ktravula – a travelogue!

reflections on the world

Browsing the archives for the Academic category.

Research

I want to be able to talk about the field of Second Language Acquisition, my encounter with it last semester, and how much the questions it raises are more than the answers it provides. I am back into reading extensive materials in the field many of which didn’t make as much of a dent as they should have during that first encounter. I won’t now, not just because my knowledge is not yet as comprehensive as it should, and that a carry-over from a daunting first encounter is unhelpful in allowing me open up more to its possibilities, but also because I’m afraid of misrepresenting the extent and influence of what I already know. My MA thesis will have very much to do with SLA and I need all the concentration I can get.

But talking about what I’m doing always helps, as I have found out. Having less time to travel around the country discovering places now like I did before, all I have now is my research and the hard work of creating relevance in a field that gives me the freedom to think, and the tools to make a difference.  This time, I’m looking at tonal acquisition. The fact that not much has been done in the area so far is also as positive as it is challenging. So while the research process begins to take shape, let’s see what Krashen and Chomsky have to say again.

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Ramblings on Tone

What can be observable in the process of acquisition of tones by L1 speakers of English? Chinese (and a host of other languages in South East Asia) already gives us an enormous database of observable patterns. African languages (in this case Yoruba) occupy another level of the problematic realm for those merely accustomed to a language based on intonation, stress and inflections. Why is it funny when my friends call me in a way that rhymes my name with Cola or “caller” rather than with the uptalk mode of pronouncing the “sugar” in “sugar daddy” or the “brother” in “brotherly love”. Tone is music, rising and falling as needed. What makes it imperative that speakers of English relate to it only in one direction, viz (usually) as a high-low in a two syllable word? Why will “Bolaji” sound like “allergy” rather than the “beautiful” in “beautiful girl”?

What other nuggets are observable? How much proficiency can an L1 English speaker really acquire in a tonal language like Yoruba? With the many years of study by people like Karin Barber and (perhaps) Susanne Wenger, could they/did they pass the native-like proficiency test? What is the bar for native-like proficiency anyway?; and besides the general list of impediments across second language learning processes, what are the specifics in L2 tonal language learning that presents the greatest obstacles? And how does it happen? It is after all equally easy, equally difficult to learn any language either at L1 or L2 level given an equal and sustained level of interest and low affective filter. Jargons, jargons.

A linguist might know, or at least be neck deep in the long process of finding out.

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Nativizing English

When I took my TOEFL (Test of English as a Foreign Language) exam sometime in 2008, I knew it was a futile exercise and I approached the test venue with all the contempt I could muster (I got 110/120, by the way). The reason was because English to Nigeria was not a foreign language but a national one. Everyone who has gone to school, especially through a university like I had – has acquired a competence that is as native as anyone else in England, America, or Australia. And although there are isolated cases of poorly formed university graduates in Nigeria (as well as in some other post-colonial societies) whose grasp of the language would not improve even no matter the amount of input, it was safe to say that graduating from the university was enough proof that one was competent enough in the national language which had been one’s medium of instruction in school from around age two or much earlier (and six, for some).

My linguistics classes in the university opened my eyes to a few of the reasons for this standardized test. The linguist Braj Kachru’s famous work on English’s “concentric circles” divides the English speaking world into three places. The inner circle is where the language is spoken as the sole language (England, US, Australia, etc), the outer circle is where it is spoken as a colonial language (India, Nigeria, Philippines etc), and the expanding circle where it is spoken only to be able to interact with the rest of the world (Japan, China, Saudi Arabia etc). That definition successfully relegates the post-colonial British world into a second place where competence is measured not just by situation of birth as what can be proven through standardized test – a very problematic situation. According to Wikipedia entry on the matter, a person’s native language “is the language(s) a person has learned from birth or within the critical period, or that a person speaks the best and so is often the basis for sociolinguistic identity.”

In Nigeria, as in India, Philippines, Jamaica, Trinidad and many other former colonies of Britain (and the United States), contact and exposure to English for many occurs during the “critical period” and develops over time with more exposure to education and progress up the social ladder. Thus by the time one is old enough to graduate from the University (and for many far earlier than that), they are already sufficiently socialized not just in the language use but also in the cultural nuances that come with it to be able to pass for a truly native speaker. We have the media to thank for that as well. The presence of abundant corpus of brilliant literature from these places should be enough to put any doubt about this to rest. VS Naipaul, described as the master of “modern English prose” published his first novel The Mystic Masseur in 1957 when he was just 25. Wole Soyinka, Africa’s first Nobel Laureate in Literature already published his play The Lion and the Jewel in 1967 when he was 33. Chinua Achebe’s Things Fall Apart which is widely regarded as the archetypal African novel in English was published in 1957 when the author was just 28.

