understanding of language in its social context2. To enable students to language and its functions 3. To enable students to interpret discourse at its different levels

Course Description

This course critically analyzes speech and written texts depicting various levels of discourse. It also involves understanding a speech event and the characters involved and words with their contextual meaning.

Course Outline- The meaning of discourse- Language and Social Context - The study of discourse - Essentials in the study of discourse - Context and utterance meaning - Language and Function - Form and function - Content, form and function - Macro Functions - Speech acts - Interpreting discourse

Learning Outcomes


(i) appreciate the different forms of speech and discourse(ii) engage in formal and informal discourse at different levels(iii) Identify characters and how they relate to foster discourse

Mode of Delivery

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- Lectures

- Group Discussion

- Role Play

Mode of Assessment



ReferencesCarter, R. and Simpson, P. (1989): Language Discourse and Literature: An Introductory Reader in Discourse Stylistics, Longman. LondonWan, D.T. (1977): (1977): Text and Context, Longman. London Fairclough, N. (2001): Language and Power. Longman. London

KSA 2211: KISWAHILI SOCIOLINGUISTICS CU 4 CH 60Course Objectives

1. To acquaint students with various sociolinguistic approaches in the study of bilingual and multilingual societies.

2. To provide students with the ability to discuss and (hopefully) help to formulate national language polices with special reference to Kiswahili in the East African Community.

Course DescriptionThis course extends and complements KSA 2109. It is thus an advanced study of the interaction between language and society. This interaction is manifested in a variety of ways captured mainly in the sociolinguistic concepts of bilingualism and multilingualism and related issues such as code-switching diglossia, biculturalism, standardization, official vs. national language and many others. The course considers these issues in the context of the role of Kiswahili in the East African Community most of whose member countries are multilingual. In doing so, the focus will be on Kiswahili language profiles in the East African Community. The role of Kiswahili as a lingua franca for the East African Community will be considered.Course Outline

- The concepts of bilingualism and multlingualism

- Monolingualism vs bilingualism

- Nature and characteristics of a multilingual society

- Special related issues: code-switch, diglossia,biculturalism

- Standard, official and national languages in a multilingual setting: the case of

Kiswahili

- Kiswahili as a lingua franca

- Language problems of multilingual societies: the case of Kiswahili

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- Kiswahili policy profiles in East Africa

Learning Outcomes

By the end of the course, students will be expected to have gained awareness of:

(i) the nature of multilingual societies

(ii) the status of Kiswahili in East African multilingual societies

(iii) the problems of multilingual societies and a fair knowledge of the

possible approaches to solving such problems

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment



ReferencesBell, R.T. 1976: Sociolinguistics: Goals, Approaches and Problems Pride, J.B a Holmes

(Eds.) J. 1972: sociolinguistic, Penguin Book Gumperz & D. Hymes eds) 1968: Directions in Sociolinguistics

Dinson, N, 1969: Sociolinguistics and Plurilingualism, in Acts of the 10th International Congress of LinguistsFishman, c. et al 1968: Language Problems of Developing Nations. Lobov, W 1970:

The study of Language in its Social Context, in Stadium Generale 23: 30-87.Stewart W. A. 1968: A sociolinguistic Typology for describing national MultilingualismTauli, V. 1968: Introduction to the Theory of Language Planning; Uppasala.Whitely, W. H. 1964: Swahili as a lingua franca in East Africa._____________1971: Language use and social change: Problems of Multilingualism with special reference to Eastern Africa; OUP, London.

YEAR THREE SEMESTER ONE

CORE COURSES

KSA 3108 KISWAHILI DRAMA CU 4 CH 60

Objectives1. To help students understand the history and development of Kiswahili drama

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2. To describe the different elements of drama and their role in the composition of a play

3. To enhance students’ ability in literary appreciation and analysis of Kiswahili drama

Course DescriptionAfter a brief account of the origin and history of contemporary Kiswahili drama, the course describes the elements of drama in general. A description of the different types of plays will also be highlighted. Students will be given practice in analyzing drama.

