DOCUMENT RESUME ED 226 616 FL 013 559 AUTHOR Gaye, Pape Amadou TITLE Practical Course in Wolof: An Audio-Aural Approach. INSTITUTION Peace Corps, Washington, D.C. PUB DATE Dec 80 e NOTE 357p. PUB TYPE Guides - Classroom Use - Materials (For Learner) (051) -- reference Materials - Vocabularies/Classifications/Dictionaries (134) EDRS PRICE €MFO1/PC15 Plus Postage. DESCRIPTORS African Languages; *Audiolingual Methods; Autoinstructional Aids; Cultural Education; Dialogs (Language); Grammar; Listening Comprehension; *Second Language Instruction; Vocabulary; *Wolof IDENTIFIERS Audioinstructional Programs; *Senegal ABSTRACT : This text is aimed at those interested in learning the Wolof language, the most widely used language in Senegal, spoken by more than 80% of the Senegalese and Gambian people. This manual can be best used under the following conditions: (1) the instructor is Wolof born or speaks the language fluently, (2) the course is taught in intensive or semi-intensive sessions (a minimum of 3 hours per day), (3) the audio-aural method of teaching is used (with exclusive use of Wolof in the classroom), and (4) the class is small with a maximum of seven students. This manual can also be used by those who would like to learn Wolof individually or with the help of an informant or tutor. The chapters are organized in "themes" which allows students who already have some knowledge of the language to skip chapters and go directly to the lessons they are interested in. A typical chapter includes an introduction of new material, Presentation of dialogue, grammar, cultural information, written exercises, and vocabulary words. A Wolof-English glossary of 2,500 words is appended. (NCR) JOBE UHHH SEE IIIA IIIS IE EIEIO TTI TITRA EIR IE * Reproductions supplied by EDRS are the best that can be made 7 * from the original document. — SUSE GHEE GHEE IIIT IEEE I OECTA TORII TTI IA IARI 9 ERICED226616 4d anviiwyd synod NI 3SYNOD IWOILIVYs FLO(3 534 An Audio-Autal Approach “PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) wut} ” Pape Amadou Gaye |PRACTICAL COURSE IN WOLOF An audio-aural approach STUDENT'S MANUAL Pape Amadou Gaye ‘This book was written under Contract # 36404 with the United States Peace Corps, Regional Training Resource Office, Lom’, Togo. Any reproduction, or copy of any part or all of it should be done with the authorization of that office. -WOLOF STUDENT'S TEXT ‘TABLE OF CONTENTS ed aLL BE Grammar Subject Pronouns & Presentative: Written Exercises: Vocabulary for Chapter I-- HAPTER IT ‘SECTION T: List of Senegalese Family Nanes ~ List of Senegalese Male First Nanes List of Senegalese Female First Names — 2b dem ndakaaru'’- Completion Marker ety Negation "~ ‘The Complement and Object Predicator "1 »CHAPTER IIT SECTION T: &i Vegetables 43 Eating Terms rs Cooking Terms ~. 4 Special Vocabulary for Rural Focus 45 Cultural ‘Notes Etiquette on Eating- 46 Inviting and Being Invited: 46 Around the Bowl-~ 46 Dialogue "‘ci benn are kaar rapid’ ‘ci boor-u tali bi"-- Grammar ‘Active vs Stative Verbs Additional Present ‘Tense with ‘angi’ With marker "-né" Negative Constructions ~ Inperative Btphasis on Object and the Particle "le Indefinite Articles- Definite Articles: Questions- Proverbs and Sayings Written Exercises - Vocabulary for Chapter III-- Direct Questions- Indirect Questions: Terms of Directions-. Money. Counting Money Gultural Notes Asking for and Givi Dialogue ‘ed pits’ Directions and Orders- Object: Pronouns: Imperative with Object: Pronouns: Other use of the particle "-al’" ‘The predicator "-dafa" with Stative Verbs-- Relative pronouns:Td: Tt: UI: waist Vocabulary for Chapter IV- Action Verbs -~ ‘Asking and Telling the Time of Day - Seasons of the Year - Time in Wolof -- Cultural Notes Social Relationships and Terms of Kinship - Dialogue "seeti xarit ci corps de la paix’ “seeti sous prefet_ bi" - _ "seeti medecin seef bi" Granmar ‘The Predicator "'-dafa" with Active Verbs- Explicative/Special Stress on Verb--- Repetition (habitual present) -- Relative Clause Formation - Introduction Possessive Pronouns: ‘he Temporal Relative "bu(su)" Wolof names of towns and other foreign places: Other ways of indicating profession- Some work related terms Cultural Notes Profegsions~ 107 ‘Tom Waccbees -. 108 Counba Barepexe- 109 Questions on Special Text - Ton 110 Questions on Special Text - Counba - <-L Dialogue ‘agat-nlna corps de la paix" 12 "ei. ginnaaw prefecture’ 113 Relative clause formation (continued) iiiHAPTER VIT ‘SECTION T: Health-~ Expressing a state of health Vocabulary on health and disease- Vocabulary for nutrition. Review Questions ~ Gultural Notes Subject Emphasis: Questions- Proverbs and Sayings- Written Exercises: Vocabulary for Chapter VIL W: Ve VI: GHAPTER VITE ‘SECTION T: — mW: ‘The Past Marker "'-woon" ~ Different constructions with the marker "-woon"' IL Expressing the future ivQuestions Proverbs and Sayings- Written Exercises: Vocabulary for Chapter IX- Expressing ‘don't! "bul’ ‘Special Lesson on Health- Special Lesson on Agriculture- Cultural Notes Religious Holidays-— 173 Dialogue "jendi suukér ag warge 175 Gcammar Negative Imperative -- Imperative with Pronouns: 176 Negative Future--~ 176 Minimal Verbal Construction & Verbs of Commmication------177 Questions- Proverbs and Sayings Written Exercises-- Gultural Not Life Cycle Tl: Dialogue "Attaaya di waxtaan’ "daan def bi mi nekkee anerik’ I: Gramar ‘The Temporal "bi" or "ba" ~ Past ‘Time with "-doon' Past Habitual "-daan' Tegtive "doon” - Expressing no longer and no mre Bopressing not Contraction of the Predicator "dafa~ <3 Written Exercises ~ : Vocabulary for Chapter XI-CHAPTER XIT SECTION; Expressing let me (allow me)- ‘Supplementary Vocabulary. At the tailor's-VOFELLES/VOVELS VOYELLES COURTES/SHORT VOWELS Voyelle _Exenple Comme ent Francais As in Englishk Description Phonetique ame THT absorb Cette voyelle est plus femmée que le a francais a mais plus ouvert que & sauf en position finale oB elle se prononce de 1a mime facon. This.vowel is higher than the French a but lover thanfetcept in the final position where the two are in free variation (i.e., one can be used for the other. parler une Ouverte 3 Nui Langue. + avoir argue a Tae ,o"apeak a a Low Language danser s Ce son est le méme que celui qu'en trouve dans a feccto dance Pere bel @ ous en Francais. Il n'est jamais prononce” central come dans petit As in the French @ or 8, but never realized like the central vowel in petit - qe Sour ' As in the Voyelle ferméé : DES" Gay gveri French "gueri" (to be cured) | _Hieh vow! s maison As. in the Voyelle centrale house boauf French "boeuf" | Goneral vowel i liye wir Froid ici, illusion Méme valeur que le i Francais. The sane value as‘ the English i. Yinen there is no obvious correspondence with English, the French example (if available) will be given. ERIC. 49 - 7 as \GI Voyelle _Exenple- Comme en Francais’ As in English* Description Phonetique ° fon jouer — nomnt Comme le 0 ouvert Francais. eee i it As the low vowel of the sane value in English 6 | td Samer tbe 0 Coume le 6 fermé dans peau, eau. As the 0 sound in to go. a | Brriose ou cook Néve valeur qu'en Francais | Same as the English vowel u as in bock, pull, wood. | .. toucher Noter que contrairement 4 la voyelle courte 1a aa) taal™ to touch cae fer voyelle longue aa n'a qu'ine seule qualité: ‘The long vowel aa has only one quality as opposed to the short one. ‘tre bon i ce | nee Eo"be prod] faite vere ‘wer pencher ferié Voir description de 1a voyelle courte correspondente Sien See description of short counterpart vowel. di | Litre bebe tire deal Voir description de la voyelle courte. baby See description of short counterpart vowel. co | tool champs nord nor Voir description de 1a voyelle courte. - fields See description of short counterpart vowel. 7 65.| diem Exapper chose—____| phone. Voir description.de-la voyelle courte. —__- See description of short counterpart vowel. wi | suf 82] lourd gook-off, Voir description de 1a voyelle courte. See Hescription of short counterpart vowel.CONSONNES / CONSONANTS Considine _Exenple Comme en Francais As in English Description Phonetique b | bem uve baton: boy Yéne valeur qu'en Francais Same value as in English c coer Legerement plus fort que le son Francais dans cere filer |. Eiens change tiens, cous-cous | darae He adult door vine valeur qu'en Francais nothing ~ Sane valve as in English f | for fo pick wp | faire family Mine valeur qu'en Francais Same value as in English Méme valeur qu'en Francais & Boor gargon agony Same value as in English ¥éne valeur qu'en Francais jaay vendre : et J | 5287 t0 sett Sigeitre iy Sane value as in English k | kar ecole Like Mme valeur qu'en Francais : Sane value as in English _ 1 ae ——} sat ——— ‘Méme valeur qu'en Francais. ————______. Sane value as in English m maison game Méne valeur qu'en Francais _ ‘Same value as “in English ce consonne ne se redouble pas. AR i v iB) 9 xiii ERIC asConsonné Exemple Come en Francais As in English Description Phonetigue a amas ore ? animal, name Méme valeur qu'en Francais Same value as in English x | Raye coudre : a naw to sew agneau as in ae yaar Tachoize | ie son final dans parking. Contrairement au Francais et % l'Anglais, cette 5 jaw le mot anglais - consome se trouve aussi bien en position initiale, parking nediane et finale. Unlike in English and French this sound is also found in the initial, middle and final position. P Seppe attraper sre deco Méme valeur qu'en Francais "PE" to catch = 2 Same value as in English @ | x.) sueur Ce son n'existe pas en Francais. aT sweat ‘ i ‘ A This sound doesn't exist in English diner cri r | reer d radio the 'r! is Like Loci the Spanish 'r' ot | peege Rouveas © Pa a Mame valeur qu'en Francais aa ~ 7 Sane value as in English t | toot shames ‘table table Yéme valeur qu'en Francais Same value as in English ‘Ces consones ne se redoublent pas.Come en Francais As in English Consdone _Exenple Description Phonetique wo] waawe Ses _ out wer ¥éne valeur qu'en Francais Same value as in English a |e ne Ce son est proche au "r’ Francais came dans to know archer mais il est plus fortenent. prononed. ‘This sound doesn't exist in English. y | you ae tot, hier yes Méne valeur qu'en Francais Sane value ‘as in English Toutes les consornes sauf.q, 8 et um sens completement different. et les ALL the consonants except q x.se redoublent aussi bien en position mediane que finale et dans ce cas indique YE faut donc bien faire attention 4 la distinction entre ces consonnes dites fortes autres. , 8 and x-can be realized long and in the middle and final positions. In these cases, they indicate words with different’meanings. Watch for this distinction between strong consonants and the others.liifantu wolof (Ale ‘ 3 lalate + G e f olin Pte A. uw <<} x |S} C}~| #8} 3 )-A) 0] ov t Oar} (OD Ro 90 i y 3\—\x |e] --/al> | a) @ |.) 0 | 0] oo aelai4 | FPP ss xam sa arafi !akk, xommee sa arofi lakk, xamle sa arafi bk! SECRETARIAT D'ETAT ALA PROMOTION HUMAINE © DIRECTION DE L’ALPHABETISATION ERIC ayPREFACE ‘This course is a revision and expansion of the text "yéén-hépp created by Gary Engelberg and published under the Training Center which was located in the Virgin Islands by Gary Engelberg and Pape A. Gaye. It is aimed at those interested in learning the Wolof language, the most widely used language in Senegal, spoken by more than 80% of the Senegalese and Ganbian people. Wolof is also used by some very important Senegalese populations in neighboring Mali, Guinee Bissau and a large section of the Mauritanian population north of Senegal. ‘This mmual would be best exploited if’ the following conditions existed: = The instructor is Wolof born or speaks the language fluently. = The course is taught in intensive or semi-inténsive sessions (a minimm of 3 hours per day). ~ The audio-aural method of teaching is used (the emphasis is on the speaking and the exclusive use of Wolof during classes is respected. - The class is small with a maximm of seven students ‘This manual can also be used by those who would like to learn Wolof individually or with the help of an informant or tutor. ‘The-chapters are organized in "themes" and this will allow those students who already have some notions in the language to skip chapters or go diréctly to the lessons they are interested in. For the gramar content, a methodical progression is followed and for that reason I recommend that beginners follow the order suggested by the text. ‘The complete manual is composed of a teacher's book and a student's bopk,, which can:also be used as a note book/workbook. A Wolof-English lexicon of 2,500 words is attached at the end of the student mamual. This lexicon contains, in addition to all the words used in this text, the 1,500 mostly used words of the language according to the survey done by the "Centre de Linguistique Appliquee de Dakar" (C.L.A.D.). It also contains the totality of the "fundamental" vocabulary as collected and published by the same, C.L.A.D. For practical (exclusive use of the target language) as well as budgetary reasons, the lexicon is only fran Wolof to English. I hope to soon be able to have the opportunity to offer an English-Wolof and French-Wolof version as well. ‘The composition of the lexicon is almost entirely the work of my wife, Irene, who also spent long hours at the typewriter, preparing this book. xvii 2:‘About 150 hours of classes taught at a medium spped will be necessary to complete the book from beginning to end. For maximm exploitation of this material, I recommend the following minima suivants for each chapter: cycles: 1 hours; Dialogue: 4 hours; Drills: 1 1/2 hours; exploitation of written work: 11/2 hours. Such a division could, for example, be used when teaching an intensive session and when the available time is limited to 3 to 4 weeks. Used in a university course, this text could serve a8 an introduction to the language and culture of Wolof and used with the now available intermediate text (See Felipe Tejeda and Ablaay Jaan, "Intermediat Wolof Text" Indiana University, Bloomington, Indiana), would allow up to 6 quarters (or 4 semesters) of Wolof. ‘The present manual was produced under contract with the Regional ‘Training Resource Office (R.T.R.O.) in Lome, Togo. It is designed for Peace Corps ‘Trainees and Volunteers. For that reason I had to concentrate all my efforts to the English version of the student's manual. I hope to soon have the opportunity to offer a French version for the French speaking students, ‘The’ Teacher's book is trilingual except for the exercises (Drills). With their suggestions, feedback or simply moral support, several people contributed in putting the book together. I thank Bill Hanson for giving me the opportunity to realize this project, Arthur Schwartz and Jean Marie Hombert at the University of California-Santa Barbara (U.C.S.B.) for their advise in the lin- guistic area, Felipe Tejeda for his mmy suggestions and his constont interest in the project. I also thank Birame Ndoye Diallo.and Peace Corps - Senegal. Language Instructors who were the first to implement the course, all the Volunteers that are too numerous to list here who have answered my questionnaire and who serves as "guinee pigs” for the field testing of this material: To Gary Engelberg and my : friends and collegues of the "Centre d'Enseignment de Langues" (C.E.L.), Seydou Dieye, Zator Tounkara, Rudy Gomez, Mangone Ndiaye, Ousmane Sarr, Abou Diallo, Yoro Diallo, Moise Ndiaye et Abdou Sarr are, in-my opinion, the pioneers of the teaching Wolof using the "audio-aural" approach. For that and for reasons that are obvious to them, I say to each and every one of them "jerejef". Mabasu Niang, illustrator at the "Service de L'alphabetisation" is the artist who did the visual aids and my friends, Tim and Marie Hellene (Jeoff) Rake, : contributed the calligraphy and the composition of the cover through the "Jonas House". Putting the book together would not have been so exciting withoutthe complete collaboration of Irene, with whom. I shared all the joys and frustrations experienced when doing the project. : Los Angeles, California Decenber. 