Back from the Bush

The main village road

Not too long ago, it was required for all expatriate missionaries in our branch to attend what they called “Africa Orientation Course,” which included a 3-week village stay with a family.  With more and more people coming and staying in the city, it didn’t make as much sense.  So, my first visit to the village was to work, and I’m so thankful that it went really well.

I won’t lie.  I was extremely nervous before I left, mostly because I just didn’t know what to expect.  I had been told to bring all our water and that the conditions were “rough” and this from a woman who lives with a Cameroonian family currently and is quite at home in African villages.  Also, I’m terrified (completely and irrationally so, and only a little ashamed to admit it) of cockroaches, which live quite comfortably and abundantly here in the tropics.

Our host family in front of the kitchen

What I found was a welcoming and joyful family and community excited to host us and eager to learn.  They had no running water or electricity or good internet connection, but they had a very clean and warm home where they served us delicious food twice a day (with at least two meat options and a hearty starch as well).  They showed us various parts of their culture and daily life and were excited to teach us a bit about themselves.

Working on adding the plural to noun cards that were collected at the first workshop

I was in this small village a few hours east of Yaoundé with two other linguists to do the second in a series of workshops to help a language community learn about their language and prepare the ground work for literacy and translation work in the future.  We spent most of our time collecting data about nouns and tones, while the participants in the workshop are beginning to grasp that their patois is a real language with a grammar that is very different from the French that they learned in school.  This language has 8 noun classes and some of the markers differ only by tone.  The plural is formed differently for each type of noun and understanding the grammar of their language (which all speakers know intuitively) helps them to appreciate it and also be able to do translation work later.  They are also learning to read and write their heart language as we work on their language together, which they are really excited about.

One evening after dinner, I heard someone teaching two of the women who had been cooking what they learned that day!

I’m so thankful for the way God answered all the prayers prayed on my behalf and that of the workshop.  It was a huge success.

Next time, I’ll be sure to have pants and long-sleeves to avoid the bug bites. 🙂


Learning about Tense Aspect and Mood (TAM) can be one of the hardest parts of grammar especially in class with a wide variety of African languages.   TAM markers could be different conjugations shown by tone or a different ending, an auxiliary verb, or something else happening with the verb.  These markers can be tricky to identify/distinguish as they vary so greatly between languages and while speakers of a given language know intuitively how to use the different marks of time and duration and reality, they don’t always know how to explain what or why they use different forms in different contexts.

We had a lively TAM discussion in i-Delta complete with several examples from various languages.  Some of these languages have no tenses at all.  Others have at least six different tenses with three different pasts, present and two future tenses.  The examples given in class can really help the students understand how their own languages use TAM. And, also a lighthearted, teasing atmosphere keeps the students engaged throughout the class each day.

Marthe, a woman from Togo, often asks insightful questions and gives good examples from her language, Ewe.  Her use of the name Kofi in her examples has become a running joke in the course.
Here is one example of that.
Kofi ele nu ɗom.
Kofi e-le nu ɗo-m
Kofi 3SG-PROG chose manger-PROG
Kofi est en traine de manger.
Kofi is eating.

Every day we talk about Kofi dancing or Kofi having danced or Kofi going to spit. Kofi gives and follows orders. Kofi has bouts of coughing or Kofi might lick something and be sick. Kofi has brothers and Kofi’s uncle is the chief. Kofi does a lot of things in many languages in our class. There was even a special place for Kofi in some of the final projects.  This is an example from the first section of Marthe’s final project:

Kofi Ƒle azi na kɔdzo.
Koffi acheter-PASS arachide PREP Kodjo
Koffi a acheté l’arachide à Kodjo.
Kofi bought a spider from Kodjo.

Hello, Lizard

Last week, I had to investigate a network problem on the campus.  The school where the boys attend wasn’t able to connect to the rest of the campus network.  There are little boxes with networking equipment attached to various buildings and inside random offices, so my first order of business was to check that all the cables were still attached and the network equipment was operating correctly.

So I make my way over to school — it’s a short 5 minute walk.  I find the network cupboard and I open it.  The inside looks like this:

Immediately a small lizard starts running around inside scared that his hiding place has been discovered and there is a human at his obvious exit point.  Eventually, I am able to shoo it away and I can begin to continue my investigation.

Watch out for lizards, folks.