Course OutlineIntroduction:

The concept of drama Kiswahili drama: its history Theory of drama

Description of different types of dramaContent and form in Kiswahili drama:

Dominant themes in Kiswahili drama Aspects of form in Kiswahili drama:

Narration (e.g. Hussein’s Jogoo Kijijini)Oral performance The role of dance and music Other aspects of form (structure)

Swahili drama in perspective Practical criticism Analysis and appreciation of selected textsLearning OutcomesBy the end of the course, students should be able to:

(i) describe the history and development of Kiswahili drama(ii) explain the contribution of different elements of drama in the development of

aplay

(iii) apply their new experience to critically study and appreciate Kiswahili playsMode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment



ReferencesKimani, N. na Chimerah, R. (1999): Ufundishaji wa Fasihi: Nadharia na Mbinu, JKF, Nairobi

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Taylor, R. (1981) Understanding the Elements of Literature, Macmillan, London Wafula, R.M. (1999): Uhakiki wa Tamthilia, JKF, NairobiWamitila, K.W. (2002): Uhakiki wa Fasihi, Phoenix, Nairobi

KSA 3109: KISWAHILI SYNTAX CU 4 CH 60 Course Objectives

1. To provide students with a solid foundation in syntax in general and in Kiswahili syntax in particular.

2. To provide students with relevant syntactic meta-language that can enable them to.a) Understood how sentences are structured in generalb) Analyze Kiswahili sentencesc) Discuss relevant issues in Kiswahili syntax

Course DescriptionThe course deals with principles that apply to the formation of Kiswahili sentences. After introducing the basic syntactic meta-language involving basis concepts such as word class, sentence, clause, phrase construction, constituent structure, the course concentrates on how they are reflected in Kiswahili. Selected topics in Kiswahili syntax will be discussed including Kiswahili word classes, Kiswahili nominal classes, Kiswahili sentence structure, sentence classification and representation, types and structures of Kiswahili phrases. Wherever feasible attention will be paid to aspects of Kiswahili morpho-syntax, i.e. the interaction between morphology and syntax in Kiswahili.

Course Outline

- Syntax as a sub-discipline of grammar

- Basic syntactic meta-language

- Syntactic constructions: sentence, clause and phrase

- Syntactic structure: categorical vs. functional structure

- Representation of sentence structure by means of:

- tables

- bracketing

- tree-diagram

- P-S (phrase structure) rules

- The structure of Kiswahili noun phrases (NP), verb phrases (VP) and

prepositional phrases (PP)

- Kiswahili clause types

- Selected syntactic processes: coordination and subordination

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Learning Outcomes

By the end of the course, learners will have gained:

(i) an awareness of the position of syntax within the framework of general

linguistics

(ii) relevant syntactic meta-language to enable him/her to identify and analyze

syntactic constructions in Kiswahili as well as discuss related syntactic issues

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment



ReferencesMassamba, D.P.B. etal, 1999: Sarufi Miudno ya Kiswahili Sanifu, TUKIWesana-Chomi, E. 1986: The status of nge-, nga- and ki, Kiswahili Journal, TUKI

1989: On the classification of Swahili sentences; Kiswahili Journal, TUKI; also in Journal of African Studies Centre for African Studies.

2001 a) Misingi ya Sarufi ya Kiswahili, university of Sebha2001: b) Sarufi Katika Sekondari; Mulika Journal, TUKI2003: Kozi Tangulizi Katika Sarufi Miundo ya Kiswahili,

University of Sebha. 2001: c) Deictic Caterories and Functions in the Swahili Verb Journal of African Studies, Sebha. 2007: Upafanisho wa Vivumishi na Majina ya Kiswahili; University of Sebha.

ELECTIVES

KSA 3104 LITERARY THEORY AND THE DEVELOPMENT OF KISWAHILI LITERATURE CU 4 CH 60

Course Objectives1. To provide students with the theoretical approaches and techniques applicable in

literary composition and criticism2. To provide students with an opportunity to apply the literary theories and

techniques in practical appreciation and criticism

Course Descriptions

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This course examines the theories of literary criticism as manifested in the development of Kiswahili literature. Among these theories, the following will be considered: classicism and neo-classicism, realism, romanticism, structuralism, aesthetics, psychoanalysis, Marxism and feminism. A practical appraisal of different theories will be made to underscore the relevancy and appropriateness of Kiswahili literary works.Course OutlineGeneral introduction to literary movements, theories and practices:

Introduction to classicism and neo-classicism Romanticism Naturalism, impressionism, expressionism Realism

Literary Theory: Structuralism Russian formalism The works of Saussure, Levi- Straus, Althusserk, Ricocur, Lacan, Focalt, Anozie Post – Structuralism

Semiotics: Structuralism and Semiotics The concept of the sign and the subject Signification and communication codes

Psychoanalysis: Introduction to the work of Freud Myth and society The symbol Literature and psychoanalysis

The works of Lacon and Kristeva Feminist Literary theory:

Introduction to gender issues History of Patriarchy

Gender and Genre:Woman and literary productionThe woman, the test and the critic Portrayal of women characters in Swahili novels

Marxist Aesthetics: The concept of realism in literature The impact of George Lukacs on literary theory The impact of French and Italian Marxists on literary theory The impact of the Frankfurt school on literary theoryThe impact of Russian linguistics on literary theory (Bakthin and Volosinov)

Reception theory: Introduction to phenomenology Major theories: Gadamer, Hauss, Iser

Marxist reception theoryCritical appraisal of the above theories in relation to Kiswahili literatureLearning Outcomes

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By the end of the course, students should be able to:

(i) describe the different literary theories

(ii) apply literary theories in reading, interpreting and critical analysis of literary

texts

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment



ReferencesDipio, D. (1998): Theory and Criticism of Literature. Department of Distance Education – Makerere University, Kampala Dorsch, T.S. (1965): Classical Literary Criticism, Penguin, London Jaffeson, A. and Robey, D. (eds.) (1991): Modern Literary Criticism, B.T.Bladford, London Kimani, N. and Chimerah, R. (1999): Ufundishaji wa Fasihi: Nadharia na Mbinu, JKF, NairobiWamitila, K.W. (2002): Uhakiki wa Fasihi, Phoenix, Nairobi

KSA 3107 KISWAHILI LITERATURE FOR CHILDREN CU 4 CH 60Course Objectives

1. To define the concept of literature for children and show the role literature plays in the cognitive and social development of children.

2. To equip the students with the skills to analyze and appreciate the creative techniques of literature for children.

3. To stimulate interest in appraising and critiquing the available resources in the field.

Course DescriptionThe course introduces the student to the world of children: their art – by and for them; both oral and written. It delves into the skills for critiquing works for children and by children.Mode of Delivery

- Lectures

- Group Discussion

- Role Play

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Mode of Assessment



ReferencesBettelhein, Bruno. 1976: The Uses of Enchantment: The Meaning and Importance of Fairy Tales. New York: Vintage Books.Bunge, J.T. 1978: Fairy Tales: Their origin and meaning. London: Mac-millanFrenwick, S.I. (ed.) 1968: A Critical approach to Children’s Literature. Chicago:University of Chicago Press.Knappert, Jan 1975: Myths and Legends of the Swahili. Nairobi: Heinemann.Lease&Siks 1952: Creative Dramatics in Home, School and Community. New York: Harper & brothers. Shade, Peter 1955: Child Drama. New York: Philosophical Library

KSA 3110 KISWAHILI AND COMPARATIVE BANTU LINGUISTICS CU 4 CH 60Course Objectives1. To introduce students to the notions of language relatedness, contrasts and convergences.2. To give students enhanced awareness of the classifications of African languages in general and Bantu languages in particular.3. To acquaint students with the practical skills of comparing and contrasting languages in general and Bantu languages in particular.

Course DescriptionThe course is mainly an examination of the processes of language description, classification, and comparison/contrast. Attempts by various linguists to describe, classify, compare/contrast Bantu languages at different levels will be examined. Emphasis will be placed on internal and comparative methods and their application, and also on related issues as they relate to Kiswahili and other African languages, especially the Bantu languages.

