PG Board of Studies/ Jan 2013 /Paper 3/ Swahili Language Courses Swahili 1A and Swahili 1B (language) courses • Owning programme M.Sc. in African Studies • Name of course convenor Thomas Molony, Centre of African Studies • Number of credits Swahili 1A: 20 credits Swahili 1B: 20 credits • Semester in which to be taught Swahili 1A: Semester 1 Swahili 1B: Semester 2 • Optional or core? Both Swahili 1A and Swahili 1B will be optional courses. • Programmes for which an option M.Sc. in African Studies M.Sc. in Africa and International Development M.Sc. in International Development M.Sc. in Science, Technology and International Development M.Sc. in Social Anthropology Masters programmes in the School of Geosciences Relevant Ph.D. programmes, especially in African Studies, where taken for credit Swahili 1A and Swahili 1B are courses new to the University. They are not existing undergraduate courses. Both courses are also to be put to the next undergraduate Board of Studies as proposed undergraduate options across the University. See Appendix Av for further details. The number of enrolled students will be capped at an absolute maximum of 30 for each course. With more students, the interactive lecture becomes less interactive and more of a lecture. The available native speaker resources mean that, fortunately, the conversation tutorials (see below) can be kept to below 10 students per meeting. Priority for acceptance onto the course at postgraduate level will be given to students enrolled on the M.Sc. in African Studies. Auditing students will not be permitted on either of the courses. • Course delivery 10 x 2-hour weekly interactive lecture 10 x 1-hour weekly workbook tutorial 10 x 1-hour weekly conversation class (with native speaker) Interactive lectures The 2-hour interactive lecture introduces new vocabulary and grammar. The interactive element of each lecture will see students working in groups to perform various exercises set by the tutor. The subsequent practice and discussion stimulated 1

PG Board of Studies/ Jan 2013 /Paper 3/ Swahili Language Courses by these exercises will encourage a deeper understanding of newer concepts than would be possible under a purely didactic approach. Workbook tutorials The 1-hour workbook tutorials are aimed at further developing the knowledge gained during the 2-hour interactive lecture through the usage of the various exercises, reading materials and audio/visual recordings contained in the workbook. This enables students to solidify their understanding of new concepts through practice and discussion and allows the tutor to expand on relevant East African themes, which should serve to make the language more stimulating and relevant. Where possible, workbook material will also be supplemented by external sources. For example, students will be encouraged to engage with online resources, members of the local Swahili-speaking community and the University of Edinburgh's Swahili Club. Molony has received SSPS Strategic Teaching Support Fund funding for the development of a Swahili workbook (KeySwahili: The Workbook) that forms the basis of Swahili 1A and Swahili 1B. Molony and Kaye1 visited Tanzania during December 2012 and January 2012 and collected visual and audio interview and conversation data for the workbook. The course workbook is now well developed, and should be complete in July 2013. Weekly conversation classes These allow students to interact with a native speaker of Swahili in smaller groups. These classes will be conducted solely in Swahili and thus learners will be taken out of their comfort zones and forced to think and converse to the best of their abilities. Other than enabling language practice, the key focus of these sessions will be to improve pronunciation and establish linguistic norms and scenarios. • Pre-requisites, co-requisites, and prohibited combinations Swahili 1A: No previous knowledge of Swahili language is required for entry to the course. There are no co-requisites or prohibited combinations. Swahili 1B: The course is designed to compliment Swahili 1A. Successful completion of Swahili 1A is essential for entry onto the course. There are no co-requisites or prohibited combinations. • Course description Swahili 1A is an introduction to the Swahili language. Swahili 1B builds on Swahili 1A. Both courses present a contemporary, relevant, stimulating and interactive experience in learning the Swahili language – the most international of all the indigenous languages on the African continent, and a language that is important for research and work in the greater East Africa region. Swahili 1A and Swahili 1B are based on a brand new and fully-integrated Swahili curriculum and workbook that has recently been designed by the course tutor. The courses provide a wide variety of visual and audio material taken from 21st century East African life, and incorporate genuine conversations, scenarios and reading materials, as well as interviews with Swahili authors and scholars, and references to contemporary themes such as mobile banking, local entrepreneurialism and a thriving music scene. The course is unique in 1

The proposed tutor. See Appendix Aiii.