Now, our wikipedia definition continues: “In some countries, the terms native language or mother tongue refer to the language of one’s ethnic group rather than one’s first language.” This is precisely where my issue lies, especially if any of such countries include the United States of America where many “native speaker” citizen graduates of universities will perform very poorly on the TOEFL test. Most job openings for linguists today require that the applicants be “native speakers of English.” What one would wish is that this stipulation is not based on this second but the first definition of “native language.” It will be disastrous if this were not the case. The closest I got to finding out is a discussion I started a few weeks ago on Facebook about whether I – born and raised in Nigeria (with Nigerian English and sufficient access to both British and American linguistic and cultural conditioning) – would be considered a native speaker. All responders said that I would not. The reason was not that I don’t speak the language with native-like proficiency, it is that I acquired the language along with another one during my critical period. It is likely that if any of my Facebook friends were on the board of my job application, I may have to go apply elsewhere.

Luckily however, as I found out a few minutes ago, the list of countries exempt from taking the TOEFL now includes Nigeria. (When I took the exam, the only African countries exempted from taking it were Liberia and South Africa. Go figure.) I am therefore glad to hear this finally though it takes the sting out of the indignation that I had brought to writing this post. I had once suggested that American students begin to take the TOEFL before getting into universities as well in order to vet their English language proficiency. It’s not going to happen, of course, but the idea tickles me.

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Remaking My Voice

Featuring movie critic Roger Ebert. Be inspired.

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Wen E Go Come: Of Creoles

Linguist John McWhorter comes to the defence of the African American Vernacular English (also called ebonics) as a distinct dialect of English with its own complex grammar – rather than an abberation – in this rather enlightening podcast on NPR. Recent discussions in my sociolinguistics class have focussed on the big controversy about the language (as it should be properly called) and teaching and cultural attitudes in the United States. Is the slang (as some have pejoratively called it) coming over to challenge the dominance of real English? And what exactly does it mean to make provisions for acknowledging its status (AAVE) as a language in the classroom when there exists a whole lot of other learners (like genuinely disadvantaged white kids) who have to take instructions in standard English, without any special preferences. It is fascinating, the discussions.

The part that gets me thinking however is how this relates to the language situation in Nigeria at the moment, with pidgin (which should appropriately be called a creole actually, since pidgins are more defined by simple grammars and spoken only by first contact generations alone) still being relegated to a low status position in a society from where it has evolved into its own place over many years. With an equally complex and systematically observable grammar, form and lexicon, the language has become a lubricant in the multilingual dynamic of our nation with its over 500 languages. The situation is not any different from what is happening in the US, at the moment, in fact. The codification of language usually takes informal means, and after a few generations become standard in their own place with or without government sanctioning. It has happened with AAVE as it has with Nigerian Pidgin, Jamaican/Haitian patois, among others. All that remains is the right institutional sanctioning to make them more relevant in official discourse. PS: Nigerian Pidgin could also do with a new name of its own.

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Discoursing Translations

I spent a few hours last week in the house of an American colleague who teaches Chinese here. He had invited me and a few other friends for an evening of Chinese food and conversations in his St. Louis home. His partner is a Chinese woman who works as a writer as well as a translator from Chinese into English.

The conversation soon turned to the matter of writing, and the challenge of translating from one language to the other. What is lost in translation? What remains? How authentic is that product of translation in representing the original thought of the writer? Who makes the call of how translations should turn out? How much is taking too much liberties with original ideas? Where does translation end and improvisation/adaptation begin? They were interesting questions for me not only because I’d considered them many times myself before, but also because I discovered, a few years ago, that the translation of George Orwell’s classic book Animal Farm into German was not uniform because the translators belonged to different ideological camps during the cold war. I have spent countless moments pondering the literary tricks that would be needed to render something so clearly anti-socialism (or at least anti-leninism) as anti-capitalism. But then, that is the power of translation – which thrives on running an original idea through the conduit of the mind of a removed second reader-writer.

