ABSTRACTS OF RECENT RESEARCH AND PUBLICATIONS

 

Bodomo, A. B. forthcoming. The Conversational Learning Community: A Conceptual Framework for Web-based Design and Delivery of Language and Linguistics Courses. Common Ground Publishing, Altona-Victoria, Australia.


Abstract

In this book, a model for learning languages and linguistics known as Conversational Learning Community (CLC) is presented. CLC is an interactive approach to learning that takes advantage of digital resources in the information age. Many current digital Information Communications Technologies (ICTs), including the web, have become integral tools in the pedagogical process. Four main features of modern digital ICTs make them stand out as very useful educational tools. These are integration of multimedia, flexibility of use, connectivity, and interactivity (Blurton 1999). This book attempts to demonstrate that the potential of ICTs, with particular reference to the web, can only be fully utilised if the course design is based on interactive methods of course design and delivery.

Drawing from many years of web-based design of language and linguistics courses, it is argued that enhanced interactivity is the single most important reason why teachers at all levels of education should practise web-based teaching alongside traditional face-to-face classroom teaching. Interactivity has been the subject of much discussion in constructivist approaches to teaching and learning which rely on more active participation in the learning situation on the part of the learner (Daniel and Marquis 1983, Moore 1992, Wagner 1994, Markwood and Johnstone 1994, Barnard 1995, Parker 1999, and Brogan 1999).

A novel notion of conversational learning community as a kind of constructivist learning environment is introduced. It is shown that instructional interactivity, defined as active communication in a conversational learning community between instructor(s), learners, course materials, and links to remote experts and resources, is a central aspect of the learning situation. This conceptualisation has important consequences for course design and delivery. The analysis in the book interprets web-based course design, using WebCT, as a practical implementation of this notion of conversational learning community. Main features of the WebCT that highlight this central notion of interactivity are outlined. It is shown that web-based teaching actually enhances interactivity both within and beyond the classroom setting. The analysis and experiences reported in the book thus have relevance for both traditional face-to-face classroom teaching and distance education.

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Bodomo, A. B. 2004. The syntax of nominalized complex verbal predicates in Dagaare. Studia Linguistica. 58 (1): 1-22.

 

Bodomo, A. B. and Y. M. Lee. 2003. On the function COMP in Cantonese. In: Lexical- Functional Grammar Analysis of Chinese, edited by A. B. Bodomo and K. K. Luke,  Journal of Chinese Linguistics Monograph 19.

This paper discusses the function COMP in the taxonomy of grammatical functions in LFG. It first points out some possible problems for previous proposals for the elimination of COMP and then argues for its existence in the structure of Cantonese. Initial results show that Cantonese is indeed an OBJ/COMP mixed language on the score that there is an alternation of NP OBJs and COMPs in the complementation properties of some predicates. The fact that Cantonese does not meet many of the other criteria for mixed languages, such as coordination, passivization, unbounded dependency, and complementation of nouns, adjectives and prepositions, however, suggests that the concept of mixed languages should be extended to include degress or extents to which a language can be regarded as a mixed language. In this wise, languages that behave like Cantonese should be treated as marginal mixed languages while languages like English that fulfill many of the tests outlined should be treated as elaborate mixed languages. This analysis supports a finer-grained categorization of grammatical functions in theories of grammar.

 


 

Luke, K. K., A. B. Bodomo, and O. T. Nancarrow. 2003. On the subject condition in Cantonese. In: Lexical- Functional Analysis of Chinese, edited by A. B. Bodomo and K. K. Luke, Journal of Chinese Linguistics Monograph 19.