Course OutlineMethods of linguistics reconstruction:

Internal Comparative

Reconstruction of linguistic systems: Proto-language and linguistic reality Phonological reconstruction Morphological reconstruction Syntactic reconstruction Semantic reconstruction Borrowing Convergence

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Glottochronology Language classification:

Areal classification Typological classification Genealogical classification

Bantu linguistic reconstruction and classification: Bantu comparative historical phonology Bantu comparative historical morphologyBantu comparative historical syntax Bantu comparative historical semantics Aspects of Kiswahili comparative historical grammar and classification

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment



ReferencesAnttila, R. 1972: Introduction to Historical and Comparative Linguistics. London: Macmillan.Guthrie, M. 1967-71: Comparative Bantu 4 vols. Farnborough(Hants): Gregg International Publishers.Ladefoged, Peter, Ruth Glick & Clive Criper. 1971: Language in Uganda Nairobi: Oxford University PressNurse, D. and T.J. Hinnebusch. 1993: Swahili and Sabaki: A Linguistic History. Berkeley: University of California Press.Whiteley, W.H. (ed) 1974): Language in Kenya. Nairobi: Kenya

KSA 3111 RESEARCH METHODS CU 4 CH 60

Course Objectives1. To introduce the notions pertaining to the research process and research methods

to the students.2. To impart the skills of writing a research proposal. 3. To impart the skills of data analysis and report writing.

Course DescriptionThis course is intended to acquaint students with the scientific method as it applies to human and social research. Students will learn how to do research not only by studying the theory but, most important, also by writing a proposal on a selected topic, carrying

33

out the proposed research, and finally writing and presenting the final product as a dissertation.Course OutlineCharacteristics of a scientific approach

ExplicitnessSystematicness Objectives

Components of Social Research Data Hypotheses Models Theories Empirical generalizations

Methods of research Documentary evidence

Observation InterviewingPrinciples and practice of interviewing surveys Stating aims and defining categories in a survey sampling procedures and design Questionnaire

Linguistic Research Level – phonology, morphological, syntactic; semantic. The nature of linguistic hypotheses, argumentation and generalizations

Research in other areas of linguistics: socio linguistics, psycholinguistics Literary research e.g. Oral literatureLearning Outcomes


(i) adequately understand a research process and the different methods that can

be employed in such a process

(ii) understand the skills and techniques of data analysis

(iii) write an adequate academic research proposal

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment



References

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Babbie, E. 1986: The Practice of Social Research. 4th ed. Belmont, California: Wadworth Publishing Co.Hacker, D. 1991: The Bedford Handbook for Writers. 3rd ed. Boston: St. Mary’s Press.Hefferman, J.A.W. and J.E.Lincoln 1982: Writing: A College Handbook. W.W. Norton and Company, Inc.Inyani, Simala K. (ed) 2002: Utafiti wa Kiswahili. Eldoret: Moi University Press.John, C. et al. 1990: Harbrace College Handbook: For Canadian Writers. 3rd ed. Toronto, Canada: Harcourt Brace JovanovichJohnson, J. 1985: The Bedford Guide to the Research Process. New York: St. Martin’s Press..Kothari, C. R. 1985: Research Methodology Methods and Techniques. 2nd ed. New Delhi: Wishwa Prakasha.Koul, Lokesh 1984: Methodology of Education Research. 2nd ed. New Delhi: Vakas Publishing House.Kumar, Ranjit 2005: Research Methodology, 2nd ed. A Step-by- Step Guide for Beginners.

London: Sage Publishers.Mattei, L. 1994: Guide to Research Work for Humanistic Studies. Nairobi: Consolata Seminary.Steinmann, and Wallen (eds).1967: Literature for Writing. Belmont: Wadsworth Publishing Co.Inc.Wangusa, Timothy 2007: Essentials of research Methods in Human and Social Sciences. Kampala: Bow and Arrow Publishers Ltd.Wilkinson, A.M. 1991: Scientist Handbook for Writing Papers and Dissertations. New Jersey: Prentice Hall

YEAR THREE SEMESER TWOCORE COURSES

KSA 3208 KISWAHILI NOVEL CU 4 CH 60

Course Objectives

1. To enable learners understand the historical development of the Kiswahili novel

2. To enable learners think critically

3. To enable learners to read and interpret the Kiswahili novel

Course Description

This course involves learners of Kiswahili in reading and understanding the Kiswahili

novel. It covers the following topics: introduction to Kiswahili novel, the theory of the

novel, the historical perspective of the novel and practical criticism of Kiswahili novel.