I’ve read a few Chinese literature in English. We discussed the ideas behind Soul Mountain, the famous novel by Gao Xingjian, translated by Mabel Lee into English. It is a travelogue of some sort incorporating elements of soul-searching autobiographical non-fiction, fiction, vignettes, ethnographic writings, musings, jottings, poetry, and story fragments. One of the challenge of translating from Chinese must also include rendering an idea of communality into an English-speaking culture of individualism. But therein lies the pleasures of translation – a special brand of serving that is not totally belonging to one culture, and not totally transformed into the other. In language learning, that would be a sort of “interlanguage” – a language that is neither the first nor the second language. What we read when we read something translated into English from Greek or Latin, or Arabic, is neither those languages, nor is it English. The ideas are most times successfully conveyed in the target language, but not enough to prevent literary/language purists from a snobbery that insists on the original as the most authentic standard bearer. And they are sometimes right. Yet, the “interlanguage” of translation carries in itself an original and yes authentic voice.

Garcia Marquez is famous in English speaking Africa even though we don’t speak Spanish. Vargas Llosa will be too soon enough, for good reason. How much did we lose if we did at all reading in English? Does it ever matter? Does my friend from Morocco have a better and richer literary experience than me because he speaks Tamazight (his local language), Arabic (his national language), and French (his country’s official language) and English and is thus able to read many more literature in original languages? If I read Naipaul in English and he reads it in French, what have I gained that he hasn’t? Does an Indian reading Naipaul or Rushdie (in English) gain something more? After all, they are co-sharers in the cultural conditioning that produced the texts? If I read Onitsha by JMG Le Clezio in French, do I gain any more or less than those who do it in English? After all, the writer is French. But then, after all, I am Nigerian, and the story in the book are based on the writer’s adventures in the Nigeria of the 60s. For those who have read George Orwell’s 1984 in German, or in Japanese, how does the writer translate words like “newspeak” and “thoughtcrime”. Does it make the same compact sense as it does it in English?

I first read Plato On the Trial and Death of Socrates in the early 2000s and what struck me the most was how beautifully it was written. It was a translation. Plato did not write in English. A few of the other plays we read as undergrads The Frogs by Aristophanes, Oedipus Rex by Sophocles, and Wole Soyinka’s notable translation of D.O. Fagunwa’s classic novel into The Forest of a Thousand Daemons all struck me as bearing very distinct literary styles that stand in their own stead as authentic study of thoughts in translation. The last time I read Plato On the Trial and Death of Socrates was late last year in Edwardsville, and I was greatly surprised at how insipid it read compared to the one I read back in Ibadan. The conversation on the dinner table went back and forth within these many areas of literary translation and I learnt as much as I grubbed. By the time the evening was over, all I wanted was a financial grant to go live in a small house by river and complete all the pending translations I have been working on for many years.

The last time we conversed, I sent them a long Yoruba to English translation of some of my father’s poetry. Half insecure in my experimentations (I’d completed the translation in 2005 and haven’t worked on it since then), and half wondering if any of the beauty of oral literature is lost when they become text, I was pleasantly surprised to read as a response to it, an email from my colleague: “That is a lovely, rich and absorbing poem,” it read “I have read it twice and found myself drawn in so many directions, wishing I could climb its hills, listen to its music more closely and roll around in its musky earth – love is a vast world, mysterious and ordinary and always full of pungent flavors and astonishing depths and heights.  I would like to read more.” See? Maybe all that is lost to translation should be the expectations we bring to it from our knowledge of the depths of the original. A few hours later, he sent me a work-in-progress Chinese to English novel translation excerpt that he and his partner (the writer) had been working on. I found it a delightfully splendid read. And I don’t speak Chinese.

Good literature will always speak out, in whatever tongues it finds.

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American Mean Time

Universal time used to be determined at a village of Greenwich in the United Kingdom, and everything was measured against it. I never could figure it out and I grew up wondering why Nigeria was always one hour ahead of the BBC clock. Later in the Geography class, I figured out why. It had to do with the equator or something like that. Then one day I came to America and found out that there is something called Universal Time (UTC). Again, like the old British hubris, Americans expected everything in the world to be measured in relation to that so called universality. A few weeks ago, I had scheduled a phone interview with Rosetta Stone and it was due to come at 2pm (UTC). All I saw was the 2pm, and I planned my day accordingly. I was sitting by my desk at 1pm when the phone rang. It was the representative of the company, and they were calling for the said interview. Good thing I was not still in the shower at the time. What I didn’t bother to wonder at the time was why I seem always to be one hour away from the standard or universal time.