30, 1980 Pape Amadou Gayeoo Gee ALPHABET AND TRANSCRIPTION ‘The alphabet used in this book is based on the official one adopted the SenegaleseGovernment. The following table is a list of correspondences with the English and French sounds. Nevertheless, it is assumed that the instructor using this book is familiar with the Wolof alphabet as it is used by the ‘Bureau de 1'Alphabetisation". If this is not the case, we suggest that a workshop or an initiation to the alphabet be organized with the assistance of that “ alphabet can be taught to the students during the first days of the course. Nevertheless its teaching should not take up too much time. (Your ultimate goal is to develop conversational skills in Wolof, not written skills.) For example, during an intensive session, the last hour or period can be used for the alphabet presentation. To give the trainees/students the opportunity to practice the alphabet, written exercises are provided at the end of each chapter. In the following table of correspondences, the English and French equivalents are given if and when they exist. ‘ALPHABETICAL ORDER To make things a little easier for the French and English speaking students, the lexicon at the end of the student's manual was organized following the latin alphabet. For that reason, some consonants which have different values are placed-in-the-same-list.-For example, the consonants h, Hi, and p are in the same list. This is also true if the compound consonants like mb, mp, ne, nd, ng, nj, nk, ng, and nt are considered distinct and separate consonants. In this book, although we recognize) filiguistic values, we do not make the distinction in listing consonants in the lexicon. Only the initial consonants were used to list words. WORD SEPARATION For word separation, the rules used in this book are totally arbitrary. For the official system of word separation see the conclusion of the "Comission Consultative pour le decoupage des mots en Wolof". teoe CHAPTER I Sectim I: GREETINGS In this first section, the lesson will be on greetings. Greetings are very ‘ant in the Wolof culture and can be quite lengthy. For reasons and to make their study a little less cumbersome, we will spread them through- out the first two chapters. ‘The method your instructor will be using in this section is based on the teckreiques of cycles. cae 8 senda ee question and answer exercises signed to make you lear fron tt inning the correct pronunciation, intonation and usage without the use of detailed grammar explanations that can be confusing for a beginning Wolof language student. Akkey to a successful language learning experience, is the ability of thé ‘student. to “accept” and leam the target language structures as they are. DO NOT TRY TO TRANSLATE EVERYIHING INTO ENGLISH AND FRENCH. Languages around the world use different "concepts" to express ideas. For example: ENGLISH: I have a headache. e becomes; FRENGH: J'ai__mal_ “ala thte. Thave pain in the head and in, , WOLOF: Sama bopp dafa; metti. ay is a 3 ‘There will be gramar explanations furnished (See Section III) and you may always refer to then. In the cyclés in this section, pay close attention to the following points: 1. Asalaa-maalelam! Greetings!" From Arabic this expression translates into English "I greet you all! Maalelam-salaam! Greetings! ‘This is the response to the above. ‘This form of salutation is usually the first in the sequence of greetings. It is used when you are approaching a group of people. and is used as a means of ‘lmmouncing oneself upon entering a hone, This greeting is a direct borrowing from Arabic and should be considered as the standard beginning of the greeting Procedure. Naka ngé def? How are you (doing)? how you do fii__rekk, I'm fine. Past fare onl y on xd-2- Note that Naka ng def? is almost all the time rendered as Nanga-def? This form of greeting is Father casual and should only be used with peers, and people you know very well. Naka ngé fanaane? How did you spend the night? Naka ngé yéndS6? How did you spend the day? ‘The answer to these expressions is Mangi fi rel. but notice the use of ‘*aa-ngi sat, in rural areas. 3 aie eae Bh, ws everbody at che Towser ‘peop! el Funga £6. ‘They're fine. a are there ‘This form of greeting shows the importance of inquiring about relatives and town or village friends. Inquiring about as many menbers as you can will be a nice way of showing consideration and closeness to your interlocutor. This is particu- larly true in rural areas and if that is your destined post or area of interest, take the time to memorize same or all of the following expressions: sa baay your father ja se yeas Your mother jaa ooma wite boroam Ker nusband ‘tn jaboot fanily aedLigé head of household ssurgs | dependant dékkénddo ne3 mam grand parents or blood relatives of grand parents generation waa dik bE people of the village/town 4, Jam_ngé an? Pronounced -- Jim ngsam? ‘peace you have Do you have peace? Jam _rekk, alhandulilaay.! peace only thanks to God Peace only, thanks be to God. ‘The expression “baa which can be roughly translated into English by ''I hope" is often put at the beginning of questions yielding: Ybac?jlum ng’ an? . Notice the igportance of the use of the word jam = peace as in the leave taking expression Janm ag jam. Tip the answer Jamm rek!, the expression “lasan' is implied, This structure will be discussed in more detail in Chapter IIT. 2yith mbaa one expects a positive answer.Kii__kan__ 16? a (human) Kii__ Bill _1é. Kii_ lm _18? this what is (muman) Kii__¢mericain a this American is “3 What is this? ‘This is a book. Who is this? ‘This is Bill. What is he/she? He/She''s American. ‘These cycles are designed to allow you to be able to use them to acquire Vocabulary. They are’particularly useful vhen your language informant does not speak your language. Use them outside of class to learn new vocabulary or learn the right pronmelation of words.SECTION II: DIALOGUES Section II of each chapter will be the study of a dialogue and the main elenents have been introduced in the cycles, ‘The purpose of the dialogue study is to give you the ity to leam the proper context and how to use expressions. All the dialogues represent realistic situations in which you will find yourself. For each chapter, two dialogues will be presented and your instructor vill assign you the proper ne to study. OF course, you are free to eam both especially if you need both the urban and rural forms. You should not be consulting your dialogue when the intructor is presenting it in class, This will distract you from concentrating on the lesson, In fact, you should refer to the Dialogues only after it 1s presented in class. ‘The dialogue for this chapter will begin on the following page.SECTION II: DIALOGUES CL KER GE Waxtaan wu jékk First Conversation Premigre Conversation Samba Ndiaye, bern waa Senegal, ag Jotn Brow, been Americain, Tungi toog ci kér gé. Tbou, xarit-u Moustapha, ‘Téw-né. Sanba Ndiaye, a Senegalese fellow, and John Brow, an American, are sitting at the house. Tbou, a friend of Moustapha, has arrived. Sanba Ndiaye, un Sénégalais et John Brom, un americain sont assis @ la maison. ‘TBOU: ‘SAMBA: Asalaa-maalekum! Malelum-salaan! ‘Tapha, nanga def? Waay, suma xarit, mangi fi rekk. (Kanaa,) kii sa gan 1? Waaw, kii suna xarit-u ameticain 18. Mimgi tudd John. Dépg-né Wolof? Dése-né tet! John, nanga def? « Mangi. .Mangi fi rekke! Naka waa kér gé? Runga fa! ‘Laaylaa, tubaab bi dégg-n Wolof! ‘Thou, un ami de Moustapha, est arrive. Good lord, this white person speaks Wolof! Salutations’ Salutations! ‘Tapha, coment ga va? Oh, mon ani, g2 va bien. C'est votre invite? Oui, c'est un ami americain. I1 s'appelle John. ‘le (comprend) Wolof? +n peul John, coment ga va? + ++a va bien! Comment va la famille? Bien! Mon Diew, ce blanc parle wlof!-6 ‘Special Dialogue for Rural Focus Waxtaan wi jékk ‘Dialogue Special pour Milieu Rural cx ALL BI ; jont agsi-né ci dékk bi. Mumgi toog ag Samba ci &tt bi. Tbou doomu seef de wilaas John est arrivé au village. 11 est assis avec Samba dans la cour. Thou, le fils du chef de village est arri John arrived in the village. He is sitting with Samba in the courtyard. Tbou, the village chief's son, arrived. ‘TBOU: Asalaa-maalekum! Greetings! Salutations! SABA; Maalékum-salaan! Greetings! Salutations! 1BOU:. Samba, jam ngs Samba, did you spend Samba, avez-vous passé la mit fanaane? the night in peace? en paix? saMBA: Janm rekk, In peace, thanks be to’ - En paix, Dieu merci. (paix alhanduliaay. God. (peace only) seulenett) ‘TBOU: Kid kan 18, gan-u Who's this, the tom/ Qui est-ce que c'est, l'invité du ok bi? village guest? ‘village (de 1a ville)? ‘SAMBA: hace mungi tudd Yes, his name is Jom. Oui, il s'appelle Jotm. John. . TBOU: — deans I hope he speaks Wolof? J'espére qu'il parle Wolof? lof? SAMBA: Mim! mumgi gédr- Mm! He's trying. He Mm! Tl se debrouflle. Il goorlu, dégg-né - understands a little parle un peu. ouuti. TRO: Sea vans”, manga Good buddy, how are you? Mon gars, coment vas-tu? def? JON: Mangi sant yalla! I thank God! Je renercie Dieu! 1B: Naka waa Anerik? How are people in Coment vont les gens en émerique? ‘erica? son: flunga £8 di 1¢ ‘They are fine and say Ils vont bien et vous saluent! nuyu!? hello! TBOU: ‘Tubaab bi kay dégg- This "tubaab” does speak Ce “tubaab" parle Wolof! né Wolof! Wolof! Tpemplacer par Lisa si vous avez des etudiantes rurales. 2Remplacer L'expression "'saa waay" par “ndaw si" ou "scxna si” si vous avez des etudiantes femmes. Scette expression signifie: "Ils vont bien et ils envoient leur salutations. Elle ‘mont importance qu'il y a de transmettre les salutations & la famille et ax amis. 9 ERIC7 SECTION IIT: GRAMMAR In class, there will be very little formal gramar discussion, New gramar structurés will be taught to you through the use of drills which are rapid ition and substitution exercises. These exercises are designed to allow Fetiethotical assimilation of the new structures, The main grammar points you should concentrate on in this chapter are: 1. Subject Pronouns and Presentative éngi" ‘There are basically three main groups of pronouns in Wolof: ‘The subject pronons - ‘They are usually the subject of a verb. ‘The object pronouns - ‘They are usually the object of a verb. ‘The possessive pronouns - ‘They are usually modify a nom. The subject pronouns and the object pronams only occur in constructions with Tosh HEIs the possessive pronoms occur only in constructions with a noun or a noun’ substitute.” (This point will be discussed in later chapters.) In this chapter we will be treating the subject pronoun. - ‘There are two sets of subject pronouns; the first one is a series of pronouns that are gramatically independent of nouns and verbs. These pronouns can be called it ‘and you can glance at the notes in Chapter II if Cae aeitthsr hey Took Like The secend set are pronoms that can be, called dependent. subject pronoums because they are always used with verbs or with the eee oe rs ‘There are several forms of dependent pronouns but for now, it will suffice to recognize the following: SURJECT DEPENDENT PRONOUNS: PLURAL, fist person. maa~ tu [2nd = yor "person m= | It is difficult to give a semantic ints ‘ion or specific meaning (at least for now) of these particles other than of mmber (singular/plural) and person. You will see these dependent pronouns in many conbinations with verbs and pronouns jm later chapters but the forms in which they appear in this chapter are in forms Like: bs oO-8- Maa- tudd __Abdoulaye. Ee aera te to call Abela per. 5. to be to ci ye. Mo~ i te ci kér __pé. 1 SErper ote be to eit ——"prep, Tue Class determinant to be seated in/at ii é fe. Sed perp. to be there ‘These forms, as they appear in this lesson, are part of a classification as in the chart below: ‘SUBJECT INDEPENDENT PRONOUNS: SINGULAR PLURAL». (ist person mangi/é fungi /é [2nd person | yangifé 3rd person imungi/é ‘fungi ‘These forms are the coubjnations of the dependent pronouns (see page 7) and the Precencative -ing, Eng has the meaning of the English here is or there is and this distinction. is marked by attaching the determinants i or at the end of it yielding éngi/éngé. i marks the proximity of the speaker — to the object or person ‘about, and & marks distance, ‘There are other "location" determinants and we will study them later. The presentative Engl, tng con also be used with nouns and naes, without any other verbs or class determinants. In all cases it always follows the nom. Some examples are: - Kar ing Here is a house. Néégu-fiax Eng’. ‘There is a tut. Mel engi. Here is Nel. 2. Word Order in Question Formation A. Intonation In