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PG Board of Studies/ Jan 2013 /Paper 3/ Swahili Language Courses that it seeks not simply to aid learners in everyday interactions, but also in performing basic research and understanding contemporary East African society. • Aims and objectives Swahili 1A and Swahili 1B aim to provide students with a strong grounding in the key concepts of Swahili grammar, over 1,000 vocabulary items and an introductory insight into both traditional and contemporary elements of East African culture and society. The course also aims to be challenging, stimulating and interactive, providing students with ample opportunity for practice in speaking, reading, writing and listening. By the end of Swahili 1A, learners should be able to demonstrate a good knowledge or around 500 items of vocabulary, the vast majority of key tenses in both affirmative and negative forms, a wide range of question words and the first 8 noun classes. They should also be able to confidently use numbers in relation to telephone numbers, times and dates. By the end of Swahili 1B, learners should be able to demonstrate a good knowledge of a further 500 items of vocabulary (including some specialised terminology in fields such as technology and literature), more complex tenses such as the causative and subjunctive, all noun classes and relative markers. By the end of the course, students should also be able to demonstrate an understanding of interview techniques and specific elements of East African culture. After taking Swahili 1A and Swahili 1B, students will be equipped with a working knowledge of everyday Swahili to aid travel, work and research in East Africa. This would provide the basis for further study of Swahili at the intermediate level. • Intended learning outcomes These comfortably conform to SCQF Level 11 descriptors, as outlined in Appendix B. • Components of assessment Swahili 1A: 40% 2-hour written examination 25% 1-hour listening examination 20% 10-minute oral examination 15% continuous bi-weekly examinations (below). Only the best 3 results will be counted. Continuous bi-weekly examinations Examinations will be conducted in weeks 3, 5, 7 & 9. The best 3 results will be counted. These tests will cover a combination of listening, reading and writing skills. The themes covered in each exam will be as follows: Week 3: vocabulary and grammar from weeks 1 & 2 Week 5: vocabulary and grammar from weeks 3 & 4 Week 7: vocabulary and grammar from weeks 5 & 6 Week 9: vocabulary and grammar from weeks 7 & 8 Swahili 1B:

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PG Board of Studies/ Jan 2013 /Paper 3/ Swahili Language Courses 40% 2-hour written examination 20% 1-hour listening examination 15% 10-minute oral examination 15% continuous bi-weekly examinations (as above). Only the best 3 results will be counted. 10% Group interview task (below) to be presented in week 10. The interview task Students (in groups of 3-5) will be expected to conduct a short interview in Swahili (or English – tbc) with either a group or individual on a topic of their choice. They will then provide a 5-minute presentation in Swahili on their findings, which include some analytical analysis. At the end they will be expected to answer 2 or 3 questions. The interview and presentation formats will be flexible. Students may wish to record the interview in writing, with a camcorder or with an audio recorder and can present live or can record this too. The questions at the end will need to be answered live. • Syllabus See Appendix C. • Indicative reading KeySwahili: The workbook TUKI Swahili-English Dictionary TUKI English-Swahili Dictionary • Resource implications - Tutor, Swahili 1A and Swahili 1B Molony is to be convenor of both Swahili 1A and Swahili 1B. His current commitments prevent him from teaching on either course. Stephen Kaye is a far better qualified tutor,2 and will assume this role from January 2014. Mr Kaye is studying in China for the September-December 2013 period, and has asked Ms Teresa Poeta (SOAS) to take the first semester. Poeta has the same high credentials as Kaye. Kaye is committed to living in Edinburgh, and aims to establish the city as the best place in the UK to study the Swahili language. If Kaye falls ill and is unable to teach, the short-term solution is for Molony and the conversation tutor to teach. The long-term solution is for Poeta and the conversation tutor to teach. If Poeta falls ill in September-December 2013, Molony will also stand in with the conversation tutor. - Native speaker for conversation tutorials To be recruited from the East Africa community in Edinburgh or Glasgow. Ideally an older woman (40+) from Tanzania or the Kenyan coast. In addition to the paid native speaker, all three holders of the Julius Nyerere Masters Scholarship are each required to participate in up to 20 hours of designated conversation tutorials per semester. • Suggested Library Acquisitions 3 x TUKI Swahili-English Dictionary 2

See Appendix Aiii.

