AF 475: ADVANCED LEVEL YORUBA

TIME:

PLACE: 4231 Humanities Bldg.

Instructor
Required texts
Course Description
Grading Policy
Course Outline

COURSE INFORMATION

  INSTRUCTOR:
Antonia Fælárìn Schleicher

Offices: 1402 Van Hise

4231 Humanities Bldg.

Telephone: 265-7905 (4231 Humanities Bldg. office)

262-6537 (Van Hise office)

262-2487 (ALL Dept. office)

 

ayschlei@wisc.edu

Office Hours: 10:00 – 11:00 a.m. , MT (4231 Humanities Building )

Other times by appointments only.

 

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REQUIRED TEXTS:

 

1. Jê K’Á Gbô Yorùbá CD-ROM by Antonia Fælárin Schleicher

Published by the National African Language Resource Center , UW-Madison (2003)

2. Aláwiíyé, Ìwé Karùnún (Second Edition) by J.F. Ædúnjæ (1990), Longman , Nigeria

3. Aláwiíyé, Ìwé K ÷fà (Second Edition) by J.F. Ædúnjæ (1990), Longman , Nigeria

4. Ayé D’Ayé Òyinbó by I. O. Délàn ö (1955)

5. L’Ôjô Æjô Un by I. O. Délànö (1963)

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COURSE DESCRIPTION:

 

The purpose of this course is to assist students to reach advanced level proficiency in speaking, listening, writing, and reading in Yoruba. Students will be introduced to Yoruba language structures that will help them to describe, narrate, and present information in the present, past, and future. Students will be provided the opportunity to discuss their academic interests in Yoruba and discuss familiar topics in the present, past, and future. By the end of the course, students will be able to listen to and understand radio or television programs, produced for native speakers of Yoruba. They will also be able to read and understand novels written for native speakers of Yoruba.

 

SPEAKING AND WRITING GOALS :

 

The Class Will Give You a Chance to :

• use Yorùbá to greet one another and engage in conversation about everyday topics, such as weather, friends, leisure activities, school, and family.
• use Yorùbá to talk with classmates about past activities and future activities, such as weekend plans, vacation, jobs and travel
• use Yorùbá to discuss topics pertinent to your personal and professional lives, such as career choices, goals, and aspirations.
• engage in Yorùbá role-lay or participate in real-life situations where they clarify information, such as reporting an incident to authorities, or solve problems, such as negotiating conditions for a part-time job.
• compare, contrast, and analyze in Yorùbá their opinions on topical issues, such as recent films and current events.
• conduct interviews in Yorùbá with individuals on personal, social, and professional topics, for example, African student’s view of the American system of education.
• use Yorùbá to discuss in groups social issues and problems, such as immigration, homelessness or unemployment.
• Students participate in and perform scenes in Yorùbá from plays and/or recite poems or excerpts from short stories.
• Students write original poems, song lyrics, stories, and/or pastiches of works by Yorùbá authors.
• Students prepare a personal resume in Yorùbá and write a sample job application or other business letters.
• Students write and produce an original Yorùbá-language videotape, such as a newscast, a talk show, or a game show.
• Students participate in a panel discussion where they review and critique a Yorùbá movie, such as Ó Le Kú (That is Something) or Kò »e é Gbé (It’s Not Easy to Lift It).
• Students evaluate, analyze, and critique in writing the content of an article or documentary intended for native Yorùbá speakers, such as from the Yorùbá newspaper Ìròhìn Yorùbá
• Students prepare a written analysis of a Yorùbá-language literary work .

 

LISTENING and READING GOALS:

• understand in Yorùbá, the main ideas and significant details of level-appropriate spoken and recorded materials, such as songs, videos, commercials, films and interviews, and live presentations.
• understand the important concepts presented in Yorùbá in formal lectures and group discussions.
• understand in Yorùbá the principal elements and main ideas of newspaper and magazine articles, as well as Internet pages, on current events and topics of general interest.
• read and analyze Yorùbá-language literary works, such as poems, short stories and novels.
• understand some Yorùbá-language literary works, such as poems, short stories and novels.
• understand some Yorùbá language humor, such as jokes and plays on words .
• use Yorùbá to analyze the social and philosophical ideas expressed in literature they are reading .