Wolof, just like in English or French, intonation can ‘Be used to a declarative sentence into a questions without changing the word order. Example: Mungi toog ci kér gé. = vs. ci ker gi? Ring! dem Dakar. ve Rag debs” Thou, fiéw né, vs Ibou, ‘héw né? ‘The sentences on the left are declarative sentences and are pronounced with a slight fall in the intonation at the end. ‘The sentences on the right, on the other hand (no pun intended) are pronounced by raising the intonation. The study of class determinants will be introduced in Chapter II. people mike the distinction between’ and mngi as being respectively stperson and 3rd person plural. This is 2 ference and in my dialect we do not mke the distinction and mostly use nungi for both Ist and 3rd persons plural. ‘This will obviously be reflected in this text. 3g-9- B. stions with Int ‘ive Words ‘These interrogative words esioeed to the Tnglich vi words Like: what, where, who, when ‘The interrogative words used in For now, it might be useful to notice that: Lan is for things. Kan is for humans. Fan is for places. Also notice the expressions: * Lii - this Kii - this one (humm) Fil - here To form questions involving the use of these interrogative words, the order is: Groom) | + | Interrogative word] + [12] + | vero] +] (adverbs) (oom) naka é def him how [too] 3. Completion Marker ‘The particle -né as in Titwné is an aspect marker and indicates that an action is completed.” Tt is convenient to translate it as the past (preterit) but the idea has more of a completeness sense than of a past/present distinction, But also when the particle -né is used with some kinds of verbs it does not translate a past tense. For example: an’. does not mean he had but he has. These verbs are stative verbs and behave differently than the active verbs. The distinction active/stative will be dealt with in greater length in coming lessons. Tepeional 2 the complement and object predicator can have different forms like ng. Its use and description will be given later. on-10- 4, The Particle ‘The particle -u (-i for plural in certain dialects) is a linker that expresses a possessive relationship between one noun and another. Xarit-u Tapha Tapha's friend Doom-u seef bi The chief's son 5. Possessive "'sama/stma"’ and "sa" Sama/suma is the equivalent of the English my and sa is the equivalent of your. we Ge“ne SECTION IV: QUESTIONS This section will mainly comprise of questions based on the vocabulary learned and the dialogues. These will serve as a test and are the best way for you to find out whether you have assimilated the material. For practice, try and answer then yourself. : [ANSWER THE FOLLOWING QUESTIONS IN A COMPLETE SENTENCE Nangt!-def? Naka ngé def? ‘Naka sa baay? Naka sa boroom kér? ‘Naka sa soxna? Naka xale yi? Lii lan 18? Sa xarit d&gg-né Wolof? Kii Americain 18? Kii waa corps de la paix 18? *Sa baay dégg-né Wolof? REFER TO THE DIALOGUE AND ANSWER THE FOLLOWING QUESTIONS Samba, Wolof 18? John, ’Anericain 18? Samba, Anericain 18 walla Wolof 18? Ibou, xarit-u Samba 18? John’ag Samba, fiungi toog ci kér_gé? Thou, Americain 18 walla Wolof 18? Tou, xarit-u Samba 12 walla xarit-u John? John, gan 1 ci Senegal? Mel, "dégg-né Wolof? Sa xarit, dégg-né Wolof? Nanga-def’ Naka ngé tudd? Sa rakk naka 1é tudd? Sa mag naka 1¢ tudd? Sa baay naka 1é tudd? “QUESTIONS FOR SPECIAL DIALOGUE FOR RURAL FOCUS John, mngi toog ci pénc m& Samba, mungi toog ci penc John ag Samba, fungi toog ci pénc mi walla ci ett bi? Sanba, gan li Jam ngé fanaane? Mba sa xarit dégg-né Wolof? Saa waay, nanga-def? Soxna si, naka ng tudd? Naka waa’ d&ékk be?#12- SECTION V: GAME AND PROVERB ‘The gane for this chapter will be to leam some body parts. After the lesson you should be able to give the English translations for the following: ENGLISH 1. tangk 2. loxo 3. nop 4, bakkan 5. baat 6. bat 7. géumin kum, Moi, ENGLISH: ° ERIC-13- SECTION VI: WRITTEN EXERCISES Here is a list of selected words and expressions from the chapter we just completed. You should use this list to test your vocsbulary acquisition and to practice writing using the official alphabet. If you are going to work in the rural area or if you are 4 social worker, nowing how to write Wolof could be very helpful. Greetings! Oh my friend, how are you’. I understand a little. How's your family? ‘Is he your guest’ How's your wife? ‘How's your njaboot How did you spend the night? Who is this? My name is ‘There is a house. I'm going to Dakar. What is this? Do you speak Wolof? ana? denn husband door wife 3g-l4- WOLOF ag and/with/plus agsi to arrive at Athandulilaay! ‘Thanks be to God! Arabic Expression Allaaji, .) A man who's been to Mecca ‘all .) countryside/bush am (st.) to have doerik America ama where is/how is Asalaa-taalelam! Greetings! Arabic Expression b- class determiner baat (b.) neck baay (b.) father bajjan (b.) aunt -- father's sister bakkan (b.) nose @.) ‘bench baykat/beykat (b.) farmer one/an/a bet (b.) eye @.) head .) ower boroom-kér (g.) head of household /husband boroom-taksiv taxi omer/driver table ower/vendor bunt (b.) door Camifi (1.) brother (used only by women to a ‘man who is not a relative) ci in/on i def to do/to put=o ag = = Bey BE E " it eoke i ee E er vB & ' ER loxo (b.) (y.) -15- = y to the night/ to ‘spend the night/ to sleep here class determiner foreigner/visitor/guest mouth an to try hard wife Ensbend von who ‘emphasis marker this (person) tead of houschold/fantly class God is great! (Arabic Expression) what 3rd pers. sing. complement & object predicator to be this hand/arm 1st pers. sing, subject dependent. pronexn Greetings! Arabic grand parents or blood welative of fred parent's generation Ist pers, sing. subject independent pronoun Yn Boe! Ga bere only!) the begiming of @ question it has the mening of hope" Sea pers. sing. 2S Hiatt pease Bed pers. one. oe ect independent pronHow are you doing? How're doing? (short form of Naka ngé def?) straw, herbs madam mother aspect marker completion (see page 12) room tut to come 2nd per. sing. complement & object predicator to uncle! (mother's brother, maternal uncle) come 1st & 3rd pers. pl. subject independent pronouns tings greet to greet someone meeting place in the village younger sibling/cousin only of (possessive particle) falso used to refer to one’s husband in traditional/rural families, for exxple, a young wom married to a men mch her senior in age. 2a young person who lives in a household but is not a blood relative. In exchange for room and board the child usually helps with household chores. 42=o yoa~ Seay G.)/ndey G.) yalla G.) yenddu yendoo,, yumpaati (b.) sa o -17- the people Beer the village/tom, citizens Peecfold, family eelacions Zaphasis marker Bay, aly emaene toflet village conversation ‘to converse/to chat child interrogative particle friend 2nd pers.sing. subject dependent pronoun mother God 2nd pers, pl. subject dependent pronoun to spend the ey to spend the day aunt - one's Sart wife-18- CHAPTER IT SECTION]: GREETINGS In this chapter, we continue the study of greetings and introduce leave-taking expressions. 1, Using Family Names "Using the family name is the formil way of greeting people you don't Imow as well as older people, ‘This is especially true in rural areas. When you meet someone for the first time, you ask them what their last name is. The expression for asking is: Naka ngé sant? how jou to Be to be named (last name) What's your last name? or more commonly used: Sant_ we? : ‘This second form is more polite and is used when speaking to older people, It is right after Asalaan-maaleam! Maalelam-salaam! Once you know each other|s last nate, ‘Somon practice 1s to repeat- then back and forth-as a means of greeting. It-is also —— custmary to add your interlocutor's last name to all the greetings and leave taking expression. A typical exchange of formal greetings could go as follows: A: Asalaan-malelom! N B: Maalelum-salaam! A: Sant we? -—B_ Ndiaye“I61 or, Ndiaye laa sant! Sant wé? 2. Sa aca jam? - your (sing) tay = ‘Are you in peace/good health? ‘The answer can also be: jim rekk + family name, as explained in 1. above. Notice that in the questions jaca ‘you can substitute other nouns and expressions for yam that you acquired in order to expand the greeting. a process. Renenber the importance of inquiring about family menbers and friends. would give you expressions like: [| seen it se twa Kae jam? i > Waa dalek b2 jam?-19- 3. Mba kenn feebar-ul? (1 hope no one is ‘sick?) ‘Tebaarkall, alhamhulilaay! — (1 thank God!) ‘Maka waa dik bi? How are people in the village? ‘iumgé f di sant yalla! ‘They are fine and they thank God! In both these pairs of greetings notice the reference to God and the direct borrowing of Arabic Like: > Tabaarkall ‘Asalaan-malem Inchallah (see below) Alhandulilaay ee ee (See no. 4 4. Leave Taking Hapressions mostly used for leave taking are: It is also customary to use expressions Like: né waa ker gi} eer tor te iascis say bello to your family! In place of waa kér gi you may substitute: sa jabar, sa mag, Tapha, etc. 7 ‘The answer is: Di-né z kes digg. fubme Srd per. sing. plur. E I'll tell them, He will hear it -- meaning I will transmit your message. Notice the use of the expression *Bu soobee yalla! (If God is willing!) especially in rural areas formal and people, The expression is used when referring to events future. It shows the importance of the impact of the Mislim.religion on the Wolof, people. Other Muslim cultures use the same expression or the Arabic expression inchuallal . ‘which is also used in Wolof. Other expressions used invariably wich yallal are: Bu neexe yallal TE it pleases God! Su Bu neexe sifiu, boron! Bu sérifi Tubal 49 >-20- ‘This last expression Seri Tuba is the title of the religious chief of the Mourides. The Mourides, a totally Senegalese brotherhood, are important in the religion as well as economic and political life of Senegal. If you are going to Live or work in the Diourbel region, you will hear this expression a lot as it is in that area that Tuba the capital of the Mourides is located. ‘The word serifi is a title which can be equated to teacher or master. It is also a first name, The expression boroom tuba is also used. -Dem_-al (dem-leen - plural) jam! Den ol acrve wacreg — Se Pm Nae ‘go-inperative marl ‘peace -Dem-al té ‘héw! (meaning: Go, but come back!) to go and come ~Bé_beneen! (Until next time!) 5; Use of Short Forms in Questions ‘Naka ngé_tudd?| = |N6g tudd? What! p= first name? —f Fan nge dice? : —— am? Tan ng® ani? D ive? = [What do you have? In regular conversation, the short forms are preferred. ‘There are short forms for all the different persons and we will study them later. For now, try to memorize or learn these forms for the second person singular since it's the form you will be twost likely to use in the beginning. 6. Negative (It's not!) au" ‘As you will recall in the last chapter, we introduced the questions Lii lan 1é? and the corresponding response Lit 1g, In this chapter we int negative response with the use oF Gi Lii du siis. This is not a chair, #133 da teen. ‘This is not a well. *Ri_dasuma baay. He's not my father. ES ee ies 1a, This Is nov Dakar, this is Thies. Du is a negative particle that means is not. It is the negative comterpart of the form 12 as in Lii siis 1é, in other words, when du is not followed by a verb. Notice though that du precedes the complement ‘while 18 follows it. ‘This difference in order can be seen in the following pairs of sentences:-21- Du is only the third person singular marker. ‘The other persons will be Presented in Chapter 4, 7. *Special Vocabulary for Rural Focus Parts or all of the following vocabulary will be introduced during the study of this chapter. Use the expressions you now know (example: Lii lan 18? or Lii (nom) 18?) to study the vocabulary or to test yourself on whether or not you have acquired the words. Test yourself by covering the Wolof part and see i€ you know it. Check your promumciation with an instructor if you are not sure. garab tree arbre satalé kettle bouillouire Bessy ee me nate pants /bloomers pantalon/ample ‘robe: =e hat fisherman . cow horse weaver field cous-cous from millet cous-cous de mil fish poisson bird Oiseau sarong pagne baobab treet ‘baobabs mortar mortier pestle Pilon skin peau22 CULTURAL NOTES ‘ETIQUETTE ON MEETING AND GREETING PEOPLE 1. Greetings Before Business. 2. Forms of Address. for formal situations: use last name (sant) sto a friend: (suma xarit, ral, mag) “to an unknown man: goor-gi, saa waay “to an unknown wonan-used by’a man only: sama jigéén, soma si, ndawsi “to an unimown man-used by a woman only: sama camnint toa child: xale bi . to a mm who has been to Mecca: Allaaji “to a woman who has been to Mecca: Ajaratu or simply Ajaa -to an older man: baay, pappé, or ae jaay + first name to an older womm: yaay (or yaay ji), tanté + first name to a young wom: jang bi Response: The usual way of responding to being called is by saying the word naam vhich is an Arabic word having the meaning of yes, here, present, etc. i very traditional way is also to respond by calling out-ones own sant. (last name). Tt is also customary to respond by calling out the name of ones seriN (example: Ybacke). This is done especially amg the Mourides (see note 4 above). 3. Shaking Hands. Shaking hands is part of the greeting process. While in the US, this is a fairly formal way to greet people you met for the first time, among Wolof people this is a very comon practice. People shake hands as often as they see each other during different times of day. In mural areas you might find that some men do not shake hands with women, especially older women. In this case Asalaammaalelam! plus the last name of the person to be greeted would be adequate. You will notice in Dakar, Kissing on the Cheeks has become the rule rather than the exception anong “educated” young men. and wonen, This obviously is part of the very strong French influence present in ‘Sénégal. 4, Some Common Wolof Names. ‘The following is a list of last names and first names, As the last name is very important in greetings, you should try to become familiar with their pronuncia- tion. If you are a teacher, calling the role will be one of your daily activities and you can avoid laughs from your students by learning to properly pronounce their ames. The name on the left indicates the nawes as they are usually written and the name in .s indicates the way they would have been written using the official alphabet. According to the law, the official Wolof alphabet is not for names of people and places.