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PG Board of Studies/ Jan 2013 /Paper 3/ Swahili Language Courses 3 x TUKI English- Swahili Dictionary • Additional costs for students TUKI Swahili-English Dictionary TUKI English- Swahili Dictionary

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PG Board of Studies/ Jan 2013 /Paper 3/ Swahili Language Courses

Appendix A i) The case for African languages at the University of Edinburgh ii) The case for Swahili at the University of Edinburgh iii) Existing Swahili language expertise in Edinburgh iv) The case for face-to-face learning for Swahili language v) Additional demand at undergraduate level vi) ‘Health warning’ vii) External examining i) The case for African languages at the University of Edinburgh The Centre of African Studies (CAS) enables postgraduate students to gain in-depth knowledge of issues relating to Africa. Many students on the M.Sc. in African Studies undertake fieldwork in Africa, as do all our doctoral students. Students from other GSSPS subject areas, and beyond, also conduct fieldwork in Africa (e.g., Africa and International Development, Education, International Development, Nursing Studies, Social Anthropology, Sociology). The new Research in Africa course provides an introduction to some of the relevant skills required to undertake fieldwork on the continent. Emphasis is placed on the importance of language when conducting field research. Market research shows that many of our rivals in the U.S., Europe and U.K. offer African languages. Michigan State University, for example, offers 30 African languages.3 Most U.S. programmes require students to take language training as part of their degree. CAS has a great reputation internationally, but that we do not offer African languages is seen by some to be our greatest weakness. It is certainly a weakness of the M.Sc. in African Studies, which loses potential students to other institutions that offer at least one African language. Discussions with past, present and prospective students reinforce that there is an interest in being able to study certain African languages in Edinburgh. When many of our students apply for jobs they are keen to be able to demonstrate on their CVs that they have competence in an African language. Among the African languages that some of our rivals offer are Amharic, Hausa, Lingala, Somali, Swahili, Twi, Wolof, Yoruba, and Zulu. ii) The case for Swahili at the University of Edinburgh For those European-based African Studies programmes where language training is a formal requirement, the required language is Swahili.4 The University of Cambridge, for example, only offers Swahili as their language component. Besides the relatively small programme at Cambridge, only the School of Oriental and African Studies (SOAS) offers Swahili within the U.K.. The University of Oxford – a significant rival – does not currently offer any African languages. This provides an opportunity for CAS to differentiate itself by offering Swahili.

3 4

Dwyer, M. November 2011. Market Research Report: M.Sc. in African Studies. p.18. Dwyer, M. November 2011. Market Research Report: M.Sc. in African Studies. p.23.

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PG Board of Studies/ Jan 2013 /Paper 3/ Swahili Language Courses There are a number of reasons that Swahili is the most common language for our European and U.S. rivals to teach. Swahili is the most international of all the indigenous languages on the African continent.5 It is a growing language spoken by some 60 million people worldwide, with some estimations putting the figure above 100 million.6 As well as Oman, Swahili is spoken in Burundi, the Comoros Islands (as Comorian), eastern Democratic Republic of the Congo, Kenya, Tanzania (including the semi-autonomous archipelago of Zanzibar), parts of Rwanda and Uganda, some areas of Malawi, northern Mozambique, northern Zambia, among some people in southern Sudan and by some ethnic minority groups in Somalia (as Chimwini and Kibajuni).7 In geographic terms, it is thus a hugely important language for many researchers undertaking fieldwork in East and Central Africa. The African Union now uses Swahili alongside English, Arabic, French, Portuguese and Spanish. Swahili is the only official African language of the AU, which provides an opportunity to market the language to African students. Potential students from Europe and the U.S. are sometimes exposed to Swahili on gap years in East Africa, or tourist trips to the region. While it was previously written in Arabic script, the language now uses the Latin alphabet. It is often regarded as both an appealing and as an ‘achievable’ African language. If taught well, Swahili can be learnt relatively quickly. iii) Existing Swahili language expertise in Edinburgh The University of Edinburgh is now fortunate to have a postgraduate linguistics student (studying an MA in Chinese Studies) who is a qualified Swahili tutor. Stephen Kaye, a British national, holds a First class BA in African Language and Culture (Swahili) from SOAS. As part of his SOAS degree he took courses in Swahili Translation, Swahili Literature, and he spent a year learning the language in Zanzibar and Lamu. Mr Kaye still works with Farouk Topan – his tutor at SOAS (now at Aga Khan University) and one of the leading scholars of the Swahili language worldwide. Mr Kaye also holds a Certificate in English Language Teaching to Adults (CELTA) qualification, and is a marker of Swahili for the University of Cambridge’s Cambridge International Examinations. He is one of a small elite of Swahili language experts in the U.K., and has been working with Molony in devising a brand new course option in Swahili language at the University of Edinburgh. iv) The case for face-to-face learning for Swahili language Aside from the more familiar drawbacks of any course that is taught online (students must have good time-management, they must be self-motivated, and so on), distance learning for languages is fraught with difficulties. Many students learning a language need to be closely monitored and encouraged by a tutor, and it helps for them to be in personal interaction with the tutor. This position is supported by Dr Anthony Gorman, a 5