 

CULTURAL GOALS:

• learn how to interact in a culturally appropriate manner with Yorùbá-Speaking People of various backgrounds in a variety of contexts, such as welcoming guest speakers or exchange students, participating in field trips or studying abroad.
• learn how to analyze social, economic, geographic, and historical factors that affect cultural practices in various Yorùbá cultures, such as weddings, family celebrations, gender roles, education, social and governmental institutions, and religious observances among Yorùbá Christians, Moslems, and traditional religious practioners, dress codes for married and unmarried Yorùbá women, etc.
• learn about and participate in cultural practices characteristic of various regions of the Yorùbá world, such as preparing typical foods, attending musical and theatrical performances, and participating in sports events.
• examine and discuss connections between cultural perspectives and behavioral patterns typical of various cultures as seen in Yorùbá-language films and videos, for example, Ó Le Kú (That is Something); Kò »e é Gbé (It’s Not Easy to Lift It) and »aworo Id÷.
• discuss and analyze various artistic products of Yorùbá regions, such as theater and dance performances, novels and poetry, sculpture and painting, cinema and crafts.
• explore social and economic, political, and religious institutions of Yorùbá cultures and learn how they reflect the values of the people.
• identify major Yorùbá historical, political, and artistic contributions to world civilization.
• learn about and identify major religious influences from Nigeria and other Yorùbá areas of the world, such as found in Santeria, Umbanda, Lucumi, and Candomble.
• discuss and analyze concrete products that reflect daily life in various regions of the Yorùbá world, such as foods, dwellings, transportation, and leisure activities.
• listen to music and view films from Nigeria and other parts of the Yorùbá world and identify cultural values and perspectives, for example, Ó Le Kú (That is Something); Kò »e é Gbé (It’s Not Easy to Lift It) and »aworo Id÷.
• view current Yorùbá language television programs, such as newscasts and note the types of topics that are emphasized and the cultural perspectives they reveal.
• identify and analyze the social, political, and educational institutions in Yorùbá areas of the world.
• identify, analyze, evaluate, and compare themes, ideas, and perspectives related to the products of Yorùbá cultures in light of the student’s own culture, leisure time, after school or work activities, and family and personal responsibilities.
• read and discuss current articles found in print from leading periodicals or newspapers of Yorùbá regions and analyze the perspectives suggested by the author or the publication.

 

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GRADING POLICY:

10% Daily discussions on different issues in class

20% Essays on different topics

30% Midterm Exam

40% Final Exam including Oral Presentation of final written paper based on students’ academic research interests

 

CLASS PARTICIPATION: Attendance is very essential because class time will be spent on discussions and presentations. Each of you will be given the opportunity to respond to both cultural and philosophical issues raised in the CD-ROM and the other texts assigned for the course. 20% of your total grade will be based on these daily discussions and your participation in them. These activities will assist you in further developing your speaking skills. Except for prolonged illness, more than ONE absence will lower your class participation grade. If you are absent for any reason, you are still responsible for the class activities on the day you are absent. One absence can affect your overall performance in this course.

 

HAND IN ASSIGNMENTS: You are expected to turn in an essay as assigned either weekly or every other week. If you do not turn in your paper on that day, you will lose the points for that section in your total assignment grade. Each essay is designed to help you develop your writing ability in Yoruba. But the points you receive on each of the essays add up to the 20% of your total grade. Late essays will NOT be graded.

 

MIDTERM EXAM : Your midterm exam includes an Oral Proficiency Interview to assess your oral proficiency level. It also includes an essay that you will write from home. It will include listening comprehension and reading comprehension activities. The midterm is 30% of your total grade.

 

FINAL EXAM: The final exam includes an OPI, reading, listening, and a final paper. Your final paper will be based on a topic related to your academic interest or research. You should start thinking about what aspect of your research interest you want to base this essay on from first week of classes. Please discuss your topic with me before you begin your research. You will write between 10-20 pages in Yoruba on whatever topic you choose. Your topic could also be based on a particular aspect of Yoruba culture that you are interested in. You are expected to give an oral presentation of your final paper before you turn in your final draft. The final OPI, the reading and writing activities and the final paper and the oral presentation will be 40% of your total grade. The final paper is due on your final exam day.

