Lastly, we propose possible procedures for adopting the Kiswahili alphabet into the 2008 syllabus, as a way of facilitating the teaching and learning of standard Kiswahili mainly in Uganda's lower secondary schools.Kamusi Ya Kiswahili Na Kiingereza Free Download Thereafter, we examine the alphabet of standard Kiswahili. Then, we analyse the aims of teaching Kiswahili as established in the 2008 syllabus.
Using perspectives on document analysis to constitute its methodology, in this theoretical paper, we first provide a general overview of the grammatical syllabi as a framework for teaching and learning FLs, drawing specific examples from the 2008 syllabus. Pedagogically, this situation appears to contrast with, for example, the advanced scientific suggestions that the learning of the alphabet should be among the initial topics in grammatical syllabi and subsequently, in the FL classrooms' activities. It should be noted that, while the teaching of standard Kiswahili is among the aims postulated in the 2008 syllabus, information and topics regarding, for example, the alphabet of standard Kiswahili are missing in this syllabus. Nonetheless, in 2008, the government of Uganda launched the existing grammatical syllabus (hereafter, 2008 syllabus). In this phase, Kiswahili had been taught for many years without an authorised syllabus. Formally, the teaching of Kiswahili begins in the lower secondary phase.
Kiswahili is a foreign language (FL) in Uganda. Pragmatically, they involve final vowel lengthening as well as extended reduplications to signal the magnitude of the features they describe or modify. Syntactically, they function to modify adjectives, verbs and adverbs. Also, I showed that the ideophones in the language are both onomatopoeic and lexical (symbolic). I argued from findings that ideophones, as an independent open word category in Swahili, is not strictly distinct from other word categories phonologically but typically on morphological and syntactical parameters. The intention is to establish ideophone as an independent word category in the language.
This work discusses representations and usages of ideophones in Swahili with focus on the manifestations of spoken texts in written texts, ideophonic representation of reality and not just imitation of sounds, and orthographic representations of ideophones. Despite the fact that ideophones represent a group of words with distinct features which have specific sensory-oriented functions, previous classification of ideophones in Bantu languages had not treated this group of lexical entries equally thus creating a linguistic gap in the various grammars.
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