Mazrui, A. and A. Mazrui. 1995. Swahili State and Society: The political economy of an African language. London: James Currey. p.100. 6 The BBC estimated in 2005 that there are over 110 million speakers worldwide. See http://news.bbc.co.uk/1/hi/world/africa/4527876.stm. 7 The website Ethnologue (http://www.ethnologue.com/show_language.asp?code=swh) has Swahili spoken in the following countries: Burundi, Canada, Kenya, Libya, Mayotte, Mozambique, Oman, Rwanda, Somalia, South Africa, Tanzania, Uganda, United Arab Emirates & United States.

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PG Board of Studies/ Jan 2013 /Paper 3/ Swahili Language Courses linguist and programme director of the MSc International Relations of the Middle East with Arabic, who suggests that many students do not take to e-learning well if it is not supplemented by personal interaction.8 Learning a language in isolation from tutors (and fellow learners) does not allow for natural simultaneous monitoring and feedback, nor does it allow for natural group interaction. The traditional classroom environment allows tutors to adapt their lessons as required by the students’ progress and needs. Online language courses lack this real time element that is essential to learning a language as a practical skill rather than as a set of rules. Mr Kaye, as both a linguist and an educationalist, is of the opinion that for Swahili to be taught well, it must be taught faceto-face. This is a view taken by three Tanzania-based Africanist lecturers/linguists whose views were sought on this matter: E-learning has its advantages in many subjects, but for the teaching of a language it is not ideal. v) Additional demand at undergraduate level The need to offer an African language in Edinburgh was a recommendation of market research undertaken specifically for the M.Sc. in African Studies. Swahili is seen as adding value to the M.Sc. in African Studies, and as a means of driving demand for the programme. The interest in being able to study certain African languages in Edinburgh was expressed by past, present and prospective postgraduate students. Growing numbers of undergraduates who participate in quality teaching offered by the University’s Swahili Club suggest that there is also a demand at undergraduate level. The club was founded by Molony in 2001 and is open to students and non-students. Mr Kaye is now the tutor, and he teaches Swahili at beginners level. Participating members recognise that the provision of Swahili offered by Mr Kaye is first class. Intermediate level is also taught to a smaller number of members. Membership is close to 40 students, of which 20 regularly attended the weekly meetings. Molony has conducted a brief focus group with participating members of the Swahili Club lessons. The findings offer a glimpse at the existing demand for formal Swahili tuition in Edinburgh. Three-quarters of the students who attend the Swahili Club are undergraduates. The Swahili Club attracts students from a diverse spread of programmes. Students attending the Swahili Club were on the following programmes/schools: Education, English Literature, French & Spanish, Geosciences (3), Medicine, Social Anthropology (4), Social Anthropology & Politics, Sustainable Development. (A group of 5 turned up late and their degrees were not recorded.) 5 postgraduate students were also in attendance: Africa and International Development (2), International Development (1), CAS doctoral students (2).9 Of the undergraduates, more than half say that they would take Swahili as a course option(s) if it were available for credit. Some of the Swahili Club members attended the lessons to help them prepare for future possible research in East Central Africa. Others mentioned their ties to the region and a desire to be able to communicate more effectively when there. It was recognised that Swahili is spoken widely in the region, and students 8 9

Molony discussion with Gorman, 4 December 2012. Molony discussion with Swahili Club members, 22 November 2012.