There are other things that have changed. Yesterday I scrolled through a list of the world ranking of universities. In the 60s and 70s when the now ruling leaders and of the Nigerian society were going to school, schools in the United Kingdom and the Soviet Union among others in Europe were the leading citadels of knowledge in the world. A few people came to the United States to study. Now, according to the list, the first dozen or so universities in the world are universities located in the United States. I scrolled down for a bit before locating my own institution somewhere down on the list, and it was enough to inspire a little urge for schadenfreude at the other ones a little farther down the list. But then, it could be worse, we could be one of the British universities who used to occupy the pride of place in the top list of world class universities. Now, they are somewhere scattered on the list, sometimes even farther lower than Taiwanese, Japanese, Swiss and Swedish institutions. I will not try to hazard a guess as to why.

Chuks is a MacArthur foundation scholar from Nigeria now here in the US. He has his own ideas of why it is a better alternative to go to school in the US in today’s world, beyond the common knowledge that its universities are ranked far higher now more than before. The system of learning and studying are such that the student is built to become independent in thought and research. What is wrong with European schools? “I know of the British schools,” he’d say, “and the system is built in such a way that you get to regard the professor as some repository of knowledge – a person high up there who knows everything and who should not be challenged – rather than a colleague like you who only happens to have read more, and spent more time on the field studying the same things that are available to you if you work just a little bit harder.” Chuks has never studied in the United Kingdom.  The system in Nigeria is a mixture of both, with a slant towards the British, naturally, and unfortunately. I have been fortunate to have experienced the impatience with professors in Nigerian class who believe that just by the virtue of their age, experience or qualification, that they were beyond questioning or challenge. I have also been lucky to have met the right ones who would fix appointments with you in a bar so that you could both examine academic ideas over glasses of beer. I have met egoistic teachers who disallowed you from entering their class only because you didn’t scurry into the class when you saw them coming. I have also met those who set their evening classes under a tree just for a change of perspective. The progress in my academic development is mostly due to the inspiration and positive reinforcement of those good ones, and my rebellion against the hubris and negative reinforcement of the bad ones. At least, I survived.

Or so I think. The biggest misconception about the teaching and learning system of the American classroom today – at least from developing countries that I have some experience of – is that the presence of books and the internet makes it easy to get through. Well, it is true only to the extent of the student’s adequate balance of time and responsibilities. This takes me back to my title. American mean time refers not just to the new role of America’s very engaging, individualistic, and absolutely absorbing educational system in the world of academics. I am using it to refer to its absolute mercilessness when a student dares to take up more courses per semester than necessary. (Yes, this post is about me again). I have personally come to see the benefit of a more relaxed, yet ultimately absorbing schedule that allows the student to get all that is needed in, within a realistic time table that puts the least manner of stress on their mind. I do believe that I have become a better student of language due to the work of the past one year. And thanks to that is due to all my teachers, both the brilliant, open-minded ones, and the empty and needlessly hard-assed ones. At least I learnt something. Perseverance will get you through everything. Or almost everything. Brilliance (or modesty) plus an innate curiosity will compensate for the rest.

But maybe a few decades from now, we’d be talking about Chinese/Japanese Mean Time. Who knows?

 

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Five People in China

Five students of three countries from various disciplines sat down in a Chinese restaurant downtown Edwardsville today for dinner. It was the first time the five of them would be sitting together in one place, and it soon dawned on them that they were all beneficiaries of the Fulbright program. “Wow,” one of them said. “This is really interesting – three generations of scholars in one place at the same time.”

“By this time next year, if the current two return here, we’d be almost ten,” another person said, “and it would be interesting to gather around again for a discussion like this.”

“We could actually do something right now, you know.” The Egyptian said.

“Yes,” said the Moroccan. “I’ve been thinking of a public project involving us all and this environment, either on campus, or the public school system in the state. Some volunteer project in town, you know.”

“Why didn’t we think of this earlier? This actually sounds great. What do you have in mind?” I said.

“We can go to elementary schools to talk to them about where we’re from and what we do?”

“Or tell them stories, teach them songs, or share some cultural ideas. Or show a movie on campus?”

“It will enlighten them, I believe. I’m sure students will benefit from this. A cultural exchange. Something.”

“Totally.”

By the time the evening ended, they had discovered a new level of usefulness for the bond that they all shared. They had also figured out a more detailed plan of action and the path to putting the many ideas into practice. After all, it was right before their very eyes, and within their collective reach. They just hadn’t noticed it before because of individual commitments. Now everything had become clear. The day had served its usefulness. They cheered and partook of it with all relish.

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