| 1 |
Author(s):
Kodjo Messan Agonglovi (Ph.D.).
Page No : 1-14
|
Examining the Contribution of Selected African Novels to the Naming Rites.
Abstract
In the African context, a new-born baby receives his or her names during the naming ceremony. After receiving all the names, these names play a very important role in the existence of an African family. But with colonization, the way Africans received names has drastically changed because of the interference of the new cultures that were brought by the colonizers. One of the main factors that are part of the changes is Christianity. It is this regard that African writers in the quest of African dignity try to depict through the various novels in this article in which circumstances names are given, and how the naming ceremonies are affected with colonization until in this era of Globalization. These naming ceremonies have great importance in the existence of Africans and that is why they have painted vividly in the African literature.
| 2 |
Author(s):
Abubakar Atiku Alkali.
Page No : 15-48
|
Syllabification in Optimality Theory.
Abstract
This paper examines syllabification in the Sokoto dialect of Fulfulde within the framework of Optimality Theory. The theory employs constraint-based rather than rule-based notations in the analysis of the grammar of languages. This study focuses on the Sokoto dialect of Fulfulde in view of the number of dialects of the language spoken across West Africa. Using field-based data, the analysis reveals the salient syllabification requirements of Fulfulde. Findings show that the syllables of the Sokoto dialect of Fulfulde require onsets and nuclei as obligatory elements. Syllable onsets in the dialect are maximally composed of a single consonant as complex onsets are prohibited. Codas are optional and may be simple or complex. A restriction placed on coda consonants is that except half of geminates, only sonorants are allowed, although in word-final positions, [ŋ], a sonorant, is not attested. These outcomes demonstrate the extent of conformity of Sokoto Fulfulde syllables with the markedness constraints governing syllable structure and the Syllable Contact Law. Further findings indicate that although syllabification in languages is grounded in the sonority of segments vis-à-vis the restrictions that languages place on phoneme combinations, the sonority scale, as presently designed does not adequately handle syllabification in this dialect; calling for an all-inclusive sonority scale.
| 3 |
Author(s):
David Essi, Nicholas Chielotam Akas (Ph.D.).
Page No : 49-60
|
Brecht’s Caucasian Chalk Circle: A Triumph of Marxism as an Ideal Model.
Abstract
Bertolt Brecht (1898-1956) was a German dramatist, poet and theorist, born in Augsburg, Germany, where his father worked at a paper company. Although his father was a catholic and his mother a protestant, both parents influenced him immensely. Brecht abandoned his medical career and became a theatre critic. From 1922 onwards, he made several visits to Berlin- the centre of theatrical activities.Samuel Leiter says that Bertolt Brecht’s first directorial job was Arnot Bronnen’sPatricide in 1922. Thereafter, his play Drums in the Night opened in Munich at the Kammerspiele and later at the Deutshes Theatre in Berlin. He was awarded the prestigious Kleist prize for young dramatists. Bertolt Brecht initially read Karl Marx’s works but Marxism did not become a determining factor in his works until the 1930s when he started writing didactic plays. These plays were of dramatic economy. He fled from Germany in 1937 with his major actress and later wife Helen Weigel and their three children as a result of the Second World War. Bertolt Brecht’s theatre and Marxist aesthetics are an investigation of the theatre’s apparatus; political efficacy and theatrical contours. Brecht’s theatre epitomizes his radical desire to change the world, replacing it with a higher level of sane humanity. This paper examines Brecht’s fascination with the Marxist bug and how this ideological bent is brought to bear in his dramatic oeuvre especially –The Caucasian Chalk Circle- A parody of war and the torpedo of capitalist materialism which is the seedbed of greed, corruption and oppression of the poor and vulnerable. The paper submits therefore, that with Brecht, the world has witness an open theatre which is characterized by its leftist and liberalized theatre practice which remains dateless.
| 4 |
Author(s):
Bakpang Doute, Libarbore Sananika Sylvain, Daniel Ayi-Adzimah (Prof.).
Page No : 61-69
|
Factors Responsible for Colleges of Education Students’ Difficulty to Communicate Orally in French.
Abstract
The majority of Ghanaian French Language students have wished that they speak some acceptable level of French in and out their study institutions. This, has however, not been fruitfully. This study set out to investigate the reasons for the difficulty in engaging in oral communication in the French Language by French Language students in colleges of education in Ghana. This quantitative study adopted the cross-sectional survey design. Out of 122 target participant population, 93 students from the St John Bosco’s and the Gbewaa colleges of education provided responses to the questionnaire items. Data was analysed using the Kendall’s coefficient of concordance to rank the factors responsible for students’ difficulty to communicate orally in French from the most pressing factor to the least pressing factor. The study realized that fear of being mocked, interference of the English language and inadequate exposure to the French language were the most pressing reasons/factors responsible for college students inability to communicate orally in French whiles inadequate time allocation for French lessons and lack of encouragement from French teachers to speak French orally were among the least reasons for college students’ inability to speak French orally.
It was therefore recommended that there is the need for pro-activeness on the part of French Language tutors to frequently engage students in oral communication and also discourage students from mocking colleagues who might make mistakes in their efforts at oral speeches. Also, a deliberate policy by school authorities and the tutors alike to make French speaking attractive through reward schemes should be made available and students should be encouraged to form or create French language clubs which will provide them the platform to practice oral communication on campus to aid fluency in the French Language.
| 5 |
Author(s):
Victor Umaru.
Page No : 70-86
|
The Pedagogical Significance of Biblical Languages in African Theological Education.
Abstract
This study discusses The Pedagogical Significance of Biblical Languages in African Theological Education, focusing on the declining proficiency in biblical languages such as Hebrew and Greek within African theological institutions, using the Baptist College of Theology, Obinze. The problem identified was the increasing marginalisation of these languages, often substituted by more practical or contemporary subjects, resulting in a weakening of biblical exegesis and diminished theological depth in academic and pastoral contexts. The study’s primary objective was to assess biblical languages’ role in enhancing theological education, particularly in African contexts. It investigated how mastery of Hebrew and Greek could significantly improve scriptural interpretation, homiletics, and doctrinal accuracy among African theologians and pastors. The research aimed to demonstrate that proficiency in these languages offers essential insights into the original meaning of biblical texts and a greater connection to their cultural and historical contexts. Methodologically, the study employed discourse analysis and case studies, examining curricula from various African theological institutions and surveying educators and students. It also reviewed theological literature to evaluate biblical languages’ historical and contemporary significance in Christian education. The findings revealed that institutions prioritising biblical language instruction produce graduates with more vital exegetical skills, better equipped for accurate scriptural interpretation and culturally sensitive theological reflection. Based on these findings, the study recommends that African theological institutions reinstate the teaching of biblical languages as a core part of their curricula. These recommendations include creating more accessible language courses, integrating digital learning tools, and emphasising biblical language proficiency’s long-term academic and pastoral benefits. The study advocates for a balanced approach to theological education incorporating biblical languages as a vital component of developing sound theological scholarship and effective ministry in Africa.