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PG Board of Studies/ Jan 2013 /Paper 3/ Swahili Language Courses pointed to the transferability of the basic structure of the language to many other Bantu languages. A CAS-based postgraduate student who has spent time undertaking research in Tanzania offered that the lessons gave a sense of the Swahili grammar that he would not get outside formal lessons in the country. All the students emphasised the high quality of the beginners class taught by Mr Kaye. The Club secretary regularly receives emails from individuals interested in learning Swahili. Many of those who cannot attended are put off by the timing of the meetings outside formal teaching hours (Thursday evenings). Other enquirers have expressed a wish for the provision of Swahili to offer academic credit. Attending the Swahili Club lessons is a significant commitment outside formal teaching hours, for no formal academic credit. At the recommendation of College,10 Molony met with Linda Grieve (PG admin at LLC) and Dr Anthony Gorman (a linguist and PD of MSc International Relations of the Middle East with Arabic) to discuss Honours and PGT students taking the same language Swahili courses in SSPS.11 They point to precedents in LLC where the teaching is the same but the difference is in the assessment: PGT can do a longer essay or, in the case of languages, more advanced (i.e., more challenging) assessment. There are courses in English literature that do this, and also ‘Egyptian Colloquial Texts: Literature and the sounds of life’ (IMES10075), which is UG, and ‘The Colloquial Language and Literature of Egypt’ (IMES11045), which is PG. There is also an LLC precedent for Beginners courses at SCQF Level 11, such as Arabic 1A. The proposed contact hours and time for self-study is not out of kilter with some LLC language courses. It is envisaged that there is particular demand from undergraduate students taking the following degrees: •

• • •

•

10 11

Social Anthropology, especially those taking the East Central Africa course, which attracts 26 undergraduates and 12 postgraduates. (East Central Africa will not be merged with Swahili courses. East Central Africa and the proposed Swahili courses stand alone on their own strengths, and a merger would dilute all the courses.) School of Geosciences degree programmes Undergraduates taking the new International Development degree School of Medicine. Molony’s experience with the Swahili Club since its early days is that there is a steady stream of undergraduates who wish to learn Swahili as preparation for their electives in East Africa. In future he will discuss with the School of Medicine how the courses could help meet this demand, possibly by offering Swahili as part of the B.Med.Sci., similar to the arrangement with the SSPS Global Public Health programme. Other degree programmes. It is likely that a number of students from other degree programmes will also be attracted to the courses. This can be seen in the

Molony, Kearton and Kaye discussion with Anne Fernon and Rick Kiralfy, 3 December 2012. 2 December and 4 December 2012, respectively.

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PG Board of Studies/ Jan 2013 /Paper 3/ Swahili Language Courses membership of the Swahili Club, and also in credit-bearing foreign language courses at the University which attract students from across the University (e.g., Arabic 1A, 58 students; Chinese 1, 59; Japanese 1, 30; Russian, 18; Turkish, 5). In all cases, the new courses will have to be effectively advertised to students via DoSs, programme directors, the Freshers’ Fair, etc.. vi) Health warning Swahili 1A in particular will come with a ‘health warning’ that students are expected to have the self-discipline to constantly practice what they are learning. However, with HEU fees on the increase, these Swahili courses provide an opportunity to deliver a fresh new student experience. The convenor and tutors will make a conscious effort to build a reputation for Swahili language courses at Edinburgh as tough, but also excellent and enjoyable. As with all other courses, the teaching focus for Swahili 1A and Swahili 1B will be on the quality of what we deliver. vii) External examining This is ideally undertaken by a native Swahili speaker who teaches the language. If funds are not available for this then Mr Kaye is able to provide the M.Sc. in African Studies external examiner (currently Dr Harri Englund, a Chichewa/Chinyanja speaker) with his marking template. If there are any answers that fall outside the template and which Mr Kaye judges to be correct, he is able to highlight and explain his reasons in writing. Molony is able to conduct moderation and second marking of assessment.