Course Outline- Introduction:

Historical development of the Kiswahili Novel Socio-economic factors,

35

Ideological concerns Major trends: Content /form Elements of fiction

- Theory of the Novel: Origins of the novel The concept of fiction, forms of fiction and the problem of reality Point of view and narrative discourse Sense of time and structure Stream of consciousness and modernism

- Historical development of the Kiswahili Novel: Before and after independence The Kiswahili novel in the 80s The Kiswahili novel in perspective

- Practical CriticismMode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment



References

Njogu Kimani na Chimerah Rocha (1999): Ufundishaji wa Fasihi: Nadharia na Mbinu,

Nairobi: Jomo Kinyatta Foundation

Syambo Benedict na Mazrui Alamin (1992): Uchambuzi wa Fasihi. Nairobi: East Africa,

Education Publishers

KSA 3209 KISWAHILI LEXICOGRAPHY CU 4 CH 60

Course Objectives1. To give an overview of the study of Lexicography.2. To impart the skills of analyzing and differentiating the various traditions of lexicographical practices, highlighting the merits and demerits of each approach.3. To explore the principles of dictionary-making, focusing on the essential steps involved; meaning description; the nature of a typical dictionary entry; as well as the parameters of classifying dictionaries.

Course DescriptionThe course outlines the theory and practice of lexicography with a view to stimulating the interest of the students in dictionary using, teaching and making. It will cover some

36

theoretical aspects of dictionary-making, the history of the Kiswahili dictionary and the principles and methods of writing a dictionary.

Course OutlineDefinition of the basic lexicographic concepts:

Lexicography Dictionary Vocabulary

History of Lexicography:The Akkadian and Creek LexicographyThe British lexicography 8th – 20th Century The Kiswahili lexicography 19th – 20th Century

Lexicography and other branches of Linguistics; the contribution of linguistics to dictionary-making:

Phonetics and Phonology Semantics Syntax Lexicology Etymology

Theoretical aspects of lexicography:Dictionary typology Information categories entered in a dictionary Lexicographical meta-language

Methods of writing a dictionary: Collection of lexemes Selection and presentation of the lexemesConstruction of the entries

Description and presentation meaning: Kinds of meaning of lexemes Principles of defining entry words Methods of ordering sense in an entry

Dictionary using skills Learning OutcomesBy the end of the course students should be able to:

(i) describe the different approaches to lexicographical practices(ii) explain the essential steps of a dictionary making process(iii) evaluate the perimeters used in the classification of dictionaries

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment


37


ReferencesCowie, A. (ed) 1987: The Dictionary and the Language Learner. Tibingen: Max Niemeyer VerlagHartman, R.R.K. (ed) 1983: Lexicography: Principles and Practices. London:Academic PressIlson, R. (ed) 1985: Dictionaries, Lexicography and Language Learning. Oxford: Pergamon Press.Jackson, H. 1988: Words and their meanings. London: LongmanKiango, John Ngogwe. 2000: Bantu Lexicograsphy: A Critical Survey of the Principles and Process of Constructing Dictionary Entries. ILCAA: Tokyo University.Landau, S. 1984: Dictionaries: The Art&Craft of Lexicography. New York: Charles Scribner’s Sons.Mdee, J.S. 1997: Nadharia na Historia ya Leksikografia. Dar-es-Salaam: TUKIMdee,J.S. 1995: Misingi ya Utungaji wa Kamusi. Dar-es-Salaam: TUKIZgusta, L. 1971: Manual of Lexicography. The Hague, Paris: MoutonZgusta, K. (ed) 1992: Theory and Method in Lexicography. Columbia: Hornbeam Press.

Journals International Journal of LexicographyDictionaries: Journal of the Dictionary Society of North America.

ELECTIVE COURSESKSA 3204 KISWAHILI LITERATURE AND THE WOMAN CU 4 CH 60

Course Objectives

1. To enable students appreciate the origin of differences in gender

2. To enable students appreciate the role of a woman in society

3. To enable students understand the role of literature in raising the status of women

4. To help students appreciate the problems women face because of their gender

Course Description

This course provides learners with general knowledge of gender issues and literature. It

includes: the theoretical background of feminist theory,( the conception of engendering,

the creation of patriarchy, women and literary production, the contributions of Lacan,

Kristeva to feminist literary theory; Marxist and feminist criticism(class and gender),

feminist poetics in perspective and practical criticism of the point of view o and the

portrayal of women characters in Kiswahili literature.