-23- LAST NAMES ( An(aan) Diokhane(jaxaane) —Mbaye (nbay) ‘Sane(saane) Ba(ba) Dione Gon) Mbengue (@l Sarr(saar) Rabou Gate, Pingus one) Nod (aboo}) Seck(selt) 5 op Mboup (abuup| Senghor (segpor’ Beaty eet Diouf Guuf) ‘Mbow(abow) Seye(séy) Bitey(bi Douckhoure(duklaire) Ndaw(ndaw) Sidibe (sidibé ey) Drame(darame) Ndiasse(njaase) —-‘Silla(sillé) Fall (fal) Sogue(sogg) rey” Folene Qotena) Moree ace Seton) » (50%) (Camara (kamara) Gadiaga( sa) Nour ¢ Sy(si) Giss(eiis) eae ries Naoye (nd5y) Tall (eal) Cisse(siise) Gisse(gisé) Nger (ngeer) Thian( Coly (k61i) Gueye(gey) Ngom(ngom) ‘Thiane(caane) Dem(den) Ka(ka) ing) Thaw cay) Dia(ja) Kane , Nae Gam) me Diasse(jaase) Kante(kante) Niang| ‘Top (toob) sGctss) ——-Kebecesbe) Niasse Gas) Toure (eure jah) Keita(keyta) Paye (pay) ‘Traore(trawore) Diakhate(jaxate) Konate(konaate) Wade (wadd) Dial 1o(j&l10) Kone (kone) Pouye| Wane (won) Diane(jaane) Konte(konte) Rawane (rawaan) Yacinthe (yasent) Diaw(jaw) Io(1o0) ‘Sako (saxo) Diawara(jaawara) — Ly(1i) Sall (s811) Diene(jéén) Mane (maane) Samb(sanb) FIRST NAMES (TUR) Male names ‘Abdou (abdu) Boubou(buubu) Macodou(makoddu) Mustapha (mustafaa) ‘Abdoulaye(abdulaay) Cheickh(seex) Madior(maajoor) —_-Néiaga(njaga) Abdourakhmane Daby (dabi) Magatte(maggat) Omar (omar) sassetadina) Daouda (davadé) te (nepgat) Oumar (umar) (mar Adiouma(ajume) ‘Demba(dembé) vatsae ue Ousmane (usmaan) Aldenba(aldenbé) _Dethie (décce) Osseynou(Uséynu) Alioune(alliywn) — Djadji Gaaji) tater alae) Pape (Papp) ‘Amadou DjibrilGibril) Malick (malik) (paap) ‘Amar (amar) Doudou (dud) Mamadou(nemadu) —Racine(raasin) ‘Amath (anmaat) Elimane(elimaan) Mansour (mansuur) (sayer), ‘Arona (ar6iné) Fara(fara) Mar (maar) Sanba (sanbé) ‘Assane(asan) Galaye' ) Masse(maas) ___-‘Sega(seega) ‘Aziz(asiis) Gnotbor(fowr) —-Massogut (masGet) | Serigne(e ‘Babacar‘ dc! Seydou(séydu) Badou(badu) Habib (abiib) Moctar(moktaar) _Sidy(sidi) Baidy(baydi) 2 (mataar) nor (tanoor) Bamba (bambé) Tha (ibe) (cero) Bassirou(basiru) Thestabe) Modu (moodu) (coro) Becaye(bekaay) Terahina (ibrayat) Mody (awodi) ‘Tidiane (tii jaan) Biran(birén) Térissa(idirisé) omar Yaro (yoro) Birahim(biraayim) ‘Mory (mori) ‘Youssou(yusu) ) TacyeClaveliz) Moussa (musaa) Youssouf (yusuf) 9 ERIC 49ne FIRST NAMES (TUR) Female Names Abibatou(abibatu) Gnagna (fiaafi) ‘Adama (dam) Rhady (xadi) sation (aii) Man uteyeats) ssatou(ay Hemelee Khardtatoy(sarjats) Rhouidia(as} 8) Kine (kine) ) Mbosse(mboose) Mintou(mintu) Yously(msli) Nafissatou(nafisatu) Nakhe (naxe) Ndack(ndaak) Fatinazou(fantinata) ay Fe Oumou (umm) Plyeil) Oy (cam) Penda a ‘Rokhaya (rogaya) Safietou(safieetu) Salimata(salimata) Sally(sali) Seynabou( ) Seyni (seyni) Siny (sini) Sipy(sippi) Sira(Siré) Sokhna (soxné) Souadou(suadu) Soukeyna (sukéyné) Therietou ‘Thile(cille) (caba) Woury (wuri) ‘Yacine(yaasin)SECTION II: DIALOGUES {NUNGE_DEM_ NDAKAARU ‘Neareel-u waxtaan Second Conversation Conversation Samba ag John tiungi, dem Ndakaaru. Ci yoon wi gis-nétu Allaaji Fall. ‘Samba et John vont & Dekar. Sur le chemin, ils voient El Hadji Fall. Samba and John are going to Dekar. On the way they see Allaji Fall. ALLAAII: SAMBA: ALLAATI: JORN: Samm ngeen am? Do you have peace? Jam rekk Fall! Peace only, Fall! Néiaye, seen yaran Ndiaye, do your bodies jam? have peace? (Are you in good health?) Jam tek, Peace only, thank God! alhandulilaay! Alhandulilaay, Ndiaye! Thank God, Ndiaye! (a John) Sant wa? (to Jot) What's your last name? Brown laa sant. My last name is ‘Americain laa. Brow. I am American. Naka ngé sant ci Wolof? What's your Wolof name? Moon am-u-1 sant-u Him, he does not have Wolof! a Wolof name! Dégg-18, am-u-né sant-u It's true, I don't have Wolof! ‘a Wolof name! Leegi, Sauba Gueye le Now, his nave is Samba ‘tudd, ém-ne sant-u -Gueye. He has a Wolof Wolof. fanily name. Ngé ne lan? What do you say? Mane, 1éégi Gueye ng? I say, now, your name sant. is 7 Baax-nit, kon boog, Good, so uy Wolof last Gueye ia sant ci name is Gueye. Wolof. ‘Avez-vous la paix? La paix seulement, Fall! Ndiaye, est-ce que votre corps est en paix?, (Etes- ‘vous en bonne santé? Ia paix seulement, Dieu merci! Dieu merci, Ndiaye! (@ Joi)’ Quel est votre nom de famille? Mon non est Brown. Je suis Anericain. Quel est votre nam de famille Wolof? Lai, il n'a pas de non Wolof! Clest vrai, je n'ai pas de nom Wolof! Maintenant, il s' appelle Saba Gueye. Tl a un nom de famille Wolof. Qu'est-ce que vous dites? Je dis, maintenant, tu t'eppelles Gueye. Bien, done mon nom de famille Wolof est Gueye.-26- Waaw, waaw, jam ngé-an Yes, yes, greetings Gueye? Gueye? Janm rekk, Fall! Greetings, Fall! Gueye, waay. Fall, waay. 5S Oui, oui, salutations Gueye? Salutations, Fall!Samba ag Samba et -27- *Special Dialogue for Rural Focus ‘Naareel-u waxtaan ‘*Dialogue Special pour Milieu Rural DAJE-NERU CT YOON-U TOOL YI John daje-n&fju ag Allaaji Mor Thiam ci yoonu tool yi. t John rencontrent El Hadji Mor Thian sur le chemin des champs. Samba and Join meet Allaaji Mor Thian on the way to the flelds. HI ad JOR: JORN: Jam ngeen an? Do you have peace? ‘Avez-vous la paix? Jam rekk, Thian! Peace only, Thiam! . La paix seulement, Thiam! Niiaye, seen yaram Ndiaye, do your bodies have Ndiaye, est-ce que votre ‘jam? peace? (Are you in good corps est en paix? (Etes- health?) ‘vous en borne santé?) Tebaarkll, Thian We thank God! Nous remercions Dieu! fungi sant yalla! Alhandulilaay, Good mm, what's your last Bon ai, quel est votre Ndiaye, name? nom de famille? Géor-gu basx, sant we? Man, Brom laa Me, my nane is Brow. Moi, mon nam est Brow. sant. Amerik Tam from America. Je viens de 1' Anerique. laa joge. Wanté, 1éégi, But, now, you live in Senegal Mais, maintenant, vous ‘Sénégal, ngé dé. What's your wolof last babltez au Senegal. Quel Naka ngé sant ci name? est votre nam de fanille Wolof? Wolof? Moom, am-u-1 sant-u He does not have a Wolof Il n'a pas de nom Wolof. Wolof. name. Degg 1é, am-u-mé = It's true, I don't have a C'est vrai, je n'ai pas de sant~u Wolof. Wolof nane. ‘ram Wolof. , Samba Gueye Now, his nane is Samba Gueye. Maintenant, il s'appelle 1é tudd. Amn He has a Wolof last name. ‘Samba Gueye. Il a un non sant-u Wolof. Wolof. Ngé-ne lan? What do you say? Qu'est-ce que vous dites? Mane, léégi Gueye I say, now your last nam is Je dis, maintenant tu ngé sant. ‘Gueye. t'appelles Gueye. Baax-nil, kon boog, Good. So my Wolof last nase Bien, donc mon non de fanille Gueye laa sant is Gueye Wolof est Gueye. ci Wolof.JOHN: JOHN: -28- Waaw, waaw, janm ngé-am Yes, yes, Greetings, Oui, oui, Salutations, Gueye? Gueye? Gueye? Jam rekk, Thian! Greetings, Thiam! Salutations, Thiam! Cueye! ‘Thiam! Gueyel Thian!-29- \ SECTION IIT: GRAMMAR 1, Independent Subject Pronouns ‘These pronouns can be seen as being the equivalents of I, me - you(sing.) - he, him, she, her - it - we, us - you (plural) - they, them. They are used in’constructions with ane word like in questions and answers. Example: to the question, Who saw it? The answer would be I (did) — Man, ‘The complete set of the independant pronouns can be seen in the chart below: SINGULAR PLURAL Ist person [ MAN UN 2nd person. YOW Ea ‘3rd person MOM ‘NooM *There is a dialectal variation Nun instead of lin, . ‘These pronouns are the ones used in constructions of the form: Yow 18. It's you. : ‘They are also used after prepositions like ag (and), ci (in/at), be (to), (because of), and pur (for), Another function Is to mark emphasis or to a the perso reference of certain pronouns. 2. Present Tense With iy As we saw in the last chapter, the forms mangi, yangi, etc, are the combina- tions of dependant pronouns and the presentative -Engi. The present tense can be formed by putting the verb (infinitive) after these pronouns. Examples: *fimgi dem ci tool yi. We are going to the fields. Mungi dékk Thies. He lives in Thies, Yéeh engi ‘héw fii. You (pl.) are coming here, ‘The present tense with this form can be sgmewhat equated to the English sive ‘or -ing form. Notice that the sentence den Dakar. is composed of i + engi + dem + Dakar, so a literal translation would bor" We are going t Dakar. The construction with the i form is mostly used with active verbs. The distinction between active ‘tative verbs is of great importance in the comprehension of the tense system. Fortunately the stative verbs are limited in munber and you will be able to learn them fast. In the next chapter there is a list of stative verbs and the study of this point is taken up in more detail. In addition in the lexicon all stative verbs are marked (st) to allow you to recognize them quickly. \ey 3. Completion Marker (see No. 3, page 12) ‘The form ~ néflu introduced in this lesson is the plural of -né studied in the last chapter. nem is both the first and third person plural. Example: fev-nafiu. They (or we) came. ‘Am-néfiu tur-u Wolof. They (or we) have Wolof names. It's in cases like this that the use of independent subject pronouns (see No. 1 above) can clarify the sentence. loom am-néfix tur-u Wolof. ‘They have Wolof names. See the following chapter for the use of the completion marker with active and stative verbs. 4, Negation ‘The negative particles introduced in this chapter are: -wm 1st person singular al 3rd person singular Amore comlete set is given later (see Chapter IIL, Page 49) but for the moment notice that these particles are attached to the end of the main verb, Example: ‘Am-u-mé sant-u Wolof. I don't have a Wolof name. Suma rakk am-u-1 kér. © My younger brother/sister does not have a house. ‘There is also the negative du as in: — Lii du simis, siis 18. It's not a shirt, it's a chair. Du is the third person singular particle of a special auxiliary verb (di): which can oughly be translated as to be. This particle di will be seen later. 5. The Complement and Object Predicator In the sentences: Man, Anericain laa. Kii, Ndiaye, 18 sant. *Lii, néégu flax Le. Naka sant? Sa xarit, fan 1é jogé? Suma tool 18. Jinm ngeen an? ‘The words, laa, 18, ng’, ngeen are complement and object predicator. They predicate the noun, ‘pronoun ee Sond chich precedes them, ‘They also make these nouns, Pronouns, or question words the complenent of their subject. This prodicat Rimetion of laa, 18, ngé, etc. can be equated to the sate one the verb "to be" has in English. In ot “ods, you can take the predicator 1é to mean "to be" but it has31+ many more fimctions and is not always used in the same order as in English. The totality of the form is seen in the chart below: ‘SINGULAR ‘PLURAL st person laa 1ahu ‘2nd person ngé ngeen 3rd person le au As indicated earlier (see note 4, page 31), these predicators are used by constructing the sentences in a way just opposite of English. Examples: Anericain ngé. You are American. Seydou jungalekat 12. Seydou is a teacher. ‘It is mot necessary to use the independant pronouns with these icators but sometimes it helps clarify the ambiguity that can exist with 1éfu, ‘Thus, flim, Americain 1éfu. Us, we are American. Noam, Americain léfiu, Them, they are American, Notice that the third person 18 can refer to he, she or it like in the question Lid lan 18? What is it? and in sentences like: Moussa li It's a house. It's Moussa, ‘These predicators have some other functions, an important one being in the emphasis of the object of a verb. This will be dealt with later. 6. Possessive "seen"* Seen (your pl.) is a possessive pronoun and is used when there are two “or more possessors and one possessed,-32- SECTION IV: QUESTIONS ANSWER THE FOLLOWING QUESTIONS IN_A COMPLETE SENTENCE » naka 18 sant? Hii, naka 18 sant ci Anglais? Kii, naka 18 sant.ci Wolof? Yow, Anericain nge? Naka ng sant? sant? fil, sa xarit 187 Naka 18 sant? Sa xarit bii, naka 18 sant? Yow, naka ng sant? Naka ngé tudd? Kid, naka 18 tudd? Kii, naka 1@ sant? You, Marie ngé tudd? (peedaét, (___) Jaa tudd.) Ndiaye ng@ sant? (peedeét; (——)Taa sant.) Ndiaye, jam ngé-am? Samm Tekk Ndiaye a Naka ng® def? Naka ngé tudd? — N6o' tudd? ~ Naka ng8 sant? : Noo sant? FOO jog6? You, am-ng& £i ker? Yow, am-ngé fi mag? 66" d8kk? Dégg-nge Wolof? Kil, dégg-né Wolof? Kii, sa xarit 18? Sa xarit, naka 18 tudd? Thou ‘Théw-né. Tene ag Zator, ‘héw-néfiu? Jam ng-an? ‘Janm ngeen-am? Sa yaram jann? Seen yaram jam? Kii, am-n¥ oto ci Senegal? ‘QUESTIONS FOR SPECIAL DIALOGUE FOR RURAL FOCUS John, mmgi dem tool? Samba, mungi den tool? John ag Sanba, fungi dem tool? Allaaji Mor, mungi dem tool yé walla mungi dem d&kk bé? Yow, yangi den Anerik? Go6r-gu baax, santa wa? Amerik nge 5636? Miaye, sa yaran jam?-33- SECTION V: PROVERBS AND SAYINGS ‘The following proverbs and sayings are often heard in Wolof conversations. Ask your instructors or friends to tell you their Write down the information in the space provided below. This will be of help to-you later. \ 1. Ndank, ndank mooy jap golo ci fisay. 2, Yala, yalla bay sa tool. 3. Mag matnaa Bayyi cib dik. 4, Jangi-né nuyéd.SECTION VI: WRITTEN EXERCISES Santa wa? Naka ngé tudd? Jann ng®-an? F66 5638? Moom, fan 18 dékk? It's not a door, it's a book, No, it's not my hand, it's my leg. Where is your mother? T bape mo ene és Yes, he's my Wolof friend. Do you speak Wolof? #1 met him on the ‘road, ‘¥*I'm fine thanks. door chair *field sboe-35- VOCABULARY FOR GHAPTER TZ ‘ENGLISH iaperative parker (sing) a won who’ ‘to Mecca to be good it's mat (usually made of straw) to/until another /next if/when. if it please God bloomers, traditional full pants cous-cous from millet to meet, to remit shoe no skin also animal skin prayer skin/aleo ‘animal skin prayer negative (not) millet - also food (If it pleases God!) a GSnag (w.) naka ngé_ = noo napp, get napplat (b.), mol (.) nue), tor basay (g.) - eat (st.) nef ngeen -36- teacher a virgin/a young wmarried won fish to come from anyone/someone so, then therefore pestle Ist pers. sing. complement & object tor Ist & 3rd pers, pl. complement & object predicator what are you. older sibling/cousin/person large/big/ol 1st person sing. independent object a relative/fanily/people robe watch fisherman 3rd pers. sing. independent subject ‘pronoun also - to possess we are heatress response shen being called, also has of - what! yes! 1, second, 2. second wife cow vwhat/how are you? to fish fisherman Dakar mat (usually made of straw) water to say to please, to be good 2nd pers. pl. complement & object predicator-37- for/in order to/because of amt - mother's sister Bana, garden Thanks be to God! (Arabic Expression) first name negative particle le of the house Po" gpeak/to ‘say speach bat people of the housexaalis (b.. iam") or abnbd @.) ~yangi yaran (w.) vel. yecn-éngi yor (.) yor 38--39- GHAPTER IIT SECTIONT: EATING The study of the vocabulary for eating is presented in this section. Pay close attention to the following words and expressions: 1. xiif = to be lmgry mar = to be thirsty To ss the sentence "I am hungry.", you add the particle -né, (see Page 9 Note 3). Thus: Xiif-naa. I am humgry. Mar-naa, = I am thirsty. Notice that while in English thirsty and tungry. are adjectives, they are verbs in Wolof, They are stative verbs in t they describe a state of being or mind. So any word you wuld call an adjective in English, generally would be a stative verb in Wolof. The study of the contrast between stative and active verbs appears in Section III of the Grammar section of this chapter. 