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PG Board of Studies/ Jan 2013 /Paper 3/ Swahili Language Courses Appendix B Swahili 1A and Swahili 1B at SCQF Level 11 KEY Course meets criteria. Course meets criteria to some extent. Course does not meet criteria. Characteristic 1: Knowledge and understanding Demonstrate and/or work with: • Knowledge that covers and integrates most, if not all, of the main areas of the subject/discipline/sector – including their features, boundaries, terminology and conventions. Students enrolling in both Swahili 1A and Swahili 1B can expect to have obtained an awareness and understanding of a large percentage of Swahili grammar and approximately 600 lexical items in total. Interactive lectures, workbook sections and conversation classes will also promote an awareness of spoken and written conventions, as well as some variations in pronunciation and vocabulary across geographical boundaries. • A critical understanding of the principal theories, concepts and principles. Students will be able to demonstrate a comprehensive understanding of the principle theories, concepts and principles of the Swahili language, such as tense formation, noun classes and agglutination, but a critical analysis of such principles is beyond the remit of a beginner’s language course. • A critical understanding of a range of specialised theories, concepts and principles. Again, students will develop a comprehensive understanding of a range of specialised concepts and principles that would be beyond the range of other courses at this level, such as relative clauses and interview-focused vocabulary. As stated above, a critical evaluation of such items would though not be required. • Extensive, detailed and critical knowledge and understanding in one or more specialisms, much of which is at, or informed by, developments at the forefront. Students will complete the course having developed extensive knowledge and understanding in conducting interviews in Swahili, providing a strong basic for further research at PhD level. Students will be introduced to the use of Swahili in East African music and how language is often utilised in innovative ways within this field. • A critical awareness of current issues in a subject/discipline/sector and one or more specialisms. Students will develop an understanding of differences between Tanzanian and Kenyan Swahili. This will allow them to identify such differences themselves in country.

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PG Board of Studies/ Jan 2013 /Paper 3/ Swahili Language Courses Through the Swahili workbook, Students will be informed about a range of contemporary East African themes, such as the extensive and innovative use of mobile phone technology. The chosen vocabulary for learning will include lexical items at the forefront of Swahili language development, such as mtandao for internet. Characteristic 2: Practice: Applied knowledge, skills and understanding Apply knowledge, skills and understanding: • In using a significant range of the principal professional skills, techniques, practices and/or materials associated with the subject/discipline/sector. Students will develop the range of linguistic skills and techniques necessary to thrive in various scenarios. For example, the course will teach techniques for haggling at markers, giving and understanding directions and developing conversations. Students will practice and develop the skills necessary in reading, writing, speaking and listening, aided by frequent and varied assessment, conversation classes taught solely in Swahili and workbook sessions containing varied activities. • In using a range of specialised skills, techniques, practices and/or materials that are at the forefront of, or informed by forefront developments. Students will be able to utilise several lexical items considered the product of contemporary Swahili language development. Students will be introduced to the use of modern Swahili media, such as the Swahili language Facebook. The use of the new Swahili workbook ensures that students are utilising materials that are at the forefront of Swahili tuition, combining as it does relevant contemporary themes with class interaction, believable characters and stimulating audio and visual material taken directly from East Africa. • In applying a range of standard and specialised research and/or equivalent instruments and techniques of enquiry. Students will be taught vocabulary and techniques relating to conducting interviews in Swahili and will be expected to put this into practice, producing an assessed piece of research in the target language towards the end of the second semester. • In planning and executing a significant project of research, investigation or development. As above. • In demonstrating originality and/or creativity, including in practices. The Swahili course is designed with originality and creativity in mind, aiming to produce a truly innovative course beyond that currently offered by other institutions. Interactive lectures, conversation classes and the workbook will incorporate original approaches to learning and will encourage students in turn to use the available language creatively. 18