This paper examines the subject condition in LFG using data from Cantonese. The subject condition states taht every predicator must have a subject (Bresnan 2001). Cantonese, like other Chinese dialects, has grammatical properties which lead to difficulties for morphological as well as structural functional specification. It is a pro-drop language, but unlike other pro-drop languages such as Italian and Spanish, it exhibits little verbal morphology. At the same time it is a topic prominent language which lacks clear-cut word order criteria that can be called upon in the identification of subjects. We first document four kinds of sentences in which the subject is not explicitely present. We then illustrate how implicit subjects can be identified through a detailed analysis of a connected text. On the basis of this, it is proposed that in order to handle functional specifications satisfactorily in Cantonese, the lexicxal mapping theory be augmented by pragmatic-discourse criteria including information from the immediate speech situation and discousre topics. In this way, the universality of the subject condition can be maintained.

 

Bodomo, A. B. and Carmen K. M. Lee. 2002. Changing forms of language and literacy: technobabble and mobile phone communication. Literacy and Numeracy Studies. 12(1): 23-44.

This paper outlines some new forms of language and literacy that emerge as a consequence of the information age in which a diverse set of media, tools, and technology are available for language and literacy practices. Based on observation and analysis of issues of language, literacy, and new information communications technology (ICT), we adopt a model we call Technology-conditioned approach to Language Change and Use (TeLCU). The central idea of TeLCU is that there is a causal relationship between the introduction of new tools and media of communication and the emergence of new forms of language and literacy. The discussion centers around new terminologies that arise in the information age, and their associated jargon and technobabble (Barry 1991). We then discuss different uses to which language is put as a result of the availability of different types of electronic media. The idea of 'mobile phone Cantonese' is introduced and highlighted. The paper also outlines a typology of new literacies, with particular reference to the concept of 'digital literacy' (Gilster 1997, Tyner 1998). We show how these new forms and uses of language and literacy demand new definitions and new theoretical perspectives in the field of language and literacy research (Street 1984, Barton 1994, Gee 1996 [1990], Barton, Hamilton, and Ivanic< 2000). The paper concludes with a discussion of the consequences of this approach to the emergence of new forms of language and literacy in the information age.

 

 

Bodomo, A. B. 2002a. The syntax of serial verbs in Dagaare. In: New Directions in Ghanaian Linguistics, edited by F. K. Ameka and E. K. Osam. Accra, Ghana: Black Mask Ltd.

 

 

Bodomo, A. B. 2001. A comparative study of English small clauses and Dagaare serial verbs. In Languages and Linguistics. vol.6.

Abstract

In this paper, the results of a comparative study involving English small clause constructions and Dagaare serial verb constructions are presented. It is shown that while the two may exhibit different structures, there are some formal and functional overlaps between them. The object of the first predicate in either case is syntactically and semantically more prominent than the subject of the first predicate. Both constructions serve to express the causative and resultative parts of a complex event structure. Small clause constructions may be found in serializing languages but serial verb constructions are still more productive in such languages and often overlap with small clause constructions to express similar complex events.

 

 


Bodomo, A. B. forthcoming. A Dagaare - Cantonese - English lexicon ms. University of Hong Kong

Introduction

This volume is a lexicon of the Dagaare language with Cantonese and English glosses. Students of Linguistics, as part of their undergraduate and postgraduate training in field research methods, are often required to study the structure of a language that is quite unrelated to their own. This volume is, first and foremost, intended as a reference source for Chinese- and English- speaking students doing a course or an independent study on field methods, using Dagaare and similar languages. It can also serve as a useful resource for linguists undertaking theoretical and typological studies requiring a comparison of various lexical and grammatical phenomena between these three different languages of Africa, Asia, and Europe.

 

Bodomo, A. B. 1998. Serial verbs as complex predicates in Dagaare and Akan. In: Trends in African Linguistics, vol. 2, Language History and Linguistics Description in Africa,  edited by I. Maddieson and T. Hinnebusch. pps. 195-204. Africa World Press.


 

 

 


Bodomo, A. B. 1997. Linguistics, education, and politics: An interplay on Ghanaian languages. In Herbert, R. ed. African Linguistics at the Crossroads: Papers from Kwaluseni. pp. 469 - 484 Rudiger Koppe Verlag, Koln.