2, Mangi lek, = ‘I'm eating. aan drinking 5 taving dimer re Bee having breakfast Mangi lekk ceeb, I'm eating rice. uburu bread Mangi nam ndox, I'm drinking water. mew milk ‘soow curdled milk (usually consumed with a porridge dish called lax, It can also be diluted with water and served with sugar and ice as a liquid refreshment. ‘This liquid is called njar which literally means 5 to mix or a mixture, Betaya “ea. This can also be a verb = to make tea. \ttaya is Senegal is served at various times of yy, but most usually after lunch, It is served in small glasses consisting of three servings. ‘The first glass is the strongest, the second is served with mint, more sugar than the first glass and is weaker, the third glass is even weaker and has more mint and more sugar than the prior glasses.3, , Laney def? What are you doing? The short form Loo-y def? is almost always used. Note that while this expression can be very handy in learning vocabulary Like verbs of actio, its use is somevhat limited. You can ask a child or a very close friend or relative Loo-y def? but you would not ask an older person or people you do not know very well. A tDre comon practice in the Wolof culture is to ask what an American would consider an "obvious! question. For example, to someohe sitting, you may ask: Yangi toog? You're sitting? and the respons would be: Waaw, mingi toog. Yes, I'm sitting. ‘This is simply a way of acknowledging samebody's presence or avoiding silence. So when you are in the "chaloupe" going to Goree and someone asks you: Yingi dem Goree? ‘Are you going to Goree? ‘You know that they are simply trying to socialize with you. 4. Inviting Someone to Eat ‘It is customary to invite people to join you when you are eating or when you are going to eat. It is considered rude not to ask a guest or visitor to join you, ‘The expression for invitation studied in this lesson are: Kay lek. Come eat. (to one person) Kay-leen’ Lekkk. Come eat. (to several people) Ayca fu ait. Let's have lunch. reer dinner dé breakfast Ayca ci at bi. Let's have lunch. reer bi dinner ndekki Mo * ‘breakfast. Notice also the use of interro-negative constructions like: 56 Tw Lek. Won't you come eat? Dé lek, Won't you eat? or Aren't you eating? Du ngeen Yiew reer. Wont you (plural) come have dinner? In Wolof this construction indicates a polite way of asking a question. As you will see later it is not only limited to eating but other situations, It roughly corresponds to the English use "would you" as in: Would you pass me the paper?-b1- It is also considered rude to refuse food and drink in cases where it is evident that you have not yet eaten. When you enter a hane when everybody is eating around the bowl, you are expected to mos (taste) by taking one or two handfuls of the eee is true with water or any other beverage offered you. To express thanks: Suur-naa. I'm full. Doy-né., + It's enough (literally). Na ci jim bare. This expression literally means "I there will be plenty of peace in it (the food)."" This expression is only used when you do not intend to eat. ‘AS-naa bé noppi. T have already had Tunch. Reer~ dinner. ‘Lekk- eaten. Naan: a drink, Notice also the use in rural areas of expressions like: Jaraw lakk. , Né rees ag jam. Hope the food is digested well. ‘The first one is said to your host after you finish eating. The 2nd one literally means: I hope the food digests in peace. 5. Vocabulary for "Around the Bowl" ‘As you already mow, the traditional way of eating meals in Senegal is around ‘a comm bowl. In rural areas and in more traditional households, men eat in a ite bowl and women and children in another. The following terms are all related to eating around the bowl and you can take advantage of the lunch period to learn and practice them. Lekk-e* 1oxo to eat with one’s hand we Ieadd nO ea WER one oo sumi dil] take off one's shoes (also simmi) raxas to wash raxasu to wash oneself woddu wrap the sarong around one's waist: ceeb-u jg rice & fish dish (National dish of Senegal) geeb-u yapp rice and meat dish faari cin vice and sauce (literally: two pots) ‘nndab/bool eating bowl Feex sauce x68 cooked hard rice (from the bottom of the cooking pot) tibb . when eating w/your hand, the act of taking a handfull. xorom salt poobar Pepper ‘-e attached to a verb indicates instrumentality.6. Food ‘The following are some terms for food, cooking and eating. to become familiar with them by going over the list several times. Chock wich a dative speckes tor the correct prononciation if you are not sure. If you want to learn a word or expression not included here, you can do so by asking the or English word of your instructor plus the expression: Naka 1éfiu-y waxe (uile) ci Wolof? How do you say (oil) in Wolof? Notice also the use of the short form: Nu Tuy waxe (hile)? Following are new vocabulary words for you to study and learn.Vocabulary AY _NDAB UTENSILS USTENSILS DE CUISINES taal fire feu cin | cooking pot marmite furno hhabachi fourneau malgache matt firewood bois pour faire du feu Leket calabash calebasse dugg provisions provisions fraiches paaka knife couteau ‘inde’ (yindé) steamer j marmite 2 étuver Jaxdda spoon} cuillgre *kook. calabash. spoon cuillere en calabasse LUM VEGETABLES: ‘LEGUMES nambi /pulloox manioc manioc pataas sweet potatoe patates j garlic ail soble onion oignon naaje squash citrouille fiebbe blackeyed peas haricot bisaab local green vegetable ‘legume vert local Il y a aussi Disaab bu xong ‘also red used to make le bisaap rouge a base du a soft drink quel on prepare une boisson sucrée yorbb | cucumber concombre salaat oe Jaitue a netetu ‘ocal. veget legume tiga-dege peanut butter pate d'arachide gerte peanut arachide persi parsley persil xuluBe/jaxatu local vegetable green, legume local tomato shaped, bitter tasting. ‘kaani salaat green pepper piment vert ‘cabbage ‘choux batafise eggplant aubergine tamaate ‘tomato tomate tamaate lugati tomato paste tomate concentree kanjé okra goubo tM FOOD ALIMENTS dagar ‘tamarind ‘tamarin yest treated conch/shellfish coquille Beij dried fish poisson sec ‘roof stuffing farce diw tiir palm o: fmile de palme ganar chicken poulet xar mutton mouton nag beef beufMba ceeb bi neex-né. (an) 8 etc, naaje = 866r As Hope the food is good. ‘The food/rice is good. spicy/good not spicy cooked burnt hot (temperature) cold dry (only for food) too oily to make balls to chew to swallow to swallow without chewing to lick to suck to saute to stir the fire/to fan to add-water to the pot to steam rice to taste remove cooked fish or meat from the pot “ond place in'a cocking P a bowl/to decant to divide prepared food into bowls to be late Gin the day) to be late (in the evening) to put stesmed rice in ‘the sauce Stespére que la nowriture est bonne. La nourriture/riz est bonne. epice/bon pas epice/bon rade cuit trule™ chaud froid sec (seulement pour la ‘nourriture) IL y a trop d'mile. faire des boules cher avaler gober lecher sucer sauter, faire sauter attiser le feu ajouter de l'eau % la mammite cuire & la vapeur gouter F Tetirer les legumes, poisson ou viande cuits de’la marmite transvaser repartir la nourriture dans les bols 2 servir tre en retard (dans la journée) €tre en retard (le ms mettre le riz suit 3 la vapeur dens la saucefor Rural Focus hold the bowl to squat ‘Thanks to God. local tea mixture of curdled mile and water cous-cous with cabbage sauce porridge ‘sauce served w/"'laax"" millet millet “flour full of millet get on your knees tenir le rebord du bol s'accroupir Merci, Dieu. the local, melange de lait caille~ et eau . cous-cous avec sauce 3 base de choux-46- CULTURAL NOTES ETIQUETTE ON EATING 1, Inviting and Being Invited - when eating and a guest arrives during the meal, invite them to join you (see Section I» No. 4.) = don't a question do you want __? of your guest; when serving individual helpings of food or Tiquid refrestment, just offer it by handing it to your guest when people are eating when you enter a house, it is considered proper to wash your hands and "taste" when you ate devited go Janek or Gimar, yor ene not expected to bring . you do bring something, do not be surprised if it is tot served at that partictlar meal when people are around the bowl eating and you walk in, the “Asalas- maalelam!" greeting is appropriate but do not forget to shake hands ‘once you finish eating and after you wash your hands. Failure to do so in considered "gauche",, especially in rural areas, 2. Around the Bowl take off your shoes before approaching the bowl always wash your hands before and after eating never eat with you left hand; even if you are left handed -- this is not acceptable under any circumstances - if you are eating with the boroom kér, do not start before he does; at and bowl, it's usually best to wait for the host or the most senior person at the bowl to begin -- usually the meal is begun by saying "pissimilaay!" - do not try and smell the food in an indiscreet mamer; this might be shocking to your host do not walk or jump over the bowl. hosts and women are expected to distribute ndawal (pieces of meat, fish and vegetables) to the rest of the people around the bowl the bowl is invisibly divided -- your part is directly in front of you; ‘there's a lot to lear in eating with your hands but the’ best advice is to watch and be aware of how others conduct thenselvés around the bowl = children, when eating with adults are not suppose to talk during the meal = children’ should hold the bowl with their forefinger elpsae| oso re = contrary to the American culture, appreciation is not openly saying that the meal is delicious, mmm! this is good! and other obvious expressions. Appreciation is shown by telling the cook quietly, but is mostly expressed by the amount one eats.AT DIALOGUES CI_BENN ARE KAAR RAPID SECTION II: fetteel-u waxtaan ‘Third Conversation Troisieme Conversation John ag Samba fungi taxaw ci benn are kaar rapid. John et Samba attendent (sont debout) a un arret de "car rapide". Jobn and Sanba are standing at a "car rapid" stop. APPARANIL: Dekar! Dakar! HE, £65 Dakar! Dakar! Where jém Dakar? SAMBA: Taxaw-al! Areet! Jot ag Samba dugg-riéfu ci kaar bi. John et Samba sont entrés dans le Jotm and Samba entered the bus. Now, they say hello. Stop, Stop! Js: Asalaa-malelam! Greetings! NIT ME: _ Maalélam-salaan! Greetings! SAMBA: " Paas-u fii be marse © How much is the fare Tillen, haate 1é? fran here to Tillen? It's 50 francs. fron here to Tilleen, (Those) in front, (give me) your fare. Samba, I don't have any mney. T hope you have (sone). ‘Yes, I have 100 francs. ‘Thanks to God! «sto John & Saba. . Your fare! Here, Stop! We are tting off here. — getting off.) ag Samba fiungi wace ci yet-u marse Til ef Sanba descendent 4 chté du marché Tilleen, and Sanba get off near Tilléén market. Dakar! Dakar! 00 allez- are you going, to Dakar? vous, & Dakar? ‘Arretez! ar Benen Tis dtsant bonjour. Salutations! Salutations! Combien colite le trajet d'ici ‘a Tillen? C'est 50 francs d'ici a Tilleen, (ceux qui. sont) devant, votre billet (argent). Samba, je n'ai pas d'argent. Trespare que tu (en) as. Oui, j'ai 100 francs. Merci Dieu! +8 John et Samba. Vos billets! Tenez. Arretez! Nous de descendons ici. (C'est ici que nous descendons.)aA attr. 9 ERIC ~ AXI 4.04 tT ith i FALATHT Mt HH SIGERIC 48 Fletteel-u waxtaan Special Dialogue for Rural Focus ‘Dialogue Special pour Milieu Rural CE BOOR-U TALI BL Jom? ‘ae Sanbaléngi dem "Promotion Humaine", fingi xaar taksi ci boor-u tali bi, Benn si- Join et Sarba vont 3 la Promotion Humaine, Tis attendent un taxi au bord de 1a route. Une 404 arrive. John & Samba are going to "Promotion Humaine". They are waiting for a taxi at the curb. A "404"' has arrived. SAMBA: Kaollack 1éfiu jém, Am-ngé We are going to Kaolack. Nous allons & Kaolack. ‘aari palaas? Do you have two seats? Avez-vous deux places? SOFEER: Waaw, waaw. Dugg-leen Yes. Get in. There Oui. Entrez. Ilya am-né bem palass cl is one seat’ in front ne place devant et ne kanam ag benn ci digg bi. and one in the middle, au milieu. JON: — Paas-u fii bé Kaolack, How mich is it from here C'est conbien d'ici 2 “haata 18? to Kaolack? Raolack? SOFEER: Ku nekk, flaar-fulkk, One hundred francs each. 100 francs chaque, (Getting into the taxi.) (Entrant dans le taxi.) SAMBA: Asalaa-maalelam Greetings, people! Salutations @ tout le mbokk yi! (ay relatives, monde! (nes parents). NIT NI: Mealekum-salaan! Greetings! Salutations! JON: Samba, man de an-u-né Samba, I don't have Samba, moi, je n'ai pas xaalis. Mba yow an- any tioney. I hope d'argent.” J'espre que tu nge? ‘you have sane? en as? TAPHA: = Waaw, am-naa fieent Yes. I have 200 francs. Oui. J'ai 200 francs. fuk, JON: — Yalla baax-né! God, is good! “(Thank Dieu est bon! God.) (Beureusement!) SAMBA: Promotion Humaine 1éAu We are going to Pro- ‘Nous allons 2 1a Pramtion jém. Ng may fu ci © motion Humaine. Can © Humaine. Peut-on descendre guy gle ci kana, —we get off at that au bacbabs 14 (devant). baobab tree over there in front). SOFEER: Indi-1één seen pass. Your fare. Vos billets. SMBA: Am, Fi baax-nid. Here. It's fine here. Voici. C'est bien ici. TReuplacer par des noms de femes si vous avez des stagiaires femelles. Replace by women's nanes if you have fenale trainees. 21a particule -€1é est une marque de lieu come i et 8, I1 indique mn objet ou persome eloigné(e) mais qui peut Gtre vu(e) des locuteurs. “Montrer 1a difference entre fii, £8, £6 . ‘The particle ~ele is’ a Tocation marker like i and %. It indicates an object or Person who is'ina place; remote but visible by the speakers. Also show the-49- SECTION III: GRAMMAR 1. Active vs Stative Verbs As indicated earlier, the distinction between Active and Stative verbs is Very important for the understanding of the verbal system in Wolof. - Active verbs are those that indicate an action or process. Examples ‘of active verbs studied so far ave: dem = to go, few to come, lekk to eat, toog to sit - Stative verbs are usually verbs that indicate being in a particular State of mind or static condition, Note that there are no adjectives in Wolof and all the words that in English would fall under that category vould be stative verbs in —. English should be translated F 5 e i kt & g 8 Besides the English adjectives, there are other stative verbs but there are few of them. See appendix for a more complete list of stative verbs but for now it will suffice to know the following: an to have bare/bari to be plenty/a lot sedd_ to be cold doy to be enough lewat to be bland mar to be thirsty naaje to’ be late (in the day) nekk to be located Rex to be good. for to be cooked xiif to be hungry For the mment notice the two major gramatical differences between Active and Stative verbs. a. Additional Present Tense With “mangi" (see Section TIT, No. 2, page 29) Only active verbs can be modified by the presentative ~éngi/&. In other words ‘the forms i....can only be used with Active verbs. ‘This can be under- stood easily as we that Stative verbs indicate a state of mind or being. So one test you can use to find out if a verb is Active or Stative is to ask your informmt if you can say + (verb). However, there are a few cases where it would be possible to use Stative verb'but it's the exception rather ‘than the rule and we will indicate them to you when they occur. The question you might have then is how is the present tense expressed with Stative verbs? This is treated in B. below. — b. | With marker -né ‘As you will recall (see Note 3, page 12) the particle -né attached to a verb indicates that an action is completed:-50- -Ibou, xarit-u Moustapha figw-né. ~*Mel agsi-né ci dekk bi. ~Gis-néfu ATTaaji. ‘The whole paradign of this completion marker is given below: Singular Plural =n SS ‘This completion marker is a completion marker only when used with Active verbs. When it is used with a stative verb it only indicates a present tense. the following sentences; in the left colum are some active verbs and in the right one some stative verbs. Dem-ng. = He is gone. (He went.) Am-néiu xaalis. = We have mney. Nawnaa, = I cam. Ceeb bi neex-n&. = The rice is good. Gis-nétu suma xarit, = We sawmy fi bi sedd- a friend. = The lunch is cold. So the paradigm of naa, ngé, above has two distinct fimctions according to whether or not the verb is stative or active. For active verbs it's a completion marker and for stative verbs it's a present tense marker. 2. Negative Constructions To form the negation, the particles in the following paradigm are attached to the verb. With these particles, the difference between stative and active verbs remain. 3. Imperative ‘The imperative in Wolof is formed by adding to the infinitive the particles. Then EE MEI™ Notice though, the irregular singular forms: fi for come here. Cy Ee Singular for bere shea handing somone something, ERIC It's equivalent of the English here. _ 2 bY-51- ‘These forms do take the regular -leen for the plural. 4, Hmphasis on Object and the Particle "Ie" In English emphasis on one elenent of a sentence is done by putting a special kind of stress or tone. The stress is usually intended to draw the listener's attention. The order of words does not necessarily change. Thus, depending on what you want to insist on you can pronounce the sentence: We are going to Dakar. in different ways: We are going to Dakar. (not them) We are going to Dakar. (not Kaolack) We are going to Dakar. (not coming from) In Wolof the emphasis is done by completely changing the structure of the ‘sentence. For now, we will concentrate on putting the emphasis on the object of the verb. So, if we take the example above: Mumgi dem Dakar. © Dakar: is the object of the verb. ‘If we want to put the emphasis on Dakar, the following construction is required: Dakar 1é-y dem. Object + 18 (see page 31 for complete set) + (di)! + verb Other examples of constructions with object emphasis are: Aulaaji mmgi joge Kaolack, Kaolack 1 Allaaji jogé. Mungi tudd Mel. Mel 1é tudd. Yangi togg ceeb. Ceeb ngé-y toge. A more adequate translation of the sentences on the right above would be: ‘It's Kaolack that Allaaji is from. It's Mel that he is called. It's rice that you are cooking. ‘This construction is used to answer questions like lan ngé + verb? Foo jopé? Naka 18 tudd?” Which require mafeadtion contained In te Gert oF ject oF the verb. Notice also that the construction with object emphasis has the same order as those questions. Q: Lan ngé-y lekk? A: Mburu laa-y lek. Exercise: to help you practice, try to change the following sentences by putting the emphasis on the object: Thi ds an awdliary verb that has no real meaning of its om in Wolof. In speech ts variant -y is used, It is placed before verbs and indicates that the action referred to is incomplete, It is also used to form the future as we will see later. In the present tense it is mostly used with active verbs.2nd Person S: oy 2 Rew Fen a = '00-(y) Lan nge-G) 3rd Person Si 18-(y) 2: Rng Fan 1é- = m(5)- Lan 18-() 5 eee 2nd Person Plural = ‘geen - geen Fan ngeen-(di) = Fu ngeen- (di) ‘Lan ngeen-(di) = Ilan ngeen- (di) IE you wish to leam the other forms now, ask your teacher(s) and write them down on the space provided below: Ast Person 2nd Person 3rd Person-53- 6. Articles in Wolof A, Indefinite Articles In the singular there are no indefinite articles like a and an in Wolof as there are in English. Instead, Wolof uses the mmeral bern (one). ‘This numeral is placed before the nom just like in English, this bem kér = a house ben xale = achild ‘In mst cases, the numeral berm can be omitted. In the plural the particle ay is placed before the noun, 80: Amen’ ay ker. = He has houses Gis-naa ay xale. = I saw some children. B, Definite Articles In Wolof there is not a single definite article like "the" in English or 1é/la in French. What to the definite article "the" is a set of ‘consonants that are combined with the particles -i, -8 (See Page 10, note 1). So you can have: xale bi = the child (here) xale bé - the child (there) kér gi = the house (here) ker g& = the house (there) There are a total of eight classes for the s: and two for the jlural, While there exists some pl ‘explanations, they aré not consistant Enaigh to mike general rules out of then. Furthermore, it Na cletnie eo otter any semantic groupings. Just like in French where you have to learn the right gender le or 1a, you will have to memorize the consonant that goes with the Tew nouns you lear. To help you do this, in the lexicon, all noms will be given with their consonant following in parenthesis. You will notice that in the Dakar Wolof, the consonant b is the mst comonly used. ‘This is due to the fact that ali borrowings from the Languages usually take that class. For more details on this subject, you can consult Dakar Wolof by Nussbaum, Gage and Warre, Washington, D. C. 1970. ‘the different classes of consonants are given below. Use'the space provi to fill out with different words you have learned so far. Check with your teacher ‘or your informmt for accuracy. Singular be a-5h- y- 2 ERIC~55- SECTION IV; QUESTION S ‘Try to answer the following questions on your own. John ag Samba, ‘fungi toog ci Kér-gé? Yow, yangi toog? John ag Samba, fungi toog ci kér gi walla Fiungi taxaw ci benn are kaar? John ag Samba, lifiu-y def? - Samba, 1u my def? John,"1u muy def? Yow, loo-y def? Lu ngeen di def? John, fu m 3636? Samba, fu mi j6g6? Apparanti, ful my j5g6? John ag Samba, Tiungi dem dékk bé? John, mungi dem d&kk bé walla mmgi dem Kaolack? John, fu mu jn? Samba, fu ms jén? Apparanti, fu m j&n? Nit fii, fungi taxaw ci are kaar rapid? Samba, Fiaaté paas 18 am? John, fiaaté paas 18 am, benn walla flaar? Yow nag, an-ngé xaalis? Naate xaalis ng am? John ag Samba, fufiu-y wacc? ‘Special questions for Rural Focus Samba-&ngi dem Promotion Humaine? John-éngi dem Pronotion Humaine? ‘Samba ag John, fan léfiu-y den? Yow, yangi xaar taksi? Samba, nag, mmgi xaar taksi? Samba’ag John, fan 1éfu taxaw 166g? Sa dékk, mmgi ci tali bi? Sa dékk, mungi ci tali Kaolack? Sa d&kk, mmngi ci yoon-u Kaolack? Sa d&kk, mungi ci yoon-u Ndar? Taksi bi, Kaolack 18 jén? Yow nag, £55 j&n? Taksi bi, am-n8 fiaar-i palaas? ‘An-né palaas ci kanan? ‘an-né palaas ci ganndw? An-né palaas ci digg bi? Fii b¥ Kaolack, Tiaata 187 Man, am-a-mé paas-u New York, yow nag, am ngé? Ci Senegal, fan ng dékk? = Promotion fimaine, fan 18 nekk? Fu nu jéa? : John ag Samba, fu ngeen jém 166i?-56- SECTION V: PROVERBS AND SAYINGS 1. Ku am-ul yaay rampp mam, 2. Purux du gérém fiam-u daaw. 3. G6dr youb-ul. 4. Duné jénd jaan ci pax. 5. Mangi ci sa simis bi. mbybb mi létt yi etc. 6. Saalit ngé.ST SECTION VI: WRITTEN EXERCISES PRACTICE WRITING THE FOLLOWING TRANSLATIONS : Loo-y def? Youru laa-y Lek. Are you waiting? 1m full. ‘T'm washing my hands. I'm eating rice & fish, And this, what do you call it in Wolof? Taste the sweet potato. Do you have peanut butter’, Please light the fire. L hope the food isn't too spicy. ‘Are you making balls? She's dividing the food. How much is the fare? We are getting off here. T hope you have money.” We're going to "Promtion Yamaine". Hand me your 200 francs. Come in! What are you cooking? ‘They greet the people. What are you doing? ‘They are 25 francs each. ile or a local (like kool-aid) - sorrel to form balls with food when eating with your hand tamarind expression of warning or insistance five francs=o aaj (.) lax (b.) Takk leket (g.) lek lek (g.) lewat (3"> lujum G.) mace = (st) mee @.) mbar (n.) mesw (m.) mos -59- chicken: dried fish to be late (in the evening) steamer to bring/also to give (me is understood) to stuly/to read/to leam to hold/to catch to hold the bowl said after eating to express thanksgiving local vegetable - green tamato shaped, bitter tasting to hank you thanks hot pepper Pidlic transportation ~ (olue vans) it/also - face a rn calabash spoon each/everyone ‘spoon, garlic porridge like dish Po burn/to be burned/to bake calabash to eat food to be bland ‘vegetables to suck to be thirsty to lick firewood to give (as a gift)/to let/to allow bread milk to tastenaaje (j.) naaje (st) aan fear fiaar-fulke faar-i cin Baaca/faati Fiaat8/Maata na ci jam bare! @.) pullddx (b.) or nanbi (j.) raxas raxasu reer reer (b.) rénd (1.) or ndawal (1.) roof (b.) while eating local vegetable person curdled milk with water added squat, stoop to be finished, to stop, to be quiet to be cooked to ald water,to the cooking pot they're fine knife fare room (seats) ‘sweet potato parsley Pepper manioc to wash to wash oneself to wash oneself to eat dinner to have dinner dinner fish/meat and vegetables when placed on top of rice in eating bowl stuffingsum /sinmd, @.) su (st) | taal (b.) talaale tali (b.) tamaate (j.) (b.) tamaate lugatt. tang taxaw tay tibb togg, -61- spicy lettuce millet flour to chew cold to be cold to divide prepared food into ‘serving bowls to remove cooked food from the cooking pot local tea to take off/remove an article of clothing onions driver to put steamed rice in sauce to cook/to decant jedan lke to squat, to stoop to take off cabbage to be full fire/to light to saute paved road tomato ‘tomato paste to be hot (temperature) to stop, to stand to steam cook while eating with your hand, the act of ‘@ handfull to cook to fan to descend/come down, to get off work to swallow to swallow without to be dry (for food only) side next to/near to to wrap a sarong around one's waiste(m.) xém (st.) xdif (st.) x608 (b.) “ 92 cooked hard rice (from bottom of the cooking pot) salt Jocal ‘le, green tomato shaped, bitter tasting cooking pot and place ‘Sore boal/to decent’ ® meat beef mutton treated conch/shellfish like a cucumber~63- CHAPTER IV SECTIONI: DIRECTIONS Asking and Giving Directions from a place where all the streets and addresses are clearly marked, you will find the task of trying to locate a place very difficult. Even in the downtown area where streets are clearly marked, you will notice that this is true. Senegalese people themselves solve this problem by constantly asking for directions. An early familiarization with these terms will help you during your early weeks of the adaptation process. 1. Direct Questions a, Fan 18 marse bi nekk? Where is the market? Fu __marse bi nek? post bi baar bi dispdfiseer bi You can also change the order of the question and have: Marse bi fan 18 nekk? ‘The market, where is it? —— im Post bi. etc... b. Ana seef dé wilaas bi? Where is the village chief? ‘This is the same ‘Ana waa kér g6? ‘This is certainly the easiest way to ask for a place or a person but its use is limited compared to the other expressions. Its usage is preferred when asking for people rather than places. c. Doo m8 wan marse bi? Won't (would) you show me the market? Doo m& baal wan mi yoon-u dispefiseer. Won't (would) you please show me the ‘way to the dispensary? ‘This form was introduced in Chapter III (see note 4, page 39). It is a polite way of asking for directions or giving comands. It is used with Strangers and older people. Some useful expressions are given below. Once again, you can expand the list by asking your informmt or teacher for expressions you will judge necessary for you. we had in the Chapter I as in: Doo mS baal jox mi t8éré bi? Would you please give me the book? Woo-1 (woo-al)_mé Seydou. Call Seydou for me. May mi ndox, it Give me water. 