PG Board of Studies/ Jan 2013 /Paper 3/ Swahili Language Courses In teaching interview skills at beginners’ level, the course encourages students to utilise and practice their language knowledge independently and creatively outside of a supervised classroom environment. • To practise in a wide and often unpredictable variety of professional level contexts. Students will develop confidence in using Swahili in various different scenarios and will be encourage to demonstrate this orally during both interactive lectures and conversation tutorials. Conversation tutorials will be conducted in smaller groups and solely in Swahili, ensuring that students are given ample to practice speaking and listening skills in an authentic environment. Characteristic 3: Generic cognitive skills • Apply critical analysis, evaluation and synthesis to forefront issues, or issues that are informed by forefront developments in the subject/discipline/sector. While forefront topics in East Africa will be referenced in teaching materials, student will not be required to critically analyse these topics. • Identify, conceptualise and define new and abstract problems and issues. Students will be encouraged to pursue independent development of their language skills, which may lead to the identity of new and abstract linguistic issues, but this is not the aim of the course and will not form part of any assessment. • Develop original and creative responses to problems and issues. Students will be encouraged to be creative in answering questions and producing classwork. Classes will not be taught in a didactic manner; rather, answers will be either be elicited by the teacher or students will be encouraged to cooperate to solve more difficult language issues. Students thus learn to solve problems using their own initiative, as they would on the ground. • Critically review, consolidate and extend knowledge, skills, practices and thinking in a subject/discipline/sector. Continuous assessment will help to consolidate the knowledge gained during contact hours. Students will be encouraged to continue their development independently, through interaction with the University of Edinburgh Swahili Club, the TANDEM language exchange and the East African communities in Scotland. • Deal with complex issues and make informed judgements in situations in the absence of complete or consistent data/information. Listening and oral exercises will encourage and understanding of how to select the relevant information in a language exchange, lessening the emphasis on a complete understanding (which at this stage is unrealistic). Frequent and intensive conversation tutorials taught only in Swahili will force students to utilise Swahili outside of their comfort zones and will force informed judgements on what was said and how best to respond.

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PG Board of Studies/ Jan 2013 /Paper 3/ Swahili Language Courses Characteristic 4: Communication, ICT and numeracy skills Use a wide range of routine skills and a range of advanced and specialised skills as appropriate to a subject/discipline/sector, for example: • Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise. From the very beginning of the course, the student will be taught the different methods necessary for communicating with a wide range of audiences, such as children, elders and peer groups. This knowledge will subsequently be developed and consolidated both formally and informally through weekly assessments and interactive classwork. • Communicate with peers, more senior colleagues and specialists. The interview assignment will encourage students to communicate with Swahili speakers or scholars outside of the classroom. The skills necessary for this task will be taught beforehand. • Use a wide range of ICT applications to support and enhance work at this level and adjust features to suit purpose. The workbook will contain a large number of audio and visual materials to supplement the course. Such materials will have been designed to complement the relevant section of the syllabus and the perceived level of the students. Students will be introduced to relevant online websites useful to them, such as BBC Swahili. • Undertake critical evaluations of a wide range of numerical and graphical data. The course will not only teach Swahili numbers, but will require students to engage with them critically in negotiating for goods, telling the time and ensuring agreement with the relevant noun class. Characteristic 5: Autonomy, accountability and working with others • Exercise substantial autonomy and initiative in professional and equivalent activities. Continuous assessment requires students to undertake significant independent learning. The intensive level of the conversation tutorials will ensure that students are encouraged to use initiative when speaking and listening. The workbook will contain supplementary exercises useful in further study and students will be encouraged to utilise these. • Take responsibility for own work and/or significant responsibility for the work of others. Continuous assessment will ensure that students are required to take personal responsibility for their learning. Frequent classroom interaction and collaborative feedback encourages cooperation and mutual assistance. • Take significant responsibility for a range of resources. Students will be expected to keep up to date with workbook activities and make use of the audio and visual materials provided.

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PG Board of Studies/ Jan 2013 /Paper 3/ Swahili Language Courses • Work in a peer relationship with specialist practitioners. Students will be scheduled for weekly conversation classes with a native speaker. Continuous assessment will provide regular feedback on progress. • Demonstrate leadership and/or initiative and make an identifiable contribution to change and development and/or new thinking. This is outside the remit of the course. • Practise in ways which draw on critical reflection on own and others’ roles and responsibilities. The students will often be encouraged to provide feedback and corrections individually or in groups, as opposed to these being provided directly by the tutor. This encourages all participants to remain alert for mistakes and promotes the idea of self-awareness when producing language. One of the characters in the workbook will be a non-native speaker, and students will often be encouraged to evaluate mistakes he or she has made in his dealings with others in East Africa. • Manage complex ethical and professional issues and make informed judgements on issues not addressed by current professional and/or ethical codes or practices. This is outside the remit of the course.