 

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TENTATIVE COURSE OUTLINE

Date	Preparation Before Class	In Class
Weeks 1-2	Focus Questions : Oral Discussions : Ó Le Kú: Preliminary Lesson »é lóòótô ni pé nínú Yorùbá ni èdè G÷êsí ti jè? Nínú èkô yií, irú èniyàn wo ni o rò pé màmá À«àkê jê? Nínú èkô yií, irú èniyàn wo ni o rò pé Àjàní jê ? Writing: 1. K æ àròkæ lórí nõkan tí o «e ní æludé Sômà. »é lóòótô ni pé “i«ê ni oògún ì«ê”? Reading : Aláwiíyé, Ìwé Karùnún: 1, 2, 3. Àw æn ipa pàtàkì wo ni Ayò títa kó nínú à«à Yorùbá? Kí l’ó dé tí ó jê pé àwæn ækùnrin ni wôn sábà máa ñ ta Ayó ní ilë Yorùbá? »e àpèjúwe bí a «e máa ñ tayò. Kí ni ewì èkô kejì kô wa? Kí ni ewì yìí sæ fún wa nípa igbàgbô eléwi yií? Kí ni iyátö láàárín àkànlò èdè àti òwe? Tone Drills : Ó Le Kú: Preliminary Lesson ******************************	-Go over the syllabus. -Introduce the Course in Yoruba and state your expectations clearly. -Get to know each other and find out what the students plan to use their advanced knowledge of Yoruba for. -Discuss focus questions. -Discuss the structure of the weekly essay and the final paper. - Do tone drills. - Talk about how to write good essays
Weeks 3-4	Focus Questions : Oral Discussions : Ó Le Kú: Lesson 1 Nínú èkô yií, irú èniyàn wo ni o rò pé bàbá À«àkê jê? »é lóòótô ni pé àwa ènìyàn dúdú kò ní itàn kí àwæn Òyinbó tó dé ilè àwa èniyàn dúdú? Nínú èrò tir÷, kí l’ó dé tí o ró pé Öjögbôn Hugh Trevor Roper sæ nõkan tí ó sæ? Kí l’ó dé tí o rò pé Àjání gbá lé Lælá lêhìn bí ó tilë jê pé òun àti À«àkê «ì wà pö? Àjàní sæ pé “Örêbìnrin kan «òro ní”, «é o rò pé nínú à«à Yorùbá, Àjàní lè sæ pé “örêkùnrin kan «òro ní”? Àjàní sæ pé, Ælôrun l’ó mæ ækæ iyàwó ojú önà”, kí ni gbólóhùn yií fi hàn wá nínú èrò àti à«à àwæn Yorùbá. Writing: K æ àròkæ kan lórí ækùnrin kan tí ó da iyàwó rè. Reading : Aláwiíyé, Ìwé Karùnún: 4, 5, 6, 7. Kí ni èrò òpitàn yií nípa àwæn obinrin? Kí ni èrò r÷ nípa bí Ëgbèjí ti di æba? »é o gba èyí gbô? Ipa wo ni màmá Gbàdà kó nínú iwà elè«ù Gbàdà? Kí ni igbàgbô àwæn Yorùbá tí ó j÷yæ nínú itàn yií? Tone Drills : Ó Le Kú: Lesson 1	-Discuss the oral discussion questions - Have students read out the Alawiye texts for reading practice for tones. - Do tone drills - Have students discuss Alawiye’s questions -Collect second essay - Talk about final essay