93Jénd-81 mé sigaret. Wecci mi. Balee-1 mB suma néég. ‘Téj bunt bi. Ubbi_palanteer bi. Taal Lamp bi. ‘*Special Expressions for Rural Focus Rootal mi ndox. ‘Abal mB carax. Abal mi sér. Wan m3 wanag wi. Yobbu mé Promotion Humaine. Bindé1_m’ leetar. May m8 asporo. Buy me some cigaretts. Make change for me. Sweep my room, Close the door. open the window. Tum on the Light. Fetch me some water. Lend me some sandals. Lend me a sarong. Show me the toilets. ‘eke me to Promotion Humaine Weite a letter for me. Give me some aspirins. ERIC “Re.Indirect Questions -65- In formal situations you will find that these indirect ways of asking questions are always preferred. Bird Corps de 1a Paix, sore-né fi? Soyné si, post bé laa-y laajte. ‘*Special Vocabulary for Rural Focus Kér strifi bi, fu m nekk fii? Njagafiaw Kar prefet bi sore-nB fi? Takia jf Jangu bi Santar sosyaal bi Doo mé baal jott#li m8 peel bi. marto bi. pont yi. jaasi ji. ‘Xamru-loo fi ku tudd Moussa Ndiaye? Is the Peace Corps office far from here? Madam, I'm asking (looking) for the post office. Where is the "marabout's"' house? (Fii adds the send of “around here", » ‘Is the Prefet's house far from here? os Koranic school Can you please hand me the shovel. hamer. nails. hatchet. You do not know (you don’t happen. to know) someone by the name of Moussa Ndiaye. Ku is a relative pronoun. See note 7 this Chapter in the Grammar section for additional details. Terms of Directions Ci. sa ndeyjoor ci sa ci ci Kenan wet-u tbedd mi ci suf laajte jaar tallal and jubél dellu t ee 3 aad Expressions: Nouns; Ht 8 * BgBEeg Ssssssss i4. Money -- Xaalis a. are introduced: jurddm_benn cE A oe Beeve ~66- Nunbers Before taking up the study of money, the mmbers 1 to 10 and 10 to 100 Notice the irregular form fanweer for 30, This word is formed by the Wolof fan which means day and weer wbich’mans month = the mutber of days in a month. : eye 50 teenie 100 urogn ben fulde a See & 2 80 jurcd fient_ Fuld 90 Counting Money ‘The mmetary mit in Senegal is the franc C.F.A. (coummauté financiére africaine). The CFA is used in about ten other African comtries (all are former French colonies). Currently the CFA is pegged to the French-67- fiftin (also fistin) 1 franc CFA Gabel 2 france CFA ‘dérém 5 francs CFA aar-i dérém 10 france CFA 25 francs CFA of, 50 francs CFA laar Fukk-i dérém 100 francs CFA When there is no anbiguity, the term d&rtm is usually omitted. This is especially true after 100. You will hear more often flaar_fukk instead of Tiaar_fukk-i dérém. Notice also the -i- between the number and dérém. This -i- is a linker and indicates a relationship between the number and the object counted. This is true not only for mney but for comting any object. With flaar the -i- is optional and that's why you often hear: ear dérim lar fuk and Taar fiftin Furthermore, in rapid speech, fiaar dérém is pronounced fiaddértm, In comound nunbers ending with 5 - dérém as in 155 francs CFA, where the ‘term dévém alone would-be used, it is replaced by the number benn, thus: fan weer-i dérém ag berm 155 francs CFA or simply, famweer ag bem 155 francs CFA Fent_fulke ag benn 205 francs CFA When the musber of CFA is not divisible by 5 = convertible into dérém -- an expression for the remaining 4 francs CFA or less is added after the nunber of dérém and the two expressions are linked by ag which in this case translates plus. dértm ag duubéL 7 francs CFA ‘Riddértm ag fiftin 11 francs CFA Hett-i dirém ag fent-i fiftin 19 fracs CFA~68- CULTURAL NOTES ASKING FOR AND GIVING DIRECTIONS AND ORDERS Senegalese people rarely say "I don't know" when asked directions. A typical answer could go something like: Go to that corner, turn left and ask the people who are sitting there. Another practice is to refer you to women, street vendors, or the local : “naar shop". Those people usually know everyone in the neighborhood. Even when you are lost, tired, frustrated, be sure and not forget to greet people before asking for directions. Don't feel fumy about asking kids to do things for you. It's totally accepted in Wolof culture. If you do send a kid on an errand, a neexal (reward) is not necessary but is always appreciated. Occasi¢nally rewarding them for their help in the form of anywhere between’S to 25 francs, whatever you feel would be appropriate. In formal situations, the indirect way of asking questions is preferred. Avoid saying "So and so told me, this is considered very rude and improper in the Wolof culture. Wolofs would say something like "I have heard....."" "Déggnaa. ... In asking questions in general, Wolof people find it very rude to ask, or being asked certain types of questions. ‘These include questions like: How many brothers and sisters do you have?’ What do your parents do? ‘The first is certainly due to beliefs forbi the comting of human beings. In fact, when Wolof people are faced with the necessity of counting, people, they use the tem “Bent (or xalind) msm yalleh" translates "God's sit of wood",89 anysSECTION II: DIALOGUES END PrIs -Nenteel-u Waxtan Fourth Conversation Quatrieme Conversation John ag Samba fiungi jénd81 yaay-u John piis, ci marse Sandaga, John and Sanba are buying a piece of material for Jon's mother in the Sandaga market. John et Sanba achetent du tissu pour la mire de John, au marche” Sandaga, JOHN: Jénm ngé-am? JAAYKAT: Jim rekk, alhandulilaay! JOHN: Ana waa kér ge? | JaayKAT: flunga fa! SAMBAA = Meetar, flaata? How much is a meter? C'est conbien le métre? JAAYKAT: Ban piis ngé wax, bu Which material are you De quel tissu parlez-vous, buld' bi walla bu weex talking about, the blue du bleu ou du blanc? bi? or the white one? SAMBA: Bu buld bi laa wax. ‘I'm talking about the Je parle du bleu. blue one. JJAAYKAT: Meetar, téandér. 500 CFA, the meter. 500 CFA le métre, : SAMBA: Dafa jafe torop waay, It's too expensive, C'est trop cher, abaissez le wai ko, ‘won't you lower the prix, . price. JAAYKAT: lata ng@ fay? How mich do you pay? Conbien (voulez) vous payez? (want to) SAMBA: Jurd6n fiett fuk laa ‘I pay 400 CFA. (How 400 GFA (je vous offre.) fay. ‘about 400 CFA.) JAAYKAT: Loolu tuuti-né, yokk-al “It's too low, raise it C'est trop bas, augmentez un tuuti. Fay-al juréan a little. Pay 450 peu. Payez 450 CFA. ient fukk. CFA, ‘SAMBA: Baax-nd, ‘That's good. (It is...) C'est bien. sasyeat; flaata meetar ngé bégg? How many meters do you Combien de métres voulez- want? ‘vous? SAMBA: Jaay-mi flaar-i meetar. Sell me three meters, _Vendez-moi trois metres. (JAAYKAT: Am! Here! ‘Tenez! SAMBA: Am ng# weccit-u fiaar-i Do you have change for Avez-vous la mmaie de 1000 véeneér? ‘1000 CFA? CRA? © AAYKAT: Waaw, indi-1! An sa “Yea ‘ive Gt) come: Out, dommez (le) moi, Voici IC weccit. 10g Br"s yor change. votre monaie,A 5 “on Log-10- ‘ffenteel-u Vaxtaan *Special Dialogue for Rural Focus *Dialogue Special pour Milieu Rural Les dialogues suivants portent sur l'achat de differentes marchandises. Le coordonnateur peut les utiliser separement ou en conjonction avec une sortie. ‘The following dialogues are based on market: situatitns and deal with buying specific items. The Coordinator might use them separately or in conjunction with an "outing" exercise. Mangi jénd yap. Buying meat. Ghez le boucher. (uy56) (Greetings) (Salutations) A: Kilo xar, fata? How much is a kilo of Combien codite un kilo de mutton? ‘mouton? (nag) B: Kil6, témn6Ge ag jurcdin 950 CFA the kilo. 950 GFA le kilo. Fient fulde. A: ‘Teerééc ag jurdén Fient! 950 CFA! How expensive! 950 CFA! C'est. cher! ‘Aka jafe® B: Yipp, dafa Takk, It's because there is a C'est parce qu'il y-a me mootax. ‘shortage of meat. penurie de viande. A: ‘Doo ko waiifii? Won't you lower the Voudrez-vous diminuer le price? prix? B: Anx ay, fay-al ir Yes, pay 900 CFA. Si, payez 900 CFA. ag juréém Rent fuk. A: Baax-né, jox mB fiaar-i It's good. Give me two C'est bien, donnez moi deux kilo. kilos. kilos, Yes to a negative question, te9 ERIC Mingi jénd jn. Buying fish. ‘Au marche de poisson. (Nayd6) (Greetings) (Salutations) Jén wi nag t811 fata? And the fish how mich is Et le poisson c'est conbien a piece? le morceau? TELL Bent fuk. 200 CFA the piece, 200 CFA le morceau, A: Bagg-u-165 jurdém benn How about (Don't you Voulez-vous 300 CFA pour fuk, Nari téll yi? want) 300 GFA for two les deux.morceaux? pieces? B: Loolu tuuti-n& yokk-al ‘That's’ too little, C'est peu, Augnentez le sa loxo. raise your price(hand). prix (main). Ay Fay-naa 18 jur6Gn fiaar I'11 pay you 350 CFA. Je vous paye 350 GFA. B: Baax-ul, wante indi-1. It's not good, but give Ce n'est pas bon, mais me (the mney). donnez moi (1' argent). Waxaale. Bargaining. Marchander, JAAYKAT: Suma(sama) xarit, kaay My friend, come buy some Mon ami, venez acheter métjaay 18 jen! fish from me! (Come du poisson! (Venez que je so that I can sell you vous vende du poisson.) some fish.) AMINATA: Mbaa jén yi bees-nffiu? I hope the fish are Stespere que les poissos fresh? sont frais? JAAYKAT: Waaw, waaw. Tann-al bu Yes, yes. Choose which- Qui, oui, Choisissez celui 18 neex.. ever one you want. que vous voulez (qui. vous (pleases you). plait). AMINATA: Coof bi, fiaata? How mich is the "coof"? Cambien colite ce "‘coof"? JAAYKAT: Boobu, té&éér ag ient That one (costs) 700 Celui-la (coute) 700 GFA fukk. CFA. AMINATA: Def-al mi ko téGnSSr, Sell it to me for 500 _Vendez_1e moi 4 500 CFA et mé jénd leneen. CFA and I'll buy some- j'achete autre chose. thing else. JAAYKAT: Fay-al! MB waas-al 18 ko? Pay! Do you want me to Payez! Voulez-vous que je scale it for you? ‘vous 1'écaille? AMINATA: Waaw, mingi déllu-si Yes, I'll be right back. Oui, je reviens tout de suite. 1égi. ‘Mo not confuse this mé with the object pronoun mé._-, Seé gramar note 3. This mB has the meaning of “let me". This special constructi{ will be taken later. ¥ lug~72- Ci butig-u naar bi. At the "naar" shop. Chez le "naar". (iay68) (Greetings) (Salutations) ABLAYE: Naar bi, am-ngé "Near", do you have a Naar, avez-vous de 1a boisson "Golden"? "golden? eine) "golden"? NAAR BI: ABLAYE: NAAR BI: Waaw, Bu mag walla bu Yes. A large or small Oui, ine grande ou ue petite? ndaw? one? Bu ndaw laa bgg. Mbaa I would like a small one. Je woudrais une petite. - sedd n8? T hope it's cold? J'espére que c'est bien glacé? Sedd né bu baax. ‘It's very cold. C'est trés bien glacé.~T3- SECTION III: . GRAMMAR L Up to now, we have seen the verb am used as meaning "to have” uses for am. The following are some: ‘There are other a. Amné palaas ci kanam. ‘There is a place in front. Am-né Yaar-i_jig6én ci kér gi, ‘There are two women in the house. In this instance am has the meaning of the English there is/there are. Notice that unlike English, Wolof uses the singular form am-n# for both singular and plural. This is very similar to the French ily a. b. Am used to express age. Fanweer-i at _laa am, I am 30 years old. or, ‘ Am-naa fanweer-i at. T am 30 years old. c, To indicate the length of time oe has spent in a place. Example: Moom, am n& fi fiaar-i weer. He has been here for 2 months. (Literally: He has 2 months here.) Be n weer leflu fi am. We have been here for a month, 4. Command form. ‘Am sa weecit! Here’ s your money/change. An! Here/bold this/take this, etc. 2, ‘The particle "di" ‘As indicated earlier (see footnote on page 50), it's difficult to give me particular | meaning to the particle -di. One of the mst common explanations of -di is to describe it as an auxiliary verb. Wore uses of -di as an auxiliary verb will be seen in coming lessons but for now concentrate on the Following points: a. Di is often realized as ~ Example: Dakar _laay-y dem. ‘I'm going to Dakar. (In some areas, ‘as in St. Louis, the use of laa-di'is retained.) Loo-y def? 7 What are you doing?Th b. Di is usually placed before the verb. It indicates that the action Feferred to by the verb is incomplete. c. Meaning of "to be" When di is combined with the independent pronouns (see page 7), it has the meaning of “to be". Examples: Maa-y Moussa. I am Moussa. Yaa-y jangalekat bi. You are the teacher. This use of the particle di will be taken up later, when we study the subject enphasis. Notice the negative counterpart of di (see note 6.) Lii du sis. This is not a chair. Man, du-mé Americain. I'm not American. The totality of the forms are seen in the paradigns below: Affirmative Negative Singular Plural Ist per. Dum dust 2nd per. Doo Du-ngeen Lp noun 3rd per. Du Du-fis With Object _and Conplenent_predicator When used with the object and complenent predicator 18 di is always attached to it. (See nate 4 page 50.) 3. Object Pronouns Just like English, Wolof has separate forms for pronouns used as subjects and as objects. In English, the subject form for the first person singular pronoun is "I" while the object form is "me". The second person form "you" is the sane whether used as a subject or an object. In Wolof, also, special forms exist for pronouns used as objects. Two of these forms are identical with each other; the 2nd and 3rd persons plural. There are also two forms that are identical with forms used as subjects (see page 7), these are the Ist person singular and plural. The object pronouns are: Singular Plural Ist Fu 2nd Teen 3rd ‘Teen’~15= Examples of these object pronoms are: Jaay wé faar-i meetar. Sell me two meters. Jox ko xaalis bi Give him the mney. Jottéli Leen peel bi. Hand them over the shovel. ‘The third person singular ko is realized as k8 in rapid speech. Object pronouns usually preced the verb. “Anbiguity can exist with the second and third person plural leen, thus the sentence: Gisné leen, Can mean either: "He has seen you." (pl) or "He has seen them." In that case, one way of avoiding the confusion is the replace the pronom with an independent pronoun followed by the particle 1é as discussed in note 4, page 50. ‘Thus the sentence can be either: Foon 18 gis. Lit: They, it is (that) he has seen. or, Yégh 18 gis. lit: You, it is (that) he has seen. Furthermore, it is possible to have an aubiguity involving both the subject and object pronouns. Consider the sentence: Xam-néfiu_leen. Néfls can be either Ist or 2rd person plural of, subject, pronoun and the object Pronoun leen can either be 2nd or 3r ‘person plural sentence then can mean: ‘we know you(pl)" "they mow you(pl)", "we know then!" or “they know then" Here again, ERs independent pronoun will help clarify a subject and object ambiguity.’ So the sentence can be rephrased as: : ‘thn, Lafiu xam, We know you. ((As for) us, it's you we know.) loom, yéén 1éAu _xam. ‘They know you. (@s for) them, it's you we know.) fin, fioom 1éAu xan. We know them. (Gis for) ws, it's they we imow.) | loom, thoom 1éfiu xam. They know them. ((As for) them, it's they we know.)-76- 4, Imperative with Object Pronoms ‘When an object pronoun is used with the imperative form there is a difference depending on whether the singular or the plural is used. In the plural, the imperative marker leen is kept so. Jox-leen mi faar- (You, pl.) give me 1,000 CFA. . Indi-leen ko fii (You, pl.) bring him (it,her) here. But, when the imperative singular is followed by a direct object pronoun, the marker al is omitted and just the infinitive is used followed by the pronon, thus the sentences: WR ko. (You, sing.) Lower it. Jaay m8 faar-i neetar. (You, sing.) Sell me three meters. Jox fiu Tent-i kild, (You, sing.) Give us four kilos. 5. Other use of the particle "-al!" As we saw earlier, the particle -al (or 81) is used to form the imperative singular. Another function of the particle is to indicate a relation of benefaction between the subject of the verb and some third party(ies). ‘This function can be seen in the following sentences: fimgi_jénd81 yaay-u Mel piis, ‘They are buying material for Mel's mother. Doo mé wool (woo-al) Tapha. Won't you call Tapha for me. Fayal-né Moussa pas. He has paid the fare for Moussa. 6. ‘The predicator __-dafa with Stative Verbs In the sentences: Dafa jafe torop waay. It's too expensive. Dama ting. 7 ‘I'm hot, Dafa Liv. It's cold. The particle dafa (see paradigm below for all forms) is a predicator whose functions will be studied in greater length further. In this chapter, only its use with stative verbs is introduced. ‘The predicator dafa precedes the verb it modifies and has the same function as the marker -ne (note I. b., page 48). Using the same examples we had (see page 49), we caf express the same ideas in the sentences: Daf am xaalis. We have mney. Ceeb bi dafia neex. ‘The rice is good. a Bio ‘The lunch is cold, lugTe The semantic difference between dafa ting and tang né is that while both trans- late "it ishot", the former has the added meaning of "it's because it's hot" while the latter has the sense of "It has become hat". Singular Plural Ast dama dahu 2nd dang’ dangeen 3rd dafa demu 7. Relative pronouns In Wolof relative pronouns are formed from the definite articles (see 6. b.» page 52). The vowel -u is added to the appropriate consonant indicating the Tight class of the noun. Thus, the relative pronoun for kér (g.) is qu, for jigéén (j.) is ju for piis (b.) is bu. Examples of relative pronouns can be seen in sentences like: Bu buld bi, walla bu weex bi. Butéé] bu ndaw laa béga. Jigéén_ju-njool ji, Cumba 1é_tudd. : ; In connection with the interrogative words studied so far, notice the following parallels: ban? Which one? = Bunuul bi. The (thing) black one. fan? Where? - Fu sore fé. The (place) far away one. kan? Who? = Ku njool ki. The (person) tall one. Jan? What? = lu.weex li. The (thing) white thing. ‘An understanding of these pronouns will help you better assimilate relative clause formation in Wolof which will be presented later. 1u9 apt-78- SECTION IV: QUESTIONS John ag Sanba, piis 18Mu-y jénd? John, Tu muy jena? Yow nag, 1o0-y Jena? John ag Samba, faata piis 1&fu-y jénd? Yow ag'sa xarit lan ngeen di jUnd'ci butig bi? Piis bu bulé bi jafe n&? Piis bii dafa jafe, walla dafa yomb? $a montar bi, jafe-né? Naata 18-y jar? ‘Aga waa ker gb? Yangi jénd pis? Piis ngé-y jénd walla dall? Meetar flata? Practice various questions concerning money, such as: gb weccit-u Sunni. laata ngé am 18égi? Naata ngé-y am bés bu nekk. etc, *supplenentary questions for Tiral focus. Kilo xar fata? Lu tax jafe? Ben jakerne ei Dakar? = Jafe-n8 ci Anerik? Golden fata? Coca cola fiata? Beer nag? Been bu_ndaw ng bégg walla bu mag? Bu mag fiata? Yaa sedd né, ALL bi am-né coca cola?279. SECTINV: PROVERBS AND SAYINGS 1. Boroon Limmifi:di réér. 2. Wax loo xam, def 165 min, s06 téddéé nelaw. 3. Ku 18 mag pp 18 ay sagar. 4, Jigéén, soppal te bul widlu.-80- SECTION VI: WRITTEN EXERCISES Ban piis ngé wax? It's too low, raise it a little, Sell me some material. Do you have change for 1,000CFA? Do you have change for 100 CFA? Which material do you Like? Te's not good. It's too expensive. Lower the price. What are you buying? How many meters do you want? ‘There's a shortage of meat. ‘Pay 2,000 CFA How much is the fish? I'LL pay you 500 GFA, Give me the fish. I'll be right back. I'd like a small one. It's very cold. T've been here a month. I'm 22 years old. I'm going to Rufisque. flow old is your mother? Where is your father? Do you have sandals? 112carax (b.) coof (b.) “corps de 1a pai dafa dellu/deLloo dispatiseer (b.) doo : duubal farweer fanweer-i dértm fay fiftin (b.) fu fom ule fulk-i darém -81- VOCABULARY FOR CHAPTER IV ENGLISH to Lend how/what Embassy yes (only used in response to a negative question) aspirin to excuse, to forgive bar it's not good to sweep broom which one? to be broke to go farm to be fresh/new to want that/that one such and such a place day to write that one to be blue bottle shop/store left (hand) sandals (a kind of fish - same famiiy sea bass/cod) Peace Corps itis to come back, to go back, to retum dispensary 2nd pers. sing. negative of di 2 francs CFA thirty one hundred and fifty (CFA) where (short form in questions - see page 51) ten fifty francs (CFA)kaas (b.) ko, koi (b.) leetar (b.) lekeol, lekool (b.) liw (st.) Joolu oxo Lutax -82- train station to buy/t¢ to bad tofto pass. to someme to give/to hand ‘him street, intersection, corner letter school to be cold that, that thing when’ used in discussing mney it means the price to be large/big/old market hamer street yellow, com meter because/that's whyfiaar-i téeméér-i dértm adden faar() déréim peg Takk ndaw (st.) neexal néle Rent-i fiftin Bect-i deren fett-i fiftin ni, Ful (st.) paket (b.) palenteer’(b.) seet seetlu sob (st.) sonn (st.) sore, sori (st.) tallal (jubél) tann tawat. (st.) tayal (st.) way (st.) -83- a Mauritanian one fmndred francs (CFA) ten francs (CFA) two francs (CFA) one thousand francs (CFA) ten francs (CFA) and. to be missing/to have a shortage to be small a reward there, that four francs (CFA) fifteen francs (CFA) three francs (CFA) this way to be black package window shovel. material/cloth nail post office dress to fetch water to fetch water for someone special police force in Senegal to look for, to see, to visit to examine one lundred five hundred) francs (CFA) to close, to lock a piece (of fish) to follow hg-84- to scale to show to reduce/to lower/to diminish-85- CHAPTER V SECTIONI: ACTION VERBS ‘This chapter introduces the study of some "action" verbs, ‘These verbs are in general verbs describing different activities of the day.. We also present the study of time. Notice that, in rural areas ally, the "times of prayers" are more important in daily living. Time references are based on these as ‘opposed to the hour of the day. 1. “Action verbs yeew to wake up 51g to get up sangu to shower solu to get dressed ndékd. to fave breakfast duggi marse to go (shopping) to the market xy to go to work in the morning dem dakk bE to go to tom liggééy to work ‘Tibbi to go hone Wace to get off work a to have lunch naan Sttaaya to drink tea ‘oppélélaa to rest EC) lens to go to work, in the afternoon ‘are to go to the "chatting" place sect oubey xarit to go see my friends (auy ji) nit Bi to go say hello to friends attaya to go drink tea : to go to chat (with friends) to go play chess ‘to court someone to go for a walk to go cook dinner to cultivate to cut (collect) grass/plants, to harvest plant peanuts plant millet plant corn plant manioc plant blackeyed peas to pound a grain until it becomes flour $09 . to pound a grain to remve the hull ebb to pound rabb to weave r8bb to tnt. ERIC “117~86- 2. Asking and Telling the Time of Day “What time is it? Neari waxtu moo j It's two o'clock, Nenti waxtu = tutti. It's a little before four o'clock, Tisbaar pas It's after two in the afternoon, Midi yotene. It's noon. Midi inoo jot. 3. Seasons of the Year In Sénégal, there are only two seasons. One dry season "noor" and one rainy season “nawet". ends in May oF June 4, ‘Mme in Wolof when the rains start. Noor usually starts at the beginning of the year and ‘The following represents a sumary of expressions of time in Wolof: BES FAN YI DAYS OF THE WEEK ‘LES JOURS DE LA SEMAINE Altin€ Monday Landi Taleata ‘Tuesday Mardi Allarba Wednesday Mereredi Abanis ‘Thursday Jeudi Ajjum Friday Vendredi Aseer, (Samedi) Saturday Samedi Dibéér (Dimaas) Sunday Dimanche ‘WEER ‘MONTH MOIS ae YEAR ARNE = WEEK SENATE ‘TIME EXPRESSIONS EXPRESSIONS DE TEMPS tey today aujourd'hui tey 1é altine” . : A . tey alting 18 today 1s Hinday aujourd'hul, c'est lundi dirk. dab day before yesterday avant hier bérkaati déxbb three days ago ily a3 jour last night hier soir (nuit) €118k/subé ‘tomorrow w demain éllék ci guddi tomorrow it demain soir gannaw/ginnaw 8118 day after aaa aprés demain at the end of the month the other later/in a while ittle while a while a brief lapse of time caytine everyday long ago ongt-long ag yg dans trois jour a la fin du misbérset/batset subé teel bécckg yoor-yoor iggu béccég njolloor ‘goon guddi xaaju guddi WAXTU JULLE thidusaan timis gee/geevce fajar/njél tisbaar oo ‘TIME OF THE DAY daybreak early morning daylight around 10 a.m, in the middle of the, day or in broad day 1ij stood hunch tie afternoon night, dark Grothe middle of the night PRAYING TIME around 4:30 - 5:00 pa around 6:00 p.m. and sunset after dinner daw around 2 p.m, LES MOMENTS DE LA JOURNEE point du jour, petit matin tét le matin jour vers 10 h du matin en mi juuméé ou en plein jounee vers l'heure du dejeuner aprés midi, la nuit en pleine nuit HEURES DE PRIERE vers 4:30 - 5:00 de l'aprés midi vers.6:00 de l'apré midi et aussi coucher da soliel diner fe vers 2 de l'aprés midiCULTURAL NOTES SOCIAL RELATIONSHIPS AND TERMS OF KINSHIP bol blood relative or spouse bay father ~ rural use ' : - in urban Wolof this my have other connotations Papé father - from French Papa ndey mother - rural use yeey mother bajjan father's sister nijaay mother's brother raltk sibling or parallel cousin mag older sibling or parallel cousin doom child - the father and all his brothers call all the children bom to any of then "suma doom". The mother and all her sisters call all the children born to then "suma s8t grandchild or blood relative in grandchild's generation s8taat great grandchild or blood relative in great grandchild's ‘generation jarbaat nephew/niece imam grandparent maamast great. grandparent séEx twin cami brother - used only by his sister taaw first born child cast ast bom cht yumpaati uncle's wife Jekie/ ak ‘boroom kBr husband jabar/soxné wife wij co-wife in-law and by extension all of spouse's relatives wujj-pecergo wives of brothers call one another : jiitie” step, from the verb jiitu - to be in front yaay~ daay-u jiitle step-mother step-father njaaboot/waa kéx famtly/household Ka: i s/boroom kér head of the household neighbor dependent - one who lives in household but who is not closely related to the head of the household jigeen" for female and ‘To indicate older and younger brothers of one's ‘lu goee" for male are added. ‘ather or husband, or elder and younger sisters of one's mother or wife, the words ju mg elder and ju ndaw younger are added to the appropriate terms. Examples: 120-89- Baay jumag = father's elder brother Jexkér ju ndaw = husband's younger brother ‘The tems rakk and mag have as their primary meaning, and older. When used with @ personal pronoun suma mag, sa rakk, etc. indicate in the first place a sibling, but they can also mark a collateral relationship on both the maternal and paternal sides. In urban areas they can indicate just an age differentiation. When a specific indication is necessary it has to be described in some such terms as "his father and uy father were of one father", "her mother and my mother had the same fathers", etc, Ndey, yay, baay, papé and mam are used in addressing people of generations older than’ hessif a ‘suma ndey ty mother and with their names in referring to than baay Ablaye father Ablaye, yaay Rokhaya mother Rokhaya whether these people -re kin Tot. g > mother's co-wives and father's wives are also addressed as ndey, Tent (from the French tante) is also used as a respectful term of address to an Older woman and nijaay for an older man, Children are usually referred to and addressed to caseaate bi (one child) and xale yi (two or more children). doomu jittle step daughter/son wujj~pecergo wives of brothers call one another aawa Ist wife fiaareel 2nd wife fetteel 3rd wife fienteel, etc. 4th wife, etc. waxanbaane young man ngor nobility gor noble njaam slavery jaan slave 1219 Faw CORPS oFFice | tn a TIE ERE TERETE ') | => <_ Ousmane Fale thang Sibane Wim ° ERICSECTION II: DIALOGUES SETI XARIT CL OORPS DE LA PATK Jurdsiéél—u Waxtaan Fifth Conversation Cinquigne Conversation dem seeti benn xarit-u John, bu bolt ci "corps de 1a paix Anericain”, £8 rus bi. ‘Aminata gis-né mag-am ag John fiu toog ci biir kaar bi. Join and Sanba are going to visit a friend of Jotm's who is a menber of the American Peace Corps. The bus is waiting at a red light. Aminata sees her older brother and JOHN: iting in the bus. t endre visite 4 un ani de John qui est membre du corps de 1a paix tationne au feu rouge. Aminata voit son grand frére et John i i Samba, Jom, fan ngeen Samba, John, where are Samba, Jon, Gu allez-vous? jem? you going? A11éé8 Coursin 1éfiu jém. We are going to Allees Nous allons aux Allées Coursin, Goursin. ‘In ngeen di wuti foofu? What are you going to Qu’est-ce que vous allez ‘look for (do) there? chercher (faire) 14-bas? ‘Bern xarit-u Jotn 18fu- We are going to see a Nous allons voir un ani y seeti. friend of John's. de Mel. Xarit-an naka 18 tudd? What is his friend's Comment s'appelle son name? ami.(e)? ‘Xam-umé turam wante John I don't know his name Je ne sais pas son nom, xan-né ko. ‘but Jotn does. mais Jom le sais. Waaw, Vera 18 tudd. Yes, her name is Vera. Oui, elle s'appelle Vera. ‘Mba xam ngeen kér-in? Do you Imow where she —Savez-vous oui elle habite? lives? ‘foul kér Dakar, ci 311 She doesn't have a house Elle n'a pas de maison & ‘bi 1é d&k. in Dakar, she lives - Dakar, elle habiteen in the country. “'brousse"'. Waaye tey mmngi nekk ci, But, today, she is at Mais, aujourd'hui elle est ‘pire "corps de la paix" the Peace Corps Office. au bureau du corps de la paix. Bird "corps de la paix" Where is the Peace Corps Ou se trouve le bureau du fan le nekk? office located? corps de la paix? Ci kenan-u jumaa-ji ci In front of the big _——Ek face de la grande mosque ‘wet-u "ecole Pape Gueye mosque, next to school 4 cdte'de l'ecole Pape Fall". Pape Gueye Fall. Gueye Fall. Waaw, waan, xan naa ko. ch yess T'kmow (where Ah oui, je sais. it is). 123