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PG Board of Studies/ Jan 2013 /Paper 3/ Swahili Language Courses Appendix C Syllabus: Swahili 1A and Swahili 1B Swahili 1A WEEK GRAMMAR

VOCABULARY

THEMES

1

Personal pronouns Greetings & introductions Family members Possessives Introduction to the Swahili Verbs verb The imperative Question words: nani & gani

The importance of Swahili greetings Shikamoo and che che The use of karibu and pole

2

Swahili verb formation: present, past and future affirmatives Monosyllabic verbs To have & to be The locative affix -ni Question word: nini

Food Household items Verbs Basic time phrases

What did/will you buy? Ordering basic food and drinks

3

Negating Swahili verbs in the present, past and future Negating monosyllabics, to have & to be Question words: wapi & lini

More food and household items Days of the week Times of day (e.g. morning)

Where are you going and when? Likes and dislikes

4

Verb review Question word: vipi

Nationalities Numbers Modes of transport Verbs of living

Places and dates How do you get to university? East African transport Buying a sim card in East Africa

5

Introduction to Swahili noun classes Class 1 & 2 adjective agreements Class 1 & 2 object infixes The prepositional tense Question word: -ngapi

Nouns of living things Adjectives More family members Jobs

Your family Describe what you see

6

Class 1 & 2 demonstratives Class 1 & 2 possessives Class 1 & 2 locatives Question word -ipi?

Types of people Directions Words of distance and location

Phone conversations Using maps

7

Class 3 & 4 overview The perfect tense in affirmative and negative Question words: kwa nini & kwa sababu

Nouns of class 3 & 4 Dates

Tanzania's important dates Introducing Swahili students from around the world The Mount Kilimanjaro tree planting project

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PG Board of Studies/ Jan 2013 /Paper 3/ Swahili Language Courses 8

Class 5 & 6 overview The -ka- tense

Nouns of class 5 & 6 New Swahili words (e.g. runinga)

Bakita and the creating of new terminology Basic Swahili poetry Meet Haji Gora Haji

9

Class 7 & 8 overview The habitual tense

Nouns of class 7 & 8 Going to the barbers (kinyozi) People & professions in class Forms of media in East 7&8 Africa Meet Ally Salleh Vitendawili (Swahili riddles)

10

Review of noun classes 1 - 8

Review of previous vocabulary Body parts and illness Words of time

Going to the hospital/doctors Telling the time in Swahili

THEMES

Swahili 1B WEEK

GRAMMAR

VOCABULARY

1

Review of semester 1 final exam Exploring common mistakes

Review of all question words Setting of interview task Performing interviews in East Africa

2

Nouns of class 9/10 Class 9 & 10 overview The relatives: amba- and -o- Swahili instruments Comparison of adjectives Adjective agreement in class 9/10

East African festivals: Sauti za Busara, Jahazi & ZIFF Traditional and modern forms of East African music

3

Class 11/10 overview Nouns of class 11/10 uncountable nouns Terminology associated with Further practice on relatives tourism Negative relatives

The debate: tourism in Zanzibar Meet Simai of KV Tours and the KV Academy

4

Locative class overview The use of -po-

Locative nouns

Recycling in East Africa

5

The Subjunctive in the affirmative and negative

Food Swahili cookery Cooking: verbs of instruction Meet and cook with Ida Market vocabulary Haggling

6

The use of -enye

Introducing new words using Using a Swahili dictionary Swahili dictionary definitions Meet Rehema: Memories of and oral descriptions Dar es Salaam under Nyerere Nouns and verbs associated with storytelling and history

7

The Passive and reciprocal tenses

Passive and reciprocal verbs Nouns and verbs associated with literature and writing/ composition

The development of Swahili Literature Meet Farouk Topan

18

PG Board of Studies/ Jan 2013 /Paper 3/ Swahili Language Courses 8

The conditional tenses: -ki-, Nouns and verbs associated -nge- & -ngeliwith politics

Local politics If I was president/ prime minister Introduction to Mwalimu Julius Nyerere.

9

The causative tense

Mobile phone technology and the internet in East Africa M-Pesa Using Facebook in Swahili

10

Presentation of interview task set in week one

Causative verbs Nouns and verbs associated with modern technology

18