Abstract

In this paper, some linguistic, educational and political issues in the Ghanaian society are drawn together to build a case for emphasising the study of Ghana's indigenous languages in the educational system of the country. The problems and prospects of the case are examined. It is demonstrated that the superordinate problem hindering an emphasis on the study of these languages in schools is the lack of adequate policies and the poor implementation of the sketchy ones available. Advantages for the study of Ghanaian languages include the fact that the educational system will produce Ghanaians who are well appreciative of their cultural set-up.

 

Bodomo, A. B. 1996. On language and development in sub-Saharan Africa: The case of Ghana. Nordic Journal of African Studies 5(2):31-53.

Abstract

In their search for solutions to the development problems of Africa, students of African development have often ignored linguistic and other socio-cultural resources (Prah 1993). When linguistic issues are addressed at all, the fact that there is a multiplicity of languages in African countries is often seen as a hindrance to the development of the continent. This paper focuses on the relationship between language and development and offers a specific proposal for addressing issues of language policy and planning in Africa. Taking the language situation in Ghana as a case study, a model of development communication and education termed localized trilingualism is proposed; a model, it is believed, will enable Africa to harness its multilingual resources for accelerated and sustainable socio-cultural, economic, and technological development in the 21st century.

 

Bodomo, A. B. and Samuel Agyei-Mensah. 1997. Integrating literacy and health education for a sustainable development in Africa. Scandinavian Journal of Development Alternatives and Area Studies. vol. 16, pp 5 - 20.

Abstract

A model for the integration of literacy and health education in development projects is proposed. Based on a hypothetical situation in an African country, Ghana, we show how various agencies can achieve sustainable development through the idea of an integrated development. We claim that the co-existence of literacy and health education in many projects is both possible and necessary if some of the recurrent implementational problems inherent in either case can be successfully addressed.

 

 

 

Anttila, Arto and Adams Bodomo. 2000. Tonal polarity in Dagaare. In Carstens, Vicki & Frederick Parkinson (eds.). Trends in African Linguistics 4: Advances in African Linguistics. Trenton, NJ: Africa World Press. pps 119-134.

Abstract

Dagaare is a two-tone language spoken in northwestern Ghana and adjoining areas of Burkina Faso. In this paper, we discuss tonal polarity in the nominal system of the Central Dialect spoken in and around Jirapa, northwestern Ghana (Kennedy 1966, Bodomo 1997). The main results of our preliminary investigation are summarized as follows:

(a) Dagaare distinguishes between lexical tones and derived tones.

(b) Dagaare has penultimate stress.

(c) Tonal polarity is a stress phenomenon.

After presenting the core facts, we discuss two previous analyses of tonal polarity. We then propose our solution based on stress, and give an analysis in terms of Optimality Theory.
 

Bodomo, A. B. 1994. Language, culture, and history in northern Ghana: an introduction to the Mabia linguistic group. Nordic Journal of African Studies, 3 (2):31-53.

This paper offers an introduction to the geographical, historical and cultural environments in which a group of African languages find themselves. We first provide a geographical description of the area where these languages are spoken and show how the languages are distributed in it. Next, we give a linguistic classifcation and description of the langauges of the region, both in terms of their genetic and typological features. The area under consideration is Northern Ghana and its adjoining regions of Burkina Faso, Togo and the Ivory Coast. There exist four main groups of languages in this area: the Mabia, the Grusi, the Gurma and the Guang languages. While making quite regular reference to the other groups, the concentration here will be on the Mabia languages; it is this group which is the most widespread in the region and as much as 80% of the population of Northern Ghana speak the Mabia languages. Following this classification and description, some historical and cultural affinities that exist between these people are discussed, making occasional comparisons with other groups of people at the national level. Finally, we give some sociolinguistic information pertaining to the area and especially to the major individual languages.