Course Outline - Theoretical background on Feminist Theory

The conception of engendering

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The creation of patriarchy Reading as a womanWriting as a woman Women and literary production The contribution of Lacan and Deconstruction demystification of the ‘Phallic word’ as a privileged signifier Contribution of Kreteva to Feminist Literary Theory Marxist and Feminist Criticism (Class and Gender)Feminist Poetics in perspective

Practical Criticism Point of view and the portrayal or women characters in: Kiswahili novels Kiswahili plays

Kiswahili poetry Kiswahili films Kiswahili news papers Taarab, popular music and theatre

Oral literature Advertisements Other works of art

Paintings and drawings Makonde art and other “vinyago”

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment



References

Dipio, D. (1998): Theory and Criticism of Literature. Department of Distance Education – Makerere University, Kampala Dorsch, T.S. (1965): Classical Literary Criticism, Penguin, London Jaffeson, A. and Robey, D. (eds) (1991): Modern Literary Criticism, B.T.Bladford, London Kimani, N. and Chimerah, R. (1999): Ufundishaji wa Fasihi: Nadharia na Mbinu, JKF, NairobiWamitila, K.W. (2002): Uhakiki wa Fasihi, Phoenix, Nairobi

KSA 3210 TERMINOLOGY DEVELOPMENT IN KISWAHILI CU 4 CH 60Course Objectives

39

1. To show the importance of terminology development as a component of language planning.2. To give an overview of the current situation in the discipline of terminology development in Kiswahili, highlighting the constraints encountered and the pending gaps. 3. To chart the way forward in the development of Kiswahili terminology.Course DescriptionStudents will be guided to appreciate the meaning, role and value of terminology development in the overall process of widening the scope and modernization of Kiswahili. A survey is made of the existing Kiswahili technical terminologies and the strategies that were used to derive them. Focusing on the opportunities, challenges and gaps identified in the process, strategies are proposed for further development of terminologies in the language.Course Outline

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment



ReferencesBAKITA. 1995: Kamusi ya Istilahi za Sayansi na Tekinologia. Dar-es-Salaam: BAKITA/UNICEF.Felber, H. 1984: Terminology Manual. UNESCO and INFOTERM. Paris: INFOTERM Series 21/Unisisi.Massamba, D.P.B., Y.M. Kihore na J.I. Hokororo.1999: Sarufi Miundo ya Kiswahili Sanifu, Sekondari na Vyuo. Dar-es-Salaam: TUKIMwaro-Were, A.G. 2000: “Usayansi wa Istilahi za Isimu ya Kiswahili.” Tasnifu ya Uzamifu (PhD). Chuo Kikuu cha Egerton.Picht,H. and J.Draskau. 1985: Terminology: An Introduction. Surrey: The University of Surrey, Department of Linguistics and International Studies.Tumbo-Masabo, Z.N.Z. and H.J.M. Mwasoko. 1992: Kiongozi cha Uundaji wa Istilahi za Kiswahili. Dar-es-Salaam: TUKI.

KSA 3211 KISWAHILI LITERARY MASTERPIECES CU 4 CH 60Course Objectives

1. To enable students to acquire an understanding of various Kiswahili literary pieces which have stood the test of time

40

2. To critically examine stylistic tendencies in the Kiswahili literary pieces3. To provide a historical background to Kiswahili literary pieces

Course DescriptionThe course examines Kiswahili literary masterpieces and gives a historical background of some of the works and their contribution to the development to the current pieces. Students are also given an opportunity to compare classic and contemporary literary works especially on style, form and themes.Course OutlineTheory and background Definition of ‘classic’ and ‘masterpiece’ Introduction to classicism and neo –classicism and major debates on the concepts Tradition and vision of antiquityLiterature and society Classicism and neo-classicism in Kiswahili literature:

Major debates on the issue Possible classic 18th – 19th century Criteria

Evaluation of Kiswahili literary masterpieces: Poetry, Fiction, Drama

Learning Outcomes


(i) appreciate examples of classic literature in terms language, form and meaning(ii) describe how classic literary works have contributed to the development ofcontemporary Kiswahili literature(iii) evaluate appropriateness of contemporary Kiswahili literary works in relation to classic literature studied

Mode of Delivery

- Lectures

- Group Discussion

- Role Play

Mode of Assessment



ReferencesMohamed, H. A. (1979): Muyaka: 19th Century Swahili popular Poetry, Kenya Literature Bureau, NairobiMulokozi, M.M. (1999): Tenzi Tatu za Kale, TUKI, Dar es SalaamKinene, M. (2005): Utenzi wa Hamziya, TUKI, Dar es Saalam

KSA 3212 KISWAHILI SEMANTICS AND PRAGMATICS CU 4 CH 60 Course Objectives

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1. To enable students to appreciate different aspects of meaning in words and how they can be described.

2. To help students to appreciate how language users achieve their goals in verbal interaction with others.

Course DescriptionThis course introduces the study of meaning in language. It examines semantic meanings i.e. meanings encoded in the language system itself and also pragmatic meanings i.e. meanings inferred from the communicative context of language use.Course OutlineThe meaning of “meaning”

Types of meaning Distinction between semantics and pragmatics Theories of meaning; reference, ideational, behavioural and behaviourist, contextual, truth –conditional, use, etc.

Lexical Semantics I The concept of “word” and “word – meaning” Sense, denotation, referenceSense relations: synonymy, homonymy, polysemy, and relational opposites

Lexical Semantics IISemantic fields Componential analysis

Meaning postulates Prototype theory

-Sentence meaning Assumptions of truth – conditional semantics Principle of composition models: interpretive, generative, montague semantics

-Speech acts Austin’s model Scarle’s modifications; classification of speech acts Problems; indirect speech act

Implicature Grice’s co-operative principle (CP)Problems with CP

Learning Outcomes


(i) tell the distinction between semantics and pragmatics

(ii) do componential analysis of given lexemes

(iii) explain important concepts in pragmatics: implicature, deixis and

presupposition

Mode of Delivery

- Lectures

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- Group Discussion

- Role Play

Mode of Assessment



ReferencesLeech G. (1980). Explorations in Semantics and Pragmatics. University of LancasterLyons J. (1969). Introduction to Theoretical Linguistics. London: Cambridge

University Press.Palmer F. R. (1976). Semantics. London: Oxford University Press.

KSA 3213 KISWAHILI RESEARCH PROJECT CU 4 CH 60Course ObjectivesStudents will be closely guided through the independent research process of:

i) Review of secondary data (library research);ii) Field data collection, recording and transcription;iii) Data analysis, presentation and discussion;iv) Verification of hypotheses after being tested empirically (where applicable);v) Writing the actual research report (dissertation); and,vi) Drawing conclusions from their own research findings.

Course DescriptionParticipants in this course will be preoccupied with conducting individual research projects, based on the skills acquired in the largely theoretical component of the KSA 3102 Research Methods course and guided by supervisors. Students will practise examining, clarifying, and expressing their ideas and assumptions about their research experience as it unfolds step by step. If students want additional discussion of readings or additional help in interpreting the more scholarly readings, or further guidance on any other aspect of the research process, it is their responsibility to request for it.Course Outline(This is a research project paper).Mode of Delivery

- Guiding individual learners

- Group Discussion

Mode of Assessment



ReferencesAnthony, W.P. Fletcher and A. Hughes. 1986: Statistics in Language Studies. Cambridge: Cambridge University Press.Bates, J.D. 1982: Writing with Precision. Washington D.C.: Acropolis Books Ltd.

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Burgess,R.G. 1984: In the Field: An Introduction to Field Research. London: Allen and Unwin.Lee, M.1979: Bookmaking. New York: R.R. Bowker Company.McCrimmon, J.M. 1974: Writing with a Purpose. 5thEdition. Boston: Houghton Miflin Company.Moser, C.A. & Kalton, G. 1971: Survey Methods in Social Investigation. London: Heinemann.

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