Weeks 5-6	Focus Questions : Oral Discussions : Ó Le Kú: Lesson 2 Kí ni èrò r÷ nípa Àjàní àti Lælá? »é o ró pé Àjàní fêràn À«àkê? Sæ ipa tí màmà Àjàní àti ègbôn Àjàní kó nínú wàhálà örö iyáwó tí ó dojúkæ Àjàní. Kí ni èrò r÷ nípa à«à Yorùbá nípa yíy÷ nõkan wò lôdö àwæn aládùúrá, babaláwo, àti wòólì? Bí o bá jê Dötun, kí ni o máa «e nígbá tí o bá Àjàní lórí bêèdi pelú Lælá? Kí ni o rò pé ó jê èrò àwæn æmæ ilú Nàijíríyà nípa èkô Òyinbó ní ilé-ìwé? Writing: 1. K æ àròkæ lórí gbólóhùn “Ælôrun ló mæ ækæ iyàwó ojú önà”. 2. Bí o bá jê olórí ìlú Nàìjíríyà, kí ni o máa «e láti ran ìlú yìí lôwô? Reading : Aláwiíyé, Ìwé Karùnún: 8, 9, 10, 11. Ëkô 8-9: Kí l’ó «e ikú pa Bùkôlá nínú ewì yìí? »é ó dára kí ìjæba pa ödaràn tàbí kò dára? Ëkô 10: Kí l’ó dé tí eléwì yìí sæ pé kí àwæn æmæ Nàìjíríyà tí ó wà lókè òkun padà wá sí ìlú Nàìjíríyà? Kí ni èrò eléwì yìí nípa àwæn ènìyàn tí wôn ñ gbé ní ìlú òkèèrè? Bí o bá jê æmæ ìlú Nàìjíríyà tí ó ñ gbé òkè òkun, kí ni o máa sæ fún eléwì yìí? Kí ni èrò tìr÷ nípa rìbá gbígbà? Tone Drills : Ó Le Kú: Lesson 2	Discuss focus questions   Discuss Alawiye’s questions Do tone drills Collect essays Have students read aloud for tone practice
Weeks 7-8	Focus Questions : Oral Discussions : Ó Le Kú: Lesson 3 »é lóòótô ni Àjàní lè fê ìyàwó méjì? »é o ró pé À«àkê fêràn Àjàní? Kí l’ó dé tí màmà Àjàní fê kí Àjàní tètè fê ìyàwó? Kí ni èrò r÷ nípa ìkóbìnrinjæ ní ilë Yorùbá? Bí o bá jê Àjàní, kí ni o máa «e nípa wàhálà tí màmà r÷ ñ fún ÷ nípa örö ìyàwó? Ta ni o rò pé ó y÷ kí Àjàní fê nínú Lælá àti À«àkê? Writing: K æ àròkæ lórí ësìn pàtàkì kan ní ìlú r÷ àti ipa tí ësìn yìí kó ní ìlú r÷. 2. »é ó dára láti fê ìyàwó méjì tàbí kò dára? Reading : Aláwiíyé, Ìwé Karùnún: 12, 13, 15, 16,17.   Tone Drills : Ó Le Kú: Lesson 3	-Discuss focus questions. -Collect essays -Do tone drills -Discuss relevant grammar from the texts and discussions.
Week 9	MIDTERM	MIDTERM
Weeks 10-11	Focus Questions : Oral Discussions : Ó Le Kú: Lesson 4 Irú ènìyàn wo ni Lælá? Irú ènìyàn wo ni Dötun? Irú ènìyàn wo ni À«àkê? Irú àwæn örê wo ni àwæn örê Àjàní? Õjê Lælá ní ëtô láti bínú sí Àjàní? Kí ni ìtumö “ojú kan làdá ní? Irú kan náà ni Lælá àti Àjàní. »é lóòótô ni? Writing: K æ àròkæ lórí eré ìdárayá kan tí o mö ní ìlú r÷. Reading : Aláwiíyé, Ìwé Karùnún: 20, 22, 24, 26.   Tone Drills : Ó Le Kú: Lesson 4	-Discuss focus questions. -Collect essays -Do tone drills -Discuss relevant grammar points -Talk about final paper
Weeks 12-13	Focus Questions : Oral Discussions : Ó Le Kú: Lesson 5 »é öbæ ni Lælá tàbí öbæ kô? Kí l’ó fa àlá tí Àjàní ñlá níbí yìí? Fi ara r÷ sí ipò Àjàní. Kí l’o máa «e pëlú àwæn obìnrin mêta wönyí? Jê kí a sæ pé ìwæ ni Àjàni bi léèrè pé, “ Ta wá l’ó y÷ kí N fê o?” Gba Àjàní ní ìmöràn. »é o ró pé Àjàní fêràn Lælá? Writing: Reading : Aláwiíyé, Ìwé Karùnún: 27, 28, 29, 30. Tone Drills : Ó Le Kú: Lesson 5	-
Weeks 14-15	Focus Questions : Aláwiíyé, Ìwé Karùnún: 31, 32, 33, 34.
	Final paper presentations	Each student gives an oral presentation of his/her final paper. Comments will